Education & Training Philosophy and Practice Series – Part 1b
Introduction
I have engaged in education and training practice for about a decade. I have been fortunate to have studied, facilitated and taught across eras, cultures, continents, industries and disciplines. As a result I have diverse experience, and most importantly I believe, perspective of education and learning. If you are relatively new to my self, or my professional practice including that of my Education and Training practice, I suggest you refer to my blog series, commencing with this one here (Page, 2004). I believe that series will assist you as the reader to situate your self into my worldview, and more particularly, my view of education and training practice.
[Note: I later refer to this practice as Learning & Teaching (L&T) Philosophy and Practice when I transitioned into the Higher Education (HE) sector].
Given the developmental nature of Learning & Teaching (L&T) Philosophy and Practice, I have continued to update this blog series to retain its currency in general, and relative to my specific practice at any given time, such as my Higher Education Creative Media practice at the current time.
Education & Training Session Plans (contd)
There are many forms of Education & Training Session Plans which I introduced in Education & Training Session Plans Part 1 (Page, 1990). This blog continues the series.
DLP Prescriptive Education & Training Session Plan
What do I mean by this?
A prescriptive education & training session plan is a somewhat fleshed out education & training session plan, that outlines why the facilitator/instructor needs to cover this material, what they need to cover, and leads the facilitator/instructor to how they may introduce the education and training practice sessions, and prescribing in some detail how the facilitator/instructor must execute/deliver the tasks.
Possible Use: Such a session plan is useful for somewhat experienced novice education and training practitioners; and/or where multiple somewhat experienced novice education & training practitioners are delivering the same practice session across multiple sites or times Such a session plan allows somewhat experienced novice education and learning practitioners to be led in modelled good education & training practice planning, delivery and post-practice reflection.
In this situation, I would expect an experienced education and training practitioner to be on hand (perhaps across multiple classes, popping into specific sessions from time to time) with the somewhat experienced novice education and learning practitioner acting in a mentoring capacity.
EG: see below [Note: this blog was updated in 2016 to include a more recent Higher Education (HE) Creative Media unit for context].
AUD111 16T1 Wk2 Learning and Teaching Session Plan Prescriptive:
Program: Bachelor of Audio Degree/AUD111 Introduction to Audio Engineering
Title of Learning & Teaching Session: Introduction to Signal Flow
Session Number: Wk2
Duration: 180 mins
Site: Rm2.7
Session Facilitator: DLP
Expected Numbers: 24
Learner Group: Stage 1/Tri 1 learners, developing knowledge of their personality, comfort in group, learning style
Assumed Prior Knowledge: Nil (0), though assume they are enrolled/have attended Wk1 for both AUD110 and AUD112
Resources Required: see attached list
Rationale:
The rationale of this learning & teaching session is to introduce new learners to introductory signal flow in concept and practically
Aim:
The learning & teaching facilitator/instructor aims to gets learners in the audio discipline SAE Creative Media degree course Module – AUD111 to become practically familiar with key components of a contemporary small studio and introductory signal flow, prepared for the practical components commencing in Wk3.
