E+L Session Plans Part 4

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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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

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:

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