ETUG: Digitizing the Toolbox: Taking the trades online-final
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Presented by Melissa Robertson from Vancouver Island University at ETUG Spring 2015 #etug
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ETUG: Digitizing the Toolbox: Taking the trades online-final
- 1. Digitizing the Toolbox: Taking Trades Programs Online Presented by Melissa Robertson and Stephanie Boychuk Centre for Innovation and Excellence in Learning Vancouver Island University
- 2. Meet Your Presenters! Melissa Robertson Learning Technologies Support Specialist Melissa.Robertson@viu.ca Stephanie Boychuk Learning Technologies Support Specialist Stephanie.Boychuk@viu.ca
- 3. Presentation Outline • Our Background • Program Organization • Trades Training Models • Our Centre’s Role • Getting Online with VIULearn • How Programs are Using and Incorporating VIULearn • Electrical Program • Welding • Hairdressing • Professional Baking • Automotive Program • Conclusions – Where To Next • Questions?
- 5. Program Organization 1,987 trades students 38 Permanent instructors 26 Term Instructors
- 6. Trades Training Models Foundations Training: • Theory Presented in Class • Use of Tools Discussed • Practice in the Shop Apprenticeship: • 80% on the job • 20% in class • Theory • Tool Use
- 7. Our Role Centre's Role • Facilitate program wide meetings • Provide the framework • Help focus on essentials • Help with alignment • Training on the online system Bonus Nice to Know Need to Know Essentials
- 8. Getting Online with VIULearn • Program Wide Initiative • Set out goals Stage 1 • Aligning assessment and lessons with ITA Outcomes Stage 2 • Determining what works best online Stage 3 • Creating online content Stage 4 • Run the course or pilot modules Stage 5
- 9. Electrical Programs • Determining what works on line • Goal of 5 online modules
- 10. Welding Foundations • Introduction • Safety • Videos • Quizzes • Discussions
- 11. Hairdressing • News Items • Dropbox (journals) • Quizzes
- 12. Professional Baking • News • Posting Lectures • Quizzes
- 13. Automotive Service Technician • ‘Homework’ • Quizzes • Form Submission • All class material
- 14. Conclusions - Where to Next? Next to go online: • Carpentry • HVAC • HEO Other Plans: • Auto goes mobile
- 15. Questions? Feedback? • Stick around and chat with us! • We always welcome feedback, and you can e-mail us anytime at the addresses below: Melissa Robertson – Melissa.Robertson@viu.ca Stephanie Boychuk – Stephanie.Boychuk@viu.ca
Editor's Notes
- Melissa Robertson – Melissa.Robertson@viu.ca Stephanie Boychuk – Stephanie.Boychuk@viu.ca We have both been members of the Centre for Innovation and Excellence in Learning since 2012 and work with faculty and students to support the use of learning technologies at Vancouver Island University
- Vancouver Island University's roots go back to 1936 when local garage owner and mechanic Jack Macready welcomed eight boys to train as automotive mechanics in a shed-turned-classroom. Vancouver Island University's history is steeped in vocational training and trades programs. Today Vancouver Island’s trades faculty continue that tradition using new and innovative practices to "digitize the toolbox and bring the trades online". Vancouver Island University's trades programs are utilizing VIULearn (D2L) to achieve more student success, more successful apprenticeships and more time for hands on experience VIU currently offers close to 20 trades programs and most are in various phases of implementing the use of VIULearn (D2L) into their courses. Currently working on developing a more robust online and blended presence are: Auto Mechanics, Baking, Carpentry, Culinary, Electrical, Hairdressing, HVAC and Welding.
