There are many forms of Education & Learning Session Plans which I have discussed in E+L Session Plans Part 4. This blog continues the series.
DLP’s Summary Education & Learning Session Plan
What: This is a summary outline of the education & learning session of what you are planning to do
Possible Use: This is a summary outline of the education & learning session of what you are planning to do, that can be passed to the students to inform them what they are about to do.
The same summary outline of the education & learning session can be used at the conclusion of the practice session, of what the learners did, and learnt.
EG: see below
AUD111 16T1 Wk2 Ed + Learn Session Plan Summary:
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)
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
Instructional sequence:
Introduction of learning session
2a. What is Signal Flow?
2b. Signal Flow competency?
2c.Studio visits
3.Hometasks
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
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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