Facilitator’s Objectives (by end of session):
- facilitator/instructor to reinforce all of the learners’ names, and assess them progressively of their particular traits or needs
- to introduce learners to key components of a contemporary small studio
- XLR cables
- dynamic microphones
- 24 channel inline mixing console
- control room monitors
- to introduce learners to introductory signal flow
- health & safety considerations (electrical, physical, auditory)
- stage 1 – from sound source to console
- transduction – what is it, examples of it
- consoles – different types such as inline console
- primary faders (by default use)
- secondary faders (by default use)
- consoles – channel strip (front of console, and back of console)
- consoles – master section
- control room monitors
- studio/live room monitors for musician
- role of engineer re monitoring (can around neck)
- post-fader, pre-fader
Learning Objectives (by end of session):
- to provide learners with studio health & safety considerations (electrical, physical, auditory)
- to provide learners an opportunity to have a hands on learning experience in preparation for Wk3 practical class
- to have learners participate actively in their learning via note-pad and pen
- to have learners participate collaboratively and respectfully of all their peers
- to revisit Campus Online/AUD111 regarding specific Wk2 resources
- to revisit AUD111 Module Guide to introduce AUD111.3 Signal Flow exam Assessment task
- to introduce learners to myself and resources I make available
- to remind learners re their SAE lynda.com accounts
- to refer learners to specific resources such as my wordpress site – Signal Flow Part 1 – endorsing the cross-over from CIU110
- to introduce learners to industry protocols via the SAE Studio Guide, remind students of the qualify and booking process for SAE Tri Studios
- to reinforce Module Content requirement other than Module Guide
- synergy with AUD110, AUD112 and CIU110
Intended Learning & Teaching Session Approach (Pedagogy/Andragogy):
- Facilitator/instructor-led introduction, with varying levels of guided/scaffolded instruction
- In order to maintain the learner’s engagement, facilitator/instructor to use ongoing questions – content, concept, skill-checking and instruction checking question forms
- Learners hands-on scaffolded learning practice 1 on 1, under watchful eye of facilitator and/or peers
- Facilitator/instructor-led group discussion to share learnings
- In order to maintain the learner’s engagement, facilitator/instructor to use ongoing questions – content, concept, skill-checking and instruction checking question forms
- Facilitator/instructor-led outro
Intended Learning & Teaching Session Assessment Methods:
- learners will demonstrate their understanding to the facilitator/instructor by answering specific directed questions
- learners will demonstrate their competence to the facilitator/instructor by demonstrating a number of specific required tasks within the learning session to varying levels of guided/scaffolded instruction
Learning Outcomes (by the end of session):
- learners will be introduced to studio health & safety considerations (electrical, physical, auditory)
- learners will have a hands on learning experience in preparation for Wk3 practical class
- learners will participate actively in their learning via note-pad and pen
- learners will participate collaboratively and respectfully of all their peers
- learners will revisit Campus Online/AUD111 regarding specific Wk2 resources
- learners will revisit AUD111 Module Guide to introduce AUD111.3 Signal Flow exam Assessment task
- learners will introduced to myself and resources I make available
- learners will be reminded re their SAE lynda.com accounts
- learners will be referred to specific resources such as my wordpress site – Signal Flow Part 1 – endorsing the cross-over from CIU110
- learners will be introduced to industry protocols via the SAE Studio Guide, remind students of the qualify and booking process for SAE Tri Studios
- to reinforce Module Content requirement other than Module Guide
- synergy with AUD110, AUD112 and CIU110
Concepts to introduce/reinforce (by end of session):
- Introductory signal flow
Instructional tasks:
Activity 1:Introduction to learning session
Predicted duration of activity 1: 20 mins
Resources/Materials for activity 1:
- Internet/CO/AUD111
- Internet/CO/AUD111 Module Guide
- Internet/CO/AUD111 Resources tab
- Internet/CO/AUD111 Assessments tab
- Internet/You-tube/DLP playlists
- Learners can use note-taking device if they choose to on their choice: eg iPhones/iNotes, iMacs/iNotes/iText, iPads/iNotes, pen/paper
Procedure for activity 1:
-
- Referring to the AUD115 Module Guide, Instructor recaps Week 1s overview
- Facilitator/instructor asks specific learners specific questions re Week 1s overview
- The facilitator/instructor is doing this as an opportunity to remember/learn the learners names (whilst also noting to himself of any idiosyncratic qualities learners may have)
- The objective here is for the Instructor to ensure all learners – including any Wk1 absentees – are familiar with essential elements of Week 1 (ie access to required resources – CO, Module Guide, Module aims and objectives/LOs, weekly schedule overview, assessment criteria, their responsibility as adult learners)
Evaluation/Assessment of activity 1:
Evaluation /assessment of the learners takes place throughout the activity by listening to the learners’ responses to the specific questions being asked by the facilitator/instructor; analysing who is doing well and who may not be doing well as expected. This process may help to pinpoint what information is not yet clear, and highlight to the facilitator/instructor which of the learners will potentially need more help or attention that other learners may not need, on a weekly basis.
