The Certificate II Construction Pathways program largely consists of 16-18 year old males with high levels of disengagement with paper-based learning that have a preference for practical, ‘hands on’ activities. I have focused on this learning area to seek out resources for the Instructional Software 5 areas as outlined by Roblyer (2013).
In the VET sector we have been fortunate that the National VET eLearning Strategy funded a large amount of resource development that align to various curriculum documents.
Drill and practice; Tutorial; and Problem Solving.
This is a multilayered resource that actually comprises of all the Instructional Software areas. It deals with numeracy with a focus on Certificate II in Construction Pathways to ensure students have an appropriate skill level in numeracy as outlined by industry. Within the toolbox there are drill and practice activities that if you house in a Learning Management System such as Moodle can track the students’ progress as these are all SCORM learning objects that report through to the grade book.
Note this is an interactive learning simulation which I am classing as a serious game that will support the construction trades.
The white card game
Aimed at CPCCOHS1001A – Work safely in the construction industry
This is an excellent ‘off-the-job’ simulation that works them through critical choices within a workplace context in terms of safety.
It can become a little click here to level up but it is worthwhile for a lower level VET qualification to support students who are new to the workforce.
Estimating and costing carpentry jobs
This game has the user work through measuring a deck to work out the cost of the timber needed to replace the decking boards for the customer. It particularly good for low literacy and numeracy level students working in the construction area.
The Certificate II Construction Pathways program lends itself to a blended delivery approach, in-particular when students have block release to a Registered Training Organisation. These e-learning resources a supportive and provide valuable underpinning knowledge that the students do require when they are on work placement. These resources could also be used in a ‘Flipped Classroom’ (Sams and Bergmann, 2013) style class format which lends itself to having the student work through formative activities at home prior to working with the teacher in the classroom to ensure that while on block release the students use their teacher class time to greatest advantage.
Nationalvetcontent.edu.au,. (2006). National VET Content:Estimating and costing carpentry jobs. Retrieved 20 January 2015, from https://nationalvetcontent.edu.au/share/page/document-details?nodeRef=workspace://SpacesStore/dfe8d668-bf05-4542-84ce-029915092f7c
Roblyer, M. (2013). Integrating Educational Technology into Teaching. Harlow: Pearson.
Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 2013, Vol.70(6), P.16-20, Vol.70(6), p. 16-20.
The White Card Game,. (2013). The White Card Game. Retrieved 20 January 2015, from http://www.whitecardgame.com.au/
Toolboxes.flexiblelearning.net.au,. (2015). Flexible Learning Toolboxes – Numbers 14.01. Retrieved 20 January 2015, from http://toolboxes.flexiblelearning.net.au/series14/14_01.htm