1 / 16

Lift Technology by Distance Learning J. P. Adams J. P. Andrew S. Kaczmarczyk

International Conference on Engineering Education 2005 Gliwice, Poland, 25-29 July 2005. Lift Technology by Distance Learning J. P. Adams J. P. Andrew S. Kaczmarczyk. <1976. 1983. 1987. 1998. 2000. Future?. Apprenticeship /Technician. Foundation Degree. NVQs. Distance Learning.

lev-pugh
Download Presentation

Lift Technology by Distance Learning J. P. Adams J. P. Andrew S. Kaczmarczyk

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. International Conference on Engineering Education 2005 Gliwice, Poland, 25-29 July 2005 Lift Technology by Distance Learning J. P. Adams J. P. Andrew S. Kaczmarczyk

  2. <1976 1983 1987 1998 2000 Future? Apprenticeship /Technician Foundation Degree NVQs DistanceLearning VLE’s e-books MSc Historic Development (Lift Industry) ICEE 2005, Gliwice, Poland 25-29 July 2005

  3. Relevance and Coherence • Developed to meet industry needs through collaboration • Provide opportunity for lifelong learning • Develop both educational and skills requirements • Clear coherence in terms of educational and training content • Routes for incremental progression and career enhancement ICEE 2005, Gliwice, Poland 25-29 July 2005

  4. Why Distance Learning? • Ability to reach remote student cohort – particularly for a dynamic and diverse industry such as the lift industry • Opportunity to offer a specialist subject which cannot realistically be offered locally • Appropriate dissemination and assessment at all academic levels • Shortcoming in not being able to offer practical experience already addressed by NVQ’s ICEE 2005, Gliwice, Poland 25-29 July 2005

  5. Format of materials - 1 • Predominantly text-based • Equity of access • Cost of production and ownership • Portability • Reference Text and Learning Packages • Electronic (Internet) support via WebBoard • Move towards CD-based materials – “web site on a disk” ICEE 2005, Gliwice, Poland 25-29 July 2005

  6. Format of Materials - 2 • Learning Packages split material into manageable chunks • Clearly defined learning objectives and learning outcomes • Links from LPs to more comprehensive reference text • Use of good distance learning philosophy – fonts, colours, white space etc. ICEE 2005, Gliwice, Poland 25-29 July 2005

  7. Assessment • Timely and detailed feedback are an essential part of distance learning • Self-assessment exercises • Computer marked assignments • Tutor marked assignments • End of module tests taken at regional test centres ICEE 2005, Gliwice, Poland 25-29 July 2005

  8. Self-assessment exercises • Formative – no mark given • At the end of each Learning Package • Provide immediate feedback • Comprehensive solution provided • No tutor feedback, unless requested ICEE 2005, Gliwice, Poland 25-29 July 2005

  9. Computer-Marked (Minor) Assignments • Minor pieces of summative work – but detailed feedback • Ability to test knowledge and understanding of a self-contained section of material • Can be used as a marker to ensure that students are still engaging with the course • Provides students with the opportunity for dialogue with their tutor if required ICEE 2005, Gliwice, Poland 25-29 July 2005

  10. Sample CMA ICEE 2005, Gliwice, Poland 25-29 July 2005

  11. Tutor-Marked (Major) Assignments • Provide student with the opportunity to demonstrate their knowledge and understanding over a wider area of the course • Provide the opportunity to develop key skills (e.g. problem solving, report writing, research etc.) • Provide a means by which tutors can provide more detailed feedback • May provide opportunity for students to develop practical skills ICEE 2005, Gliwice, Poland 25-29 July 2005

  12. Tutorial Support • Key part of distance learning provision • Various forms: • Front line tutors • Specialist subject or module tutors • Industrial supervisors or mentors, or other proficient work colleagues • Self-help groups • Use of bulletin board (Internet conferencing) ICEE 2005, Gliwice, Poland 25-29 July 2005

  13. Web Board ICEE 2005, Gliwice, Poland 25-29 July 2005

  14. Future Developments - 1 • Pilot study using E-books • Enhancements in material (simulations, colour, multimedia) • Cost (development and infrastructure) • Hardware and software limitations • Extended research study using Tablet PC • Distribution on CD • Indexed web-site format, and use of HTML/PDF files • Does not necessarily require Internet access • Does require access to computer • Easier to distribute ICEE 2005, Gliwice, Poland 25-29 July 2005

  15. Future Developments - 2 • Managed Learning Environments • Pilot studies using Learnwise, now replaced by Blackboard • Provides enhanced learning experience (simulations, colour, multimedia, external links) • High development cost for materials • Cost of computer plus Internet access for students • Not truly portable • Live from September 2005 ICEE 2005, Gliwice, Poland 25-29 July 2005

  16. Any Questions? ICEE 2005, Gliwice, Poland 25-29 July 2005

More Related