- Trades are the second highest group of FTEs at Vancouver Island University. The 2014/2015 school year hit an all time high of registrants with 1987 FTE students. Trades numbers specifically: Total students: 1,987 Number of mature students: 1,148 Number of International students: 34 Number of Aboriginal students: 243 The trades programs still show a gender gap with over 70% of all trades students being male. As opposed to our HHS programs which is 90% Many of our trades students are still in high school – and are trying to complete their senior year while also taking their trades courses at VIU. Average Age of these instructors 53 and term instructors 49 years old ITA funded courses: Currently we have 64 apprenticeship level courses running and 33 foundations courses for a total of almost 100 trades cohorts running at any given time. As for non ITA funded programs, they were as follows: Aboriginal Construction Applied Business Tech Program - 1 stream Applied Business Tech Online – Hairdressing programs x 3 cohorts (Cowichan Campus, Saanich School District and Powell River) that aren’t funded by ITA ITAS – 1 Power Engineering – X 2
- There are 2 streams of trades training at VIU – Apprenticeship and Foundations Courses Foundation Training Foundation training programs provide trainees with the basic knowledge and skills needed for entry into a particular occupation. They are typically conducted in a classroom or shop setting, and do not involve any significant work-based training component. As a result, trainees do not require an employer/sponsor to participate. Full time Foundation programs can vary from 13 weeks to 10 months in duration. Students will receive credit for the first level (some trades have 2 levels) of apprenticeship training in the specific field by the Industry Training Authority once they have successfully completed the Foundation program. For example – Welding Foundation courses take 10 months, while Electrical Foundations takes 5 months of training Apprenticeship Training: For all apprenticeships, approximately 80% of the training is done on-the-job and 20% is in-school technical training delivered at an accredited training institution. To become certified, an apprentice must complete on-the-job experience, successfully pass all in-school technical training and pass the Provincial or Inter-Provincial Examination with a 70% or better. In Trades, the majority of the learning comes through theory, use of tools and practice in the shop, with the theory being a major component of student learning and understanding. Instructors know how important theory is for students, however, it often takes away much needed time in the shop. Most instructors were teaching the way they had been taught. In a classroom in 3 hour blocks reviewing and reading the theory component of their particular trade. They also would do many demonstrations in the shop that would take away valuable hands on time for students. They spent more time in the classroom reading theory and working through content
- Our Role Facilitate program wide meetings Provide the framework Help focus on essentials Help with alignment Help determine essentials Training on the online system
- Most of our trades have been using VIULearn for taking the theory component of the trades online, which allows more time for hands on practice in the shop. Many of our trades programs are blending their classrooms, creating more student engagement, a higher impact on student learning, and better retention rates (as well as pass rates). The new model of delivery theory online has led to better quality assurance, as many departments have seen an impact on success in ITA exam marks as well as industry success. We work through several stages with them Stage 1 – it must be a program wide initiative – rather than being one offs for several different faculty members – this will provide more cohesion. We will facilitate meetings and get each program organized. At this point we determine where they are and what they need to do Stage 2 – work to align assessment and lessons with ITA Outcomes The one nice part of the trades is that outcomes are highly prescriptive – the challenge is making sure that all the assessments and lessons are inline with those outcomes. Sometimes things get taught just because they have always been taught Also determine what is a priority and what is not a priority. Stage 3 – Help faculty determine what belongs online and what is better in the classroom Stage 4 – Instructors and faculty start to build content for the online portion of their classroom Stage 5 – Give it a try and introduce it to your course. The next few slides will describe each of the programs we have worked with and where they are in their development. Common Themes Amoung the Trades Willingness to Share Resources Also sharing the load Willingness to Share across programs Math training Metric system training Taking it slow This was not a fast process for these departments
- Electrical Started in December 2014 Currently working through the scope and sequence Quizzes for math concepts Electrical is in the early stages of their transition All the instructors are on board and they are moving forward as a team. They have determined that their goal is to get 5 online modules built for August 2015. They would like these to be complete lessons. At the moment they are working through what content best fits online and what they want to keep in the classroom. As you can see we have two instructors simultaneously developing content. They are both interested in different parts of course design and we utilized that to piece together different parts of the course. Electrical was very well aligned with their outcomes and new what they wanted to have as a learning outcomes for each lesson. One instructor is interested in complex math and quizzes – he also likes to use HTML pages. The second instructor likes using multimedia examples within the course. She is testing out Livescribe and creating her own demonstration videos. She also likes having in depth discussion with students that she find there isn’t always time for in class. She is taking this opportunity to create discussion around things she discovers in current events / videos online. This group is taking their time and ensuring that they do things properly the first time. The goal for the instructors is to flip the entire theory component and lead the way in the trades in terms of online content development.
- Welding Started in June 2014 Training workshops Support through Sept and Dec Starting to use quizzes for theory Using checklists Uploading forms Welding is in the early stages of adoption They are web enhancing their courses. The Welders did struggle when they first started the process of moving content online. Part of the issue is that they felt they needed to pass the information on directly to the students. They also worried about cheating on tests and issues around keeping questions safe. The first steps of moving their content online was introductory material that all students needed to know. Instructors came to a consensus on what material they would all like to use and what they could each have in their individual course shells. From there many safety videos and content were put online in a readily available format with the hopes that students would review the material and come to class prepared to discuss the content that they have access to online. The idea was to front load as much content as possible around shop safety and standards. Testing online has proven to be positive for the students in the sections that use online quizzing. The students feel that they know what they are getting right and what they need to review more. Students feel that they are able to ask questions – and in a few cases even pointed out where quiz questions were incorrect and why. The biggest struggle in welding was getting their quiz banks into the online environment. While their learning outcomes are prescribed, their textbooks are only available in print and online some portions of their content are web ready. There will be a need for instructors to do a lot of building of content to flush out all their theory into the online environment. Welding is expanding to discussion online – one instructor has even created a discussion area devoted to real life welds that the students have questions about. They can upload a photo and ask questions. Dropboxes are being used to allow for form returns as there are often different things students need to submit that are standard across the program. Welding has one pioneer instructor who is developing most of the content for the others – as he and his students are seeing a lot of success and are really enjoying using the online environment.
