Education and Learning Session Plans (contd)

There are many forms of Education & Learning Session Plans which I have discussed in E+L Session Plans Part 2. This blog continues the series.

DLP’s Interpretive Education & Learning Session Plan

What: This is a skeletal education & learning 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 useful for experienced education and learning practitioners

EG: see below

AUD111 16T1 Wk2 Ed + Learn 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

   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 E+L Session Plans Part 4. 

References

Onion image courtesy of: Onion Layers Accessed 22nd November 2014

Page, David L. 2001. E+L Session Plans Part 4 Accessed 22nd November 2014

Page, David L. 1991. E+L Session Plans Part 2  Accessed 22nd November 2014

– David L Page 15/08/1991

-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.

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