Wendy’s
personal framework edited by Hazel Kuveya
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Phase of learning
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Links to pedagogy
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Digital approaches
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Learning outcomes
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Phase 1
This unit covers developing, connecting and functionally testing
electrical power and control circuits that perform specific control
functions. It encompasses working safely; developing schematic/ladder
diagrams and converting them to wiring diagrams
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One of the critical pedagogies is that of relevance (connectedness). This
is an interactive unit. Students share ideas and are familiar with the AS1102
standard. Through interaction and use of reference materials students should
come up with a solution to solve the problem presented
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This is a blended learning unit. The information problem is given to
the students via a voice narrated keynote presentation. Face to face debate
is encouraged due to the different areas of work the students are undergoing
training, debating will result in a lot of ideas being displayed. The
problems with participation, and a lack of opportunity for some to contribute
can hinder the effectiveness of face-to-face debate. Therefore students are
required to take their discussions to their blog postings. Students are
encouraged to keep their blogs alive by sharing ideas even after the end of
their 2 week block at college
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Occupational Health and Safety procedures for a given work area are
identified, obtained and understood. Safety hazards, which have not
previously been identified, are noted and established risk control measures
are implemented. Schematic arrangement of control circuits that complies with
agreed scenarios is documented in accordance with established procedures.
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Phase 2
Learners must be able to understand what we mean by circuit design.
With this in mind they think about ways to approach the challenge. They scope
the limitations and define the question in researchable terms. This leads to
a better defined question that will support approaches to finding a potential
solution
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By presenting an ill-defined problem to students, negotiation of the
dimensions and implications of the problem will be initiated. This will in
turn raise a range of perspectives which must be negotiated early in the
process.
In this phase, learners also identify strengths and talents amongst
their group members, and establish group roles and responsibilities.
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Even in a blended situation, a collaborative online brainstorm is ideal
in this phase, this can be done by use of the wiki space to tabulate ideas on
commencement this supports better planning and justification of planning. It
also supports a reflection cycle in which learners return to their ideas,
improve, enhance and edit them. A benefit of a wiki is that there is no limit
to the amount of material held and negotiated. An important consideration to
maximise efficiency and equity is the scaffolding of the way learners
contribute. Tables or protocols can support data collection and tabling of
ideas for negotiation. But particularly in Wikispaces, the association of a
forum and comments with each wiki page supports active negotiation of ideas.
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Learners learn how to evaluate the perspective of others, how to
analyse implications and practical and theoretical implications. They link a
question to resources and processes able to frame a solution. Learners also
learn how to consider the strengths and gifts of others, the diversity within
their group, the cultural significance of their solution. In doing this they
are practicing goog workmanship.
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Phase 3
A strategy or set of strategies to work towards a solution are identified
and mapped out. In this case students are given a specified number of
scenarios to develop a circuit, which they are going to physically connect. Included
in this is the identification of the knowledge entailments and requirements
to support a justified solution.
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Whilst learners should attempt to map out the knowledge entailments,
this is likely to be a phase underpinned by a combination of research and
explicit teaching. The ebb and flow of teacher guidance is finely planned and
managed. A guide to how circuit development is achieved through face-to-face
instruction by the facilitator.
Problem-solving strategies that are relevant to the context may be
discussed with students.
Social learning and collaboration are important especially intensive
contribution of the industrial based students who come in this unit a little
bit advantaged over their domestic based counterparts. Mapping out roles and
responsibilities so that each student has a unique role in the process of
finding a solution is important.
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Again, keeping a digital record of this phase of learning is
important. Students can scan copies of their drawings and ideas and send them
to instructor via the student drop box.
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This is the primary phase for assessment and first submission of
formative assessment. The teacher will give each student feedback and advice
of the outcome i.e a one on one with student, at this stage the students
would be required to hard wire their submitted assessments if successful in
the formative assessment. Students will learn how to evaluate and plan for
achievable outcomes.
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Phase 4
The investigation, research stage follows, in which students follow
closely their plan, review it on reflection often, modify and change it
sequentially as they go, follow timelines, collate, consolidate ideas and
research, and collect a body of data that will support their actions.
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Connectedness and relevance are important here. As are higher order
thinking process, collaboration and negotiated learning. Communication skills
are critical.
Information processing skills are a primary consideration, and there
will be the need for scaffolding where learners do not have the required
skills to search and evaluate information.
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It is always important to consider the distributed nature of
knowledge and information, because the mode of interaction includes a digital
record, the interaction is more influential, and have longevity. Students
will be able to tap into the digital record, check their understanding, check
misunderstandings etc. This will also
help them prepare for their final written assessment. Interaction on a
conversational basis with others also occurs throughout the unit.
They can use the wiki space or blogs, for students who are not
skilled in the technologies used for blended learning, an induction will be
considered.
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This is the primary element that is normally assessed. It involves
the use of complex thinking processes to evaluate and collect and filter
information for a given purpose. It is also where core conceptual knowledge
and understanding is constructed, organised and linked to other concepts.
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Phase 5
Students will analyse information for relevance, usefulness, ideas…
and from it they will begin to formulate their response. An ongoing
consideration of stakeholder needs is required to ensure that the solution
that they generate meets their own design brief.
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Again, the pedagogical focus here is on supported, scaffolded
collaboration, negotiation, analysis, and evaluation of ideas. Students may
be pattern-searching or integrating information and drawing conclusions. One
of the complexities is that they must let the data speak for itself, whilst
still considering the stakeholders’ needs. Without a frequent return to the
question, background and context, they may lose this focus. Again, the
scaffolding of the teacher is critical.
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The maintenance of the early planning materials is critical, and
these may be adjusted and modified to represent the process that actually
happened as it was modified and tailored to suit, this unit builds up from
the initial phases therefore students need that continuous flow of
modifications and analysis documented and the blogs proves to be the best
tool to use here.
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Higher order thinking is the outcome here… the capacity to analyse,
evaluate and make supported decisions.
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Phase 6
Presenting the solution, and then evaluating it based on feedback
from stakeholders
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The authentic links are important here. The right solution, to the
right people, with the wrong way of presenting it may be doomed to failure.
This is complex and requires investigation and problem-solving. It is also
where multimodal literacies come in as students use text and images to frame
their presentation.
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This can be a robust opportunity to learn about feedback and re-conceptualisation
of a problem and its solution. Perhaps students could develop a feedback
proforma - or an evaluation sheet to
be used by the audience and stakeholders.
This data could be and used to propose new directions.
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Cultural knowledge is important. Students need to know the
characteristics of the stakeholder group.
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