- Hairdressing is relatively new to VIULearn. They are a small group of tight knit instructors. They are all working together to create their online environment. These classes rely heavily on the news items and communication through VIULearn. The hair studio is a very busy place and news helps keep everybody up to date and on track with what they are doing. The hairdressing faculty are using dropboxes in a unique way. They use them as journals and are often a place for students to put a summary of their learning. An instructor will post a question – something that requires thought or research. Each hairdresser must submit an answer. Once they instructor has given feedback to the students they use the discussion area. Students can choose to post their thoughts or ideas in order to create larger class discussions. Many of the dropbox assignments comprise similar questions as part of their homework: After reading Chapter X please answer the following 3 questions: 1) what did you find most interesting 2) what did you find most surprising 3) what did you find most confusing Please use terminology from the chapter in your responses. Student can answer in a variety of ways – including pictures of their hair models – as seen above – they all have hair mannequins that they use throughout the term. This department also uses the quiz tool. It is homework and the marks on the quiz account for a small portion of the students mark. They use this to inform their teaching and to see what the missed and where the students seem to be confused or unsure. Their goal is to sort through their many online questions and determine what comprises the very best of their question banks. That way they can create exams based on the better questions – and also get rid of the questions that do not make sense or trip up their students.
- Baking Started in December 2013 Planning out their curriculum Quizzes for theory Monitor progress / grades Using rubrics Professional Baking uses the system largely for their Quizzes. They have a complex class set up because the instructors teach yeast and pastry. The cohort is divided into two groups – Group 1 and Group 2. These groups work through content in 6 - 8 week blocks. So group 1 will be working on pastry 1 and group 2 is working on yeast 1. Then they come together for group activities which are things such as safety and introduction to the bakery as well as structural decorating (aka gingerbread houses). The groups remain the same the entire year that they are in the course. The instructors use the news items to convey information about what is upcoming and what each group will be doing next. This helps keep students organized and on track. It also lets students know when they will be switching – so our group 1 in pastry 1 is moving to yeast one and group 2 in yeast 1 is working on their pastry 1. As you can imagine the students are very thankful for these reminders. As they work through their content they have section specific work online that is revealed to them as they reach it. Lectures are posted after every class to ensure that each student has a chance to review and work with the content before a quiz. Quizzes are marked and worth 20% of their theory mark (which in turn is 30% of their mark) for a grand total of 6% of their overall course mark. Professional baking has spent a lot of time revamping their course and making it flow more logically. Before they put any content online they aligned their course with outcomes and capstones. They revamped and organized their calendars to make sure the course was evenly divided among the groups and decided what content to put online. They are in their second year and are looking at another revamp and putting more of their course online.
- Auto Started in Sept 2013 Whole faculty buy-in Faculty “HUB” with info Using quizzes for homework Monitor student progress Using rubrics in D2L Want to go paperless in Fall 2015 Automotive is currently the flagship model of VIU trades with an online presence. They use VIULearn for just about everything and are the envy of many of the other trades. The use the course largely for homework and preparing students as much as possible for class. They are finding that they are getting less and less class time, so they are trying to preserve that class time for the hands on stuff. Homework ranges from readings, PowerPoint slides, and links to pertinent content. Quizzes are used not only to see what the students have learned, but where there are gaps and to inform teaching. They use the dropbox for common form submission – the students download forms, fill them out and then submit them to the dropbox. They also have one of the most robust courses in the learning environment. There is plenty of resources, reading and instructions. They are big users of user progress and track their students along the way. They are using rubrics and are some of the few that are trying out rubrics quite successfully in VIULearn. Here is a statement from Auto: Our program has had 12 classes of 16 students go through( 190 students total) since adopting D2L into the apprentice program. We have had only 2 students fail the Industry Training Authority level exam. Prior to adopting D2L we had 2 or 3 students failing from each class. If we took a sample group of 190 students there would be approximately 25 to 35 students failing. The provincial average is about 80 % pass rate so we doing well at about 98%. Not only is our pass rate high but our average exam mark( 85-90) is much higher than the provincial average(75 -80). We have been using Moodle and D2L in our foundation classes for years with great success but have only been using D2L in apprenticeship for the last 2 years.
- We have many other trades that are very interested in going online and utilizing VIULearn for their theory components. We have and queries from Carpentry, HVAC and HEO> Auto plans to go mobile – which will be another challenge for them, but given the way the auto industry is going they are setting their students up for even greater success.