My proposal covers grades nine through twelve, based around mechanics and small motors. In both of these areas, there is a certain amount of work that is based on theory, which means that there is a significant amount of paper work that students will need to complete through each grade level. In addition to this, there are videos regarding safety, basic principals of mechanics (including diagrams), and also some videos that are for entertainment purposes and motivational sets called “The Cool Videos!”
Through my internship I was able to experience the pro’s and the con’s of traditional practices in mechanics and small motors which included the completion of theory before practical work. I found that students lost interest quickly and were not engaged in the learning when doing this boring basic “paper work.” They would instead gaze off into the distance, watching other grades or groups work on alternators, bodywork, modifications and oh so much more. They dreamed of the day where they would get their hands oiled up and dirty, all a while they sat in their desk with that dreaded paper in front of them. I tried motivating students with these dreams so they would work harder so they could get working on their engines quicker. This only worked the first couple times it was said, and then got old. I pondered and pondered of ways to engage students in the theories and principals of mechanics to create meaningful lessons and dialogue. Students grumbled and complained, they lost assignments, they fell behind from lack of motivation and I tried everything I could to change that. I created games, demonstrations and activities, which they thoroughly enjoyed, but something else was needed. I then enrolled back at the university to find myself a student again where I could feed off of others and “borrow” ideas. Where I could engage in meaningful discussion over this thing called “the internet.” It was then that I than began to realize the great potential to create meaning in my students’ lives. I could be the next “Cool” teacher with my savvy Internet know-how and my relevant and exciting courses. The wheel started turning faster and faster and the questions flood my mind. What does a cool teacher wear? Should I create my own nickname? Who will join my cool club? Only time will tell.
I must emphasize the fact that resources for Practical and Applied Arts are very limited , which is why I find this to be a necessary endeavor. I will swim through these unchartered territories with limited online resources or support, to create and enhance the way we think about Practical and Applied Arts. If I can do it, anyone can.
When thinking about a program such as Practical and Applied Arts, most think hands on, practical know-how and continuous movement. So where does elearning fit into this scope. That is my question as well. Progress and development has been slow and steady in the shop environments, with very little connection to technologies such as the internet. Google it, I dare you. Technology means many things to many people, but in a shop, this blissful terminology is usually used to describe tools, instruments and methods we use to fix, create or break things. Industrial technology is amazing and I cannot discredit this fact, from the plasma cutter, to welders, to the incredible CNC machining, technology can create anything and is limited to nothing. In a society where technology is changing at such a dramatic speed, and means so many things, it is necessary for a traditional area such as Practical and Applied Arts, to reevaluate and reconstruct our ideals and beliefs of what effective teaching and engaged learning requires.
I will stop here to address the term “traditional.” Think back to your experience in the wood shop for example. I hope you had this experience. If not, then just pretend for now. What instruments, machines and tools do you remember? The lathe? The chisel? The hammer? I ask this question to illustrate the use and history of technology in the trades. These are tools that date back centuries, yet they are still considered critical aspects in the trades. Advances have obviously been made and cannot be discredited but the advances made linking elearning technology to Practical and Applied Arts fall short.
The program in which I propose to create is an aid, not an independent project. It involves, but is not limited to, student involvement and collaboration. This is very hard for me to articulate without drawing a diagram to recreate the visual that I intend on creating. I intend on creating a site which will allow students to become involved in meaningful dialogue, show case their talents, to progress in their studies and to become excited about their learning. These are the raw guts:
Home page includes:
1. Grade specific link:
Each grade will have their own link on the main web page. Each link will direct students to the specific grade home page. Each grade’s homepage will include links to assignments required, resources, videos and forums. Each grade will have a hand in and upload folder that will be required to complete specific projects such as grade ten “Used Vehicle Research Essay.” Having assignments and resources available to students via web, will allow them to progress in a rate, which they can be accountable for and successful with.
Each grade has around thirty to forty different theory assignments to complete throughout the course. The site will help eliminate paper waste and save many trees. It will also allow students alternative ways to keep their work neat and organized in a personal portfolio.
Assessment for Mechanics is based on complete or incomplete practical tests on each assignment. Having assessment posted on the site allows me to update grading with ease and makes it available to students. Students will be able to access assessment charts through the grade homepage so they are once again aware and accountable for their progress. Because anyone can look at the grading charts on the website, students will be assigned student numbers to protect their privacy. This also will allow parents to follow their child’s progress at anytime and encourages parent participation in students learning.
2. Student gallery:
Where students are able and encouraged to upload photos of their work, useful resources, and videos for entertainment or educational purposes. This section is created to showcase student work for everyone to see and to be proud of. However pictures and videos must be preapproved. Many times the work of Practical and Applied Arts goes unseen or unnoticed. With this addition to the aid, I hope that students will be able to make their mark in the school and show others what they are capable of. If you were to Google “cool car videos” I will guarantee that the amount of cool videos, surpasses the amount of resources for teaching any day. So why not become interested in their interests to find new ways of engagement and involvement. This area is not limited to what students do during class time or in the shop, and can include personal or group collaborations.
3. Discussion forum:
I have found that students and staff come to mechanics in need of assistance with their vehicles. Sometimes this can be overwhelming and can create back up in the shop. The forum will be available for all students and staff to access and post questions or concerns. Students who are enrolled in mechanics will be able to assist others, create dialogue and share resources to help. If problem cannot be fixed, we are then able to bring the vehicle into the shop knowing the background, the problem and have the resources created by students to solve mechanical problems.
The topics can range from buying or selling cars, discussing advantages or disadvantages of imports, engine size and capability, bragging about or sharing ideas, links to cool and new resources etc. I do however understand that forums can become an evil social tool where cyber bullying, fowl language, and much more surface. I would be in complete control and aware of discussions and would have the power to delete comments. I would also have the ability to temporarily or permanently block users if terms and conditions were not obeyed.
I believe that this could be the most important section of the elearning aid. It allows students to apply their knowledge to practical problems outside the classroom and share resources and expertise. It can also create interest for students who have never considered taking the course, but it may have to be limited only to those in the course.
4. How to videos
As a new addition to the course, grade twelve’s will be required to produce a how-to video of their subject choice. This could include how to change oil, how to change a tire, and so on. The purpose of this section is to channel the student comprehension into valuable demonstrations. Because this is a website which most can access, it can be a useful tool not only to students and staff, but also to the web in general. The videos and resources for Practical and Applied arts are very limited and this could be an opportunity for our students to contribute to the cause. This could also be a place which I, or any other student, can link useful how-to videos to channel resources into one large collaboration. I am very excited for this section and I would love to find new ways to expand further such as creating a partnership with other schools to share resources and videos between students.
In order to serve the general population of students, we must always remember the hurdles to overcome before success can be achieved. I realize that when working with elearning, there are many things that need to be considered in order for a successful experience for students and for myself. I must inquire about computer Internet availability for students outside of school. Students who do not have access have a large disadvantage compared to those with access. . Elearning can be a useful and valuable tool, however, the placement of the course depending on school and location, can limit resources, funding and computer access. We have to consider school computer access and availability within the school as well as outside resources. I think that my strongest hurdle will be the lack of resources and that I will have to create a lot of my own in order to fill in all blanks. But if I can start elearning successfully here, I feel that I can take it into all subject areas and expand resources significantly for students and colleagues.
