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Olufemi Olubodun - Co-Construction of Knowledge

Olufemi Olubodun - Co-Construction of Knowledge

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09/10/2012

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5th
 AnniversaryBookProject
Co-Construction of Knowledge ThroughEngagement Between Students andTeachers In an Industrial TrainingProgramme.
By:
Olufemi Olubodun
Creative Commons License:
CC BY
Author contact:
ojolubodun@cmul.edu.ng
Author Biography:
I teach dental lab technologyand education courses such as online facilitation,course development etc. I design courses for online environment using learningmanagement systems like Fronter, Moodle etc. I am driven by the amazing possibilities21st century technology provides for exploring and mitigating the present daychallenges in education and day to day social life. I am an alumnus of University of Cape Town, South Africa, Agder University College Norway, Lagos State University OjoLagos Nigeria, United Nations University’s Global Virtual University Japan and I holdpostgraduate degrees in the following areas: Online tutoring, Course development,ICTS in education, and Educational Technology. I am an Instructor at the University of Lagos, Lagos. Nigeria. Research interest includes the use of internet tools and mediafor online vocational education training, curriculum development, and instructionaldesign for vocational education training.
Activity Summary
This paper examined digital and paper logbooks and found out that digital logbook presents moreopportunities for students to represent their learning experiences during industrial training programmethan paper logbook. This was done by searching the Internet for relevant examples and by lookingat paper logbooks from schools in Nigeria running dental technology courses and from other parts of the world. Industrial training is an out of the school training that could also be described as internship,workplace training, housemanship and community immersion etc. The experiences of dentaltechnology students while on industrial training at our dental lab were also examined. This paper proposes digital log book (using a combination of blog and twitter) as a better alternative to the usualpaper format logbook.
Class or subject area: Technical and Vocational Education TrainingGrade level(s):
Post Secondary
Specifc learning objectives:
•
To understand industrial training and the use of paper and digital logbooks.
•
To understand types of logbook and their uses
•
To present a novel digital logbook.
 
Introduction
Co-construction of knowledge in an industrial training setting involves the students and industrysupervisors. This presents opportunities for teachers and students to interact more productivelythrough the use of tools and equipments at workplace. Industrial training helps connect schoolknowledge with real life experiences in the industry. Industry in this context could mean amanufacturing plant, a laboratory, surgical theatre, medical and dental clinic, engineering workshopetc. The use of tools, equipment, and materials for training, production and supervision is commonin industrial training. However, the focus of this paper is to examine the use of logbook to connectschool knowledge with real life experiences during industrial training. Industrial training provides alearner the opportunities of connecting the knowledge of things taught in the school with real lifeexperiences and hence develop the needed competences for a better career future.
Objectives
1. To understand industrial training and the use of paper and digital logbooks.2. To understand types of logbook and their uses3. To present a novel digital logbook.
Industrial Training Experience and the Use of Logbook for Supervision.
Industrial training especially those that demand the development of skills require the involvementof teachers and their students in knowledge and experiences sharing. Instructors perform practical
sessionsontheeldsoratworkplacesinordertoimpactstudentlearningexperiences.
In Nigeria we called our industrial training for vocational education Student Industrial WorkExperience Scheme (SIWES), it is for the development of technical skills so as to make students
 job-readyandtodevelopmanualdexteritiesthatwillmakethemfunctionintheirchoseneld.
Usually, courses like engineering, dentistry and medicine, and some artisans’ training employ
industrialtrainingmethodtoletstudentsndtheconnectionbetweenschoolknowledgeandeldexperiencesfrommoreexperiencedpeoplewhoareontheeldsuchassurgeons,technologists,
technicians, etc. Industrial training places could be in the hospitals’ surgical theatre, engineeringworkshop, laboratories, industrial plants etc-these are places where ideas and innovations met andare incubated and bred by the students and their teachers through diverse learning activities, bymulti-tasking and multidimensional interactions using multimedia facilities. It is a place where mentor/mentee relationship is fathomed. This is essential for many a reason among which is to bridge the
gapsbetweenschooltheoriesandontheeldpracticalknowledgethatrequiresinteractionwithtools,
techniques and materials.The normal practice is usually to expose students to practical know-how as the students watch
whiletechniquesareperformedbyeldsupervisors.Subsequently,whenthesupervisorissatised
for example that manual dexterity in the handling of tools and performance of technique have beenestablished students are allowed to carry out procedure which usually progresses from simple tocomplex levels. This is exactly what we do with dental technologists on Internship and on SIWESprogrammes at the dental laboratory jointly run by the Lagos University teaching hospital and thecollege of medicine of the University of Lagos Nigeria. I believe this is what obtains globally. Althoughthis is usually an unstructured training programme as there are no outlined course contents andcurriculum available to guide the SIWES programme. However, on a daily basis as schedules of work are made which are primarily dictated by the tasks of the day derived from job requisition
 
