Education & Training Philosophy and Practice Series – Part 1d
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 3 (Page, 1991). This blog continues the series.
DLP Interpretive Education & Training Session Plan
What do I mean by this?
An interpretive – sketetal – education & traing session plan, that outlines why the facilitator/instructor needs to cover this material, what they need to cover, and leads the facilitator to how they may introduce the education and learning practice sessions; without prescribing exactly how the facilitator/instructor must execute/deliver the tasks.
Possible Use: Such a session plan is purpose fit for experienced education and learning practitioners. It affords them structure and prompting questions, to guide them in their practice journey, without being too prescriptive.
At this level, such prescription which would be akin of ‘micromanagement’ that an inexperienced education & training practitioner greatly benefits from. In many way, at this level the experienced education and learning practitioners has shed the ‘scaffolding’ required of those less experienced, and can interpret from the prompting questions what they need to do, without being ‘held’ rigidly to any one particular pre-determined task in order to realise ‘x’ in the learning session.
An experienced education and learning practitioner has the skill to ‘read’ the room and – in full knowledge of what he needs to realise within that learning session (via the general prompting questions) – can pivot at any point, drawing on their breadth and depth of experience, to deliver any one of a range of tasks or actuivties that would best suit that particular group of learners in that learning session. Unbeknownst to the learning practitioners within that environment, they often feel that is was a very well ‘pre-planned’ learning session.
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 Education & Training Session Plan Interpretive:
Program: Bachelor of Audio Degree/AUD111 Introduction to Audio Engineering
Title of Education & Learning 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 education and learning session is to introduce new learners to introductory signal flow in concept and practically
Aim:
The education and learning 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 microphone
- 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 Education & Learning 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 Education & Learning 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:
1. Introduction of learning session – 10 mins
- Facilitator/instructor explaining aims and objectives of learning session
- Facilitator/instructor reminding himself of all leaners’ names and any idiosyncratic qualities leaners may have
2a.1 What is Signal Flow? – 45 mins
- 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
- 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
- live room monitors
- headphones
- TRS vs TS vs 3.5 mm jack vs TT/bantom
- interface
- tape/DAW
2a.2 Signal Flow – 45 mins
- to introduce learners to introductory signal flow – on the table in the centre of the room
- learners to be engage with hands-on touching of the console, routing signal
- stage 1: from sound source to console
- studio/live room monitors for musician
- role of engineer re monitoring (can around neck)
2a.3 Signal Flow – Stereo Mix – 45 mins
- to introduce learners to industry-standard independent stereo mix for monitoring signal flow – on the table in the centre of the room
- to introduce the 3 families of audio processing
- use of inserts and aux for routing these
- headphone mix
- by default headphone mix
- positives and negatives of this method
- independent stereo headphone mix
- positives and negatives of this industry-standard method
- routing of this
- post-fader, pre-fader
- positives and negatives of this
- by default headphone mix
2b. Signal Flow competency? 25 mins
- to introduce learners to AUD113.3 Signal Flow exam in detail
- particularly covering the questions they have already demonstrated hands-on competence in today’s learning session
2c. Studio visits – 5 mins
Recap Wk3 Audient ASP4816 practical
Revisit How you will gain access to this studio…..
Studios & hours you have access to
Feedback and Questions
3.Hometask – 5 mins
Familiarise your self 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 5 (Page 2001).
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. 2001. Education & Training Session Plans Part 5, In Education & Training Philosophy and Practice Series – Part 1e blog post. Accessed 21st May, 2016
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
– David L Page 15/08/1991
– updated David L Page 19/09/2004
-updated David L Page 22/11/2014
-updated David L Page 22/05/2016
Copyright: No aspect of the content of this blog or blog site is to be reprinted or used within any practice without strict permission directly from David L Page.
