Model the process...Engage the Student

After reading Mrs. Borgdorff's last post,  I though I too would plug the Ipad/Idevice engagement factor. This semester has been great, both for myself and my students.  An interesting balance between the Wood Shop and the Auto Shop.  The means of traditional pen/pencil and paper projects/assignments is still relevant; however this semester all of my classes have gone basically paperless for submissions of work (pertaining to actual services, diagnostics, and products) and accessing service literature and diagnostics for the auto students.  This was a bit of a learning curve for some while others caught on very quickly; particularly with my auto classes.  This is likely due to the fact that many of the students in TTJ2&3 had me as a teacher last semester, where this concept was developed and partially used through out the semester and most definitely for their final portfolio's.

In all three classes we are utilizing the following apps/technology:
Technology:  Apps and Programs are accessed via a couple of computers, 1 pad, 1, ipad mini, sometimes 5 ipads from the school and their own PED's (cells, tablets, etc.)

Google Drive (all course content, reference, additional how to's, assignments, and additional student documentation/pics/video, etc ) can be found.   This content is all shared with the students and easily accessible.    

Moxtra  all students have used a template that was created to model the process and aid in organization of the required content.   All students are responsible for recording and documenting their progress and process.

• For TCJ students their "binder" is broke up into sections;  drafting and technical drawing, equipment use, project process and project completion.
• For TTJ2 students there are two binders created as templates that they have used to record their small engine jobs and their automotive jobs CDX.  Again there has been a huge shift in independence and self reliance and the students responsibility. 
• For TTJ3 students there is one binder that all mandatory CDX Jobs are contained in. Students have duplicated the master binder and are working through the auto jobs. Including the use of the dongle (BT1-IIT)  All jobs have some questions that are associated and it again is the students/groups responsibility to document/support the work/jobs/tasks being completed.    The TTJ3 students have a lot of choice and re learning them to think and choose jobs to complete; thus becoming self selecting and self sufficient was the primary success criteria.  Great success thus far.

  
All classes have used the ipad/idevice technology to access the required information to complete tasks;  TTJ students tend to even use the ipads to access service literature v.s. printing off multiple pages of schematics and repair instructions.  Once some of the technology fears were overcome by modeling the process and allowing time to explore the operation of the apps/programs;  the vast majority of students gravitate towards the technology to support their learning, their curiosity and their job/task/project submissions.  LOVE IT.

BT1 & Idevices - IIT Slideshow - Semester I Highlights & Semester II StartUp

As the new semester cranks up, new courses and students arrive ready to tear automotive systems apart.  Little did many of them realise that there is more to dismantling vehicles to successfully fulfill the course requirements; especially at the college coded level.  Ah bring on the maintenance schedules, the service manuals the resources and most importantly the diagnostics.

While looking through some of the videos and pictures we took during the initial project startup; it became very apparent that we focussed on individual student exposure, documenting their processes and technology use.  Highlighting the technology and analyzing the disconnect of thinking and self directed next steps; which service literature should the students refer to?; how do we successfully ensure that they are able to decipher the diagnostic trees and follow the steps?   Additional graphical literacy and further exposures to diagnostic trees is a must.  The acquisition of the DTCs and verification of the repairs is the easy part; fostering & modeling and redefining & shaping the required learning skills and employability skills to create self directed thinking pathway selection will be the next hurdle.

With that being said the new group of TTJ 3C students will be driven by a CDX Format coupled with Project/Task record Portfolio via Moxtra & Google; illustrating the steps and rationale for the chosen pathways as directed by diagnostic trees, DTC's and streaming data.  The BT1 and idevice technology is the gateway for the more diagnostic based CDX tasks/customer.  While still ensuring the students are fully exposed to the hard hands aspect of the trade.

                                           Refer to the following link for more CDX info

From the video request, we identified difficulties of providing student free content; however the observation does identify that we are approaching the project in a student driven and immersive manner.  There are not many photos and/or videos that do not contain identifiable students actively completing tech related tasks and using the IIT technology to diagnose and repair vehicle systems.

             There are several video shorts that have been uploaded to the shared video folder.
To aid in showcasing the process, the activities and the IIT technology we were however able to assemble several photos and create a YouTube video slideshow with annotations to aid in explaining and highlighting the technology.   This video has also been uploaded to the IIT Shared Video folder; HOWEVER the downloadable format does not allow the annotations.  So please refer to the following YouTube video link for a more encompassing video.  BT1 & Idevices - IIT Slide Show   View in full screen...

Thanks for Watching...