from the dental clinic, students are expected to state in their logbook various activities performedand experiences gained while watching what others (supervisors) are doing or while carrying outtasks assigned to group or individuals. Tasks of the day, in the case of undergraduate dental
technologystudentsaredenedinthejobrequisitionformfromthedentalclinicwhichpresented
treatment cases of diverse simplicities and complexities. This includes fabrication of different dentalprostheses for correction of oral maladies. Students learn from these tasks and grow in experiencesas they perform tasks assigned to them (under watchful supervision) or through demonstration bya more knowledgeable person. Students take time to recall their experiences and document themappropriately in their logbook but only by writing and drawing as it is traditional with paper formatlogbook but unlike blog+twitter digital logbook which allows them to take a picture or record a videoand audio of their learning experiences and upload in their blogs and tweet them to their teachers
backintheschool,andfriendsandsupervisorsontheeldwhomaybeinterestedandmaylater
look at them and subsequently make comment and may also re-share. Contents of a digital logbookcould therefore be assessed progressively and that means progressive assessment student’sskill development. In a paper logbook students are limited to representing details of activities andexperiences by writing and drawing. This limitation does not allow students to give more details as invideo and audio all of which are possible with digital logbook (blog+twitter) that is being proposed inthis paper.There are gaps in that dental technology students keep logbook and do not share with fellowstudents. This is not supposed to be so as industrial training should encourage participative learning.They do this in order to be seen to have done better in keeping records of daily activities in the dentallab than fellow students. I also observed that those that share what they have at all do so with closefriends only while some are just non-chalant about diligent record keeping. As good as it is to keeprecord of activities in a book format it restrict access by supervisors back in the school until the endof the programme but it would have provided better opportunities for impacting students’ learningif digitised. It would have been better if teachers back in the school could have access to student
logbookwhileontheeldsothattheycouldparticipateinthewholeprocessbyaddingvaluetotheexperiencesstudentmaybehavingontheeld.Digitallogbookhelpssupervisordetectfailureby
students to make daily entry and to ‘punish’ carelessness.One critical issue is that in most cases paper logbook records are not subjected to critical review thatinvolves the teacher and the students at the end of the programmme and it is also in doubt if theyare ever used to gauge students’ level of skill development or if they ever contributed to the overallassessment of students’ performance. A digital logbook will however give teachers the opportunity tohave timely access to students’ performance and provide feedback as soon as possible as there willbe no hiding places for negligence.There are a number of limitations with paper logbook which only allows text and diagram entries, butentries could be enriched with video, audio, and pictures if digitized. These categories of resources(video, audio, and pictures) could not be kept in a book format logbook as we have today. I also dothink that supervision is limited to direct industry supervisors rather than encourage inter departmentalcontribution to knowledge which could be achieved if a digital logbook is used.I therefore reasoned that a blog and twitter will be useful in this situation. Although blog has beenput into diverse uses in education and training not any from my searches has been mentioned in the

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