Activity 2a: Introduction of learning session content
Predicted duration of activity 2a: 20 mins
Resources/Materials for activity 2a:
- Internet/CO/AUD111
- Internet/CO/AUD111 Module Guide
- Internet/CO/AUD111 Resources tab
- Internet/CO/AUD111 Assessments tab
- Internet/You-tube/DLP playlists
- Students can use note-taking device if they choose to on their choice: eg iPhones/iNotes, iMacs/iNotes/iText, iPads/iNotes, pen/paper
Procedure for activity 2a:
- Referring to the SAE Course Guide, facilitator/instructor recaps Week 1s overview of all the learner’s Modules
- facilitator/instructor asks specific learners specific questions re Week 1s Modules introduced, and what the content is going to be about
- The objective here is for the facilitator/instructor to ensure all students – including any Wk1 absentees – are familiar with essential elements of Week 1 Modules (ie AUD112, AUD110..)
- The facilitator/instructor explains the aims and objectives of this learning session to the learners
- The instructor is undertaking this task for multi-fold reasons:
- to engage the learners
- to have the learners understand that all learning sessions are to be interactive proactive events
- to ensure the learners understand that this learning session is part of the overall weekly schedule overview as shown in the Module Guide earlier
- to demonstrate to the learners the connections between all 4 Stage 1/Tri 1 Modules, particularly the 3 audio-based Modules
- to prepare the learners for an application of what they learnt in another Module. For eg: AUD112 learning about microphones, to being able to use one connected, functioning, converting one form of energy to another and successfully getting signal out of the monitors
- that the facilitator/instructors know of, and expects the learners to be able to make connections to other Modules within these learning sessions;
- to draw on the students knowledge, reassuring them that everyone knows something, and can contribute something in a learning session;
- as an opportunity to remember/learn the learners names (whilst also noting to himself of any idiosyncratic qualities leaners may have)
Evaluation/Assessment of activity 2a:
Evaluation /assessment of the learners takes place throughout the activity by listening to the learners’ responses to the specific questions being asked by the facilitator/instructor; analysing who is doing well and who may not be doing well as expected. This process may help to pinpoint what information is not yet clear, and highlight to the facilitator/instructor which of the learners will potentially need more help or attention that other learners may not need, on a weekly basis.
Activity 2b: Introduction of Signal Flow
Predicted duration of activity 2b: 40 mins
Resources/Materials for activity 2b:
- powerpoint present
- Internet/DLP wordpress
- Internet/You-tube/DLP playlists
- dynamic microphone *1
- XLR cables *3
- 24 channel console
- active monitors *pair
- power board & lead
- Students can use note-taking device if they choose to on their choice: eg iPhones/iNotes, iMacs/iNotes/iText, iPads/iNotes, pen/paper
Procedure for activity 2b:
- facilitator/instructor has all audio devices on the floor
- facilitator/instructor asks specific learners specific questions re these pieces of equipment
- facilitator/instructor asks specific learners specific question regarding a dynamic microphone he has in his hand
- What is it?
- Lay term?
- technical name?
- What does it do?
- Instructors test knowledge of learners by asking how it works? (clear answers not expected yet as it may be prior to AUD112 learning session that has not yet been covered)
- What is it?
- facilitator/instructor introduces concept of signal flow, from sound source to spl post-monitors
- facilitator/instructor demonstrates signal flow, from sound source to spl post-monitors
- facilitator/instructor is undertaking this task to introduce learners to key components of a contemporary small studio – on the floor in the centre of the room
- XLR cables
- transduction – what is it, examples of it?
