Delivering Apprenticeship Training in a Blended Online Learning Environment

Transcription

1 sait.ca CAF-FCA 2012 Conference June 5, 2012 Delivering Apprenticeship Training in a Blended Online Learning Environment Presented by: Lionel Shewchuk, PhD SAIT Polytechnic, Calgary AB

2 Where we came from! Gone are the days when the apprentice would live with the Journeyperson in a single room at the back!

3 Why a New Model? Meet workforce demands for apprentices Meet the demands of the apprentice for a more flexible system New innovative technologies are now accessible Greater access for students to enter the trades Higher level of student satisfaction with trades training Greater success and completion rates

4 Why a New Model? (current)

5 Why a New Model? (online)

6 Why a New Model? (high school)

7 Why a New Model? (non-registered)

8 Canadian Apprenticeship Workforce Projections Employment (Total) Electricians, including industrial and power systems Canada (sum of the provinces) (# of Workers)

9 Alberta Apprenticeship Workforce Projections Employment (Total) Electricians, including industrial and power systems Alberta (# of Workers)

10 Workforce Benefits Access from remote locations Outside of Centralized training facility Northern camps Smaller shops and businesses Reduced time on campus Formal training involves all stakeholders

11 Employer Benefits A week that includes technical training as well as on the job training will make a well rounded tradesperson Do not have to miss as much time at work, don t have to backfill their position as much Less cost for me Given the shortage of trades people, the reduced time away is a benefit for us I believe that it would help the apprentice by giving them a chance to ask the journeyman questions the next day at work I think this is a very proactive approach, and with the labor shortage, this allows us to retain productive employees during the technical training period This concept will certainly lessen an employer s struggle to redirect labor resources while scheduling for an apprentices short term leave of absence while attending technical training Verbatim Comments from SAIT Polytechnic Apprenticeship Blended Training AIT Survey March, 2012

12 Apprentice Benefits The flexibility to take formal training while on the job. Life balance. Time for family and personal issues. Move at your own pace. Allows for students who get it to move quickly. Minimal loss of income. Can be a deterrent to attending school. Stable work/school process for student financial status Immediate application of technical materials to work conditions Greater opportunity and higher probability of apprentices to complete their apprenticeships

13 Who is involved Contributors What they provide Delivery Mode and Its characteristics Learner -Intrinsic Personal Attributes -Desire to Succeed Technology -Audio/Video interface -Pedagogical Process -High Speed Connections -Motivation -Prior Knowledge -Learner Preference -Attitude -Gender - Audio - Video -Resource Management - Group Facilitator - Content Specialist - Information Carrier - Real time video - Real time audio - Interactivity - Collaboration - Attention to learner preferences - Group dynamics - Learner satisfaction - Achievement - Visual cues - Audio cues - Text communication - Safe learning environment (nonconfrontational) Institutions & Government Agencies -Support for research - Support for development -Support for an educated population

14 Learner Characteristics They are Adult Learners. They are in school to learn the necessary and applicable skills. They are Visual and Tactile Learners. They respond well to multimedia and interactive exercises. For most apprentices, reading information is not a strong suit. Resources which address the hands on skills are more appropriate to their learning style. Motivated Learners. The formal schooling is a part of the career of their choice.

15 Program Development Process The learner The technology The curriculum

16 Learning Design Objective To provide the apprentice with a learning environment suited to them, with resources designed for them to be successful A primary design objective was to make the technology transparent to the learning process

17 Key Elements Multi-Faceted Program of Studies

18 Key Elements The Community A key element of this program is the intentional development of a sense of community. The apprentice never feels they are working in isolation. The Learning Community Is made up of: Excellent Instructors Peer interaction Online interface The jobsite The jobsite forms an integral part of the learning community

19 Key Elements Multimedia Exercises Electrician 3 rd Year Motors Systems are taught through interactive multimedia matching the print materials and hardware. Electrician 4 th Year Electronics Circuits and measurements are displayed through narrated videos with actual hardware and measurements.

20 Key Elements Training Modules Curriculum materials were evaluated and redesigned to accommodate a student who would not have an instructor overseeing the lab process directly. Student lab materials were redesigned in a self paced format with a higher level of cognitive scaffolding embedded in the lab exercise flow.

21 Key Elements Hands on Lab Experience Lab equipment, resource materials, and multimedia exercises are coordinated to provide a multi modal approach to concepts Students complete the same labs as traditional Experienced instructors are there to provide guidance and direction for the student

22 Key Elements Practice Materials A self paced program of drill and practice questions guide the student through the materials All questions provide immediate corrective feedback to the student Instructors monitor student progress and answer questions associated with the materials being studied on a daily basis

23 Key Elements Peer Interaction Students are strongly encouraged to collaborate with other blended learning classmates for the lab attendance times Interaction with peers during these times assists in minimizing a sense of isolation found in many online style programs

24 Key Elements Instructor Interaction With the labs Students experience a higher level of personal interaction with the instructors With the resources With the individual student

25 Delivery Structure The 4 th year program is a fixed entry, open exit program stretching over a 21 week period (3 rd year is 16 weeks) A B 16 weeks of Theory 5 Weeks of Lab Labs interspersed during the 21 weeks with students coming in 1 day every 1-2 weeks. During the Pilot Phase: Students choosing A struggled connecting the theory to the lab with lower satisfaction and academic results. Students choosing B had greater satisfaction and academic results by linking theory to practice Traditional 4 th - 12 weeks 3 rd 8 weeks

26 The Cognitive Structure 4 th Year Online Delivery Structure The information delivery has been organized in a Staged, content stranded format Each Stage covers content across all of the courses which is interrelated Ultimately, Preparing the student for success in Provincial and Inter-provincial exams

27 D2L Interface (Desire to Learn) 3 rd Year 4th Electrician Year Program

28 Key Outcomes Students who have gone through the process achieve comparable grades on Provincial Exams. One student completed the program in 12 weeks with excellent results. Greater flexibility of technical training provides benefits for both employers and apprentices. Higher completion rates and a greater level of satisfaction with a flexible apprenticeship training process.

29 Learner Satisfaction Work Income The flexibility of the program was great for my family and my career Training We want apprentices to be well trained and successful. That s the bottom line! Family Success!!

30 Q N A Any Questions?

31 Thank You Thank you for attending this presentation. If you would like further information, please feel free to contact me. Watch our Blended Learning Video! Dr. Lionel Shewchuk, Academic Chair Electrical Trades SAIT Polytechnic Calgary, Alberta