- dynamic microphone – capturing sound, converting acoustic to electrical energy
- 24 channel inline mixing console
- consoles – different types such as inline console
- primary faders (by default use)
- secondary faders (by default use)
- consoles – channel strip (front of console, and back of console)
- consoles – master section
- control room monitors
- The facilitator/instructor is doing this for multi-fold reasons:
-
- To ensure all students are familiar with the essential element of AUD111 – Signal Flow (concept) on an analogue in-line console To introduce the learners to studio health and safety considerations (electrical, physical, auditory)
- using an energised instructional drilling process, maintain learner engagement
- to reinforce to the learners that all learning sessions are to be interactive proactive events
- to ensure the learners understand that this learning session is part of the overall weekly schedule overview as shown in the Module Guide earlier
- to demonstrate to the learners the connections between all 4 Stage 1/Tri 1 Modules, particularly the 3 audio-based Modules
- to prepare the learners for an application of what they learnt in another Module. For eg: AUD112 learning about microphones, to being able to use one connected, functioning, converting one form of energy to another and successfully getting signal out of the monitors
- that the facilitator/instructor know of, and expects the learners to be able to make connections to other Modules within these learning sessions;
- to draw on the learner’s knowledge, reassuring them that everyone knows something, and can contribute something in a learning session;
- as an opportunity to remember/learn the learners names (whilst also noting to himself of any idiosyncratic qualities leaners may have)
Evaluation/Assessment of activity 2b:
Evaluation /assessment of the learners takes place throughout the activity by listening to the learners’ responses to the specific questions being asked by the facilitator/instructor; analysing who is doing well and who may not be doing well as expected. This process may help to pinpoint what information is not yet clear, and highlight to the facilitator/instructor which of the learners will potentially need more help or attention that other learners may not need, on a weekly basis.
Activity 2c: Practicing Signal Flow
Predicted duration of activity 2c: 60 mins
Resources/Materials for activity 2c:
- as above
- but multiples of microphones and xlrs for all pairs of learners to engage in the signal flow exercise
- paper and marker pens
Procedure for activity 2c:
- facilitator/instructor has all audio devices on the floor
- facilitator/instructor asks specific learners to replicate that signal flow as just demonstrated
- facilitator/instructor provides feedback as the learner is progressing to ensure they feel supported, reassuring to others that all learners in this session can feel supported
- Once a few have successfully completed this task in front of the class, the instructor pairs off everyone in the class, assigning them a channel no, and requests that one play the learner, and one play the Instructor – and demonstrate their understanding of Signal Flow (concept) on an analogue in-line console
- The facilitator/instructor is doing this for multi-fold reasons:
-
- The objective here is for the Instructor to ensure all students are familiar with the essential element of AUD111 – Signal Flow (concept) on an analogue in-line console
- to ensure the learners are adhering to health & safety considerations (electrical, physical, auditory)
- learners demonstrate their competence to the Instructor by demonstrating demonstrate their understanding of Signal Flow (concept) on an analogue in-line console within the learning session in varying levels of guided/scaffolded instruction
- to reinforce to the learners that all learning sessions are to be interactive proactive events
- to encourage a culture of support in this Module cohort
- to ensure the learners understand that this learning session is part of the overall weekly schedule overview as shown in the Module Guide earlier
- to demonstrate to the learners the connections between all 4 Stage 1/Tri 1 Modules, particularly the 3 audio-based Modules
- to prepare the learners for an application of what they learnt in another Module. For eg: AUD112 learning about microphones, to being able to use one connected, functioning, converting one form of energy to another and successfully getting signal out of the monitors
- that the Instructors know of, and expects the learners to be able to make connections to other Modules within these learning sessions;
- to draw on the students knowledge, reassuring them that everyone knows something, and can contribute something in a learning session;
- as an opportunity to remember/learn the learners names (whilst also noting to himself of any idiosyncratic qualities leaners may have).
Evaluation/Assessment of activity 2c:
Evaluation/assessment of the learners takes place two-fold:
- Evaluation /assessment of the learners takes place throughout the activity by listening to the learners’ responses to the specific questions being asked by the facilitator/instructor; analysing who is doing well and who may not be doing well as expected. This process may help to pinpoint what information is not yet clear, and highlight to the facilitator/instructor which of the learners will potentially need more help or attention that other learners may not need, on a weekly basis; and.
- Learners will demonstrate their competence to the Instructor by demonstrating demonstrate their understanding of Signal Flow (concept) on an analogue in-line console within the learning session in varying levels of guided/scaffolded instruction
Activity 2d: Reinforcing Signal Flow
Predicted duration of activity 2d: 30 mins
Resources/Materials for activity 2d:
- as above
- but multiples of microphones and xlrs for all pairs of learners to engage in the signal flow exercise
- paper and marker pens
Procedure for activity 2d:
- Once all learners have completed the above signal flow task, the facilitator/instructor gathers all learners back into a circle, and have specific learners explain what they have learnt, answering specific questions of the facilitator/instructor of every stage of the signal flow process using an analogue in-line console
- the facilitator/instructor then requests all learners to draw out their understanding of every stage of the signal flow process using an analogue in-line console (paper/markers to be handed out);
- the facilitator/instructor circulates whilst the exercise is going on to offer suggestions, answer questions, etc
- the facilitator/instructors then draws on several specific learners to show and tell their analogue signal flow chart
- the facilitator/instructor elicits questions and/or comments from the cohort, including demonstrated understanding of health & safety considerations (electrical, physical, auditory)
- Once cohort comments and questions are complete, facilitator/instructor returns to DLP wordpress blog on Intro Signal Flow to demonstrate a more pro signal flow chart, from sound source to spl post-monitors
- The instructor is doing this for multi-fold reasons:
- By sharing the DLP wordpress blog on Intro Signal Flow, the facilitator/instructor is revealing there is more Signal Flow coming over the coming weeks (ie Parts 1 followed by Part 2, Part 3 etc)
- The objective here is for the Instructor to ensure all students are familiar with the essential element of AUD111 – Signal Flow (concept) on an analogue in-line console
- to reinforce learning practice in learners where they can easily digest new information, be instructed in, and demonstrate their understanding – all within 1 learning session
- and replicate sustainable learning practice outside of class
- to encourage a culture of support in this Module cohort
- to ensure the learners understand that this learning session is part of the overall weekly schedule overview as shown in the Module Guide earlier
- to draw on the learners knowledge, reassuring them that everyone knows something, and can contribute something in a learning session;
- as an opportunity to remember/learn the learners names (whilst also noting to himself of any idiosyncratic qualities leaners may have)
Evaluation/Assessment of activity 2d:
Evaluation/assessment of the learners takes place two-fold:
- throughout the activity by listening to the learners’ responses to the specific questions being asked by the facilitator/instructor; analysing who is doing well and who may not be doing well as expected. This process may help to pinpoint what information is not yet clear, and highlight to the facilitator/instructor which of the learners will potentially need more help or attention that other learners may not need, on a weekly basis; and
- Learners will demonstrate their competence to the Instructor by demonstrating demonstrate their understanding of Signal Flow (concept) on an analogue in-line console within the learning session in varying levels of guided/scaffolded instruction
Activity 3: Recapping Learning Session
Predicted duration of activity 3: 10 mins
Resources/Materials for activity 3:
- Internet/CO/AUD111
- Internet/CO/AUD111 Module Guide
- Internet/CO/AUD111 Resources tab
- Internet/CO/AUD111 Assessments tab
- Internet/You-tube/DLP playlists
Procedure for activity 3:
- Facilitator/instructor to field and respond to any questions re this learning session – Activity 1, 2a,2b,2c
- Facilitator/instructor to ask specific learners specific questions regarding their required take aways from this learning session – Activity 1, 2a,2b,2c
- Learners are reminded of required home tasks to familiarise themselves with Campus Online various TABS
– Campus Online
– Module Guide
– Lecture resources, particularly Wk1
– Assessment Tasks
- how communicated/reminded (prodded?)
- when due
- how submitted
- your responsibility
- assessable tasks
- slack channel
- Resources available
- Campus Online
- links to streamlined curation sites of relevant resources
- Engage DLP’s provided resources –
-
- Signal Flow blogs
- you-tube channels
- wordpress/signal flow blog
-
The next blog in this Project 1 series is Education & Training Session Plans Part 3 (Page, 1991).
References
Onion image courtesy of: Onion Layers Accessed 21st November, 2014
Page, David L. 2004. So what is a Learning Organisation?, In Education & Training Philosophy and Practice Series – Part 2.Accessed 21st November, 2014
Page, David L. 1991. Education & Training Session Plans Part 3, In Education & Training Philosophy and Practice Series – Part 1c blog post. Accessed 21st May, 2016
Page, David L. 1990. Education & Training Session Plans Part 1, In Education & Training Philosophy and Practice Series – Part 1a blog post. Accessed 21st May, 2016
– David L Page 10/01/1991
– updated David L Page 19/09/2004
– updated David L Page 21/11/2014
– updated David L Page 22/05/2016
