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Using technology in the auto tech class.

March 2015
 
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Rob Thompson's Automotive Technology Education Newsletter

Welcome to my newsletter.

This newsletter is to share teaching ideas for auto tech instructors and to provide informational updates on what is happening in CT education around the country. 

Using technology in the auto tech classroom - work smarter not harder part 4. 

Continued from last month...

9. ed.ted.com - This free service, part of TED, allows users to take a YouTube video and insert questions, discussion topics, and other materials into a video lesson. This can be a great classroom tool, especially for students using e-learning or m-learning. It is also handy for letting students make up missed lectures or discussions.

Figure 1 is the dashboard for your lessons. You and your students need to register to use the lessons, but it's free and as easy as registering for any other site.

I'm test-piloting using the ed.ted videos as a way to replace some of the time used for classroom instruction. I presented the videos to my classes, and we talked about their level of interest in watching and responding to the videos on their time and in place of classroom discussion. Many prefer the video instruction, and while we're only in the first month of this practice, based on pretest and review data, they are getting the content as well as or better than the juniors last semester who did not have the ed.ted option. Realizing this is not quantitative data, I'm not suggesting this will definitely lead to improved student success, but it does offer an additional method of delivering content that students, at least so far, enjoy. 

In addition, I'm currently using these videos for a student who has a foot injury and is in a medical boot. Since the student cannot participate in lab activities, he is still able to receive some of the content and instruction by watching the videos and answering the embedded questions. While this doesn't replace the time he's missing in lab, it should go a long way towards making up lab time and filling in the missing pieces.

Some of the videos are specific to pieces of equipment we have in lab, including our tire dismounting and balance machines. By having the students watch the videos before using the machines, they are exposed to the basic operation and safety aspects and already have an understanding of how to use the equipment ahead of time. 

Creating the lesson is super easy: Click "Create a Lesson," select a video from YouTube and paste the link into the lesson builder. Add a short description and multiple choice or open-ended questions as shown in Figure 2. Once complete, you can email the lesson link directly to your students. All they do is click the link and start the lesson.

Figure 3 shows how TED displays lesson activity. You can sort by student name or by date of the activity. By clicking on "Review Student Work," you can review student answers as shown in Figure 4. You can respond directly to their answers or start a discussion. 

Figure 5 shows how you can see the results for each lesson and see how many times a student responded to a question. Nearly every multiple choice question I used has four answer options, so if I see 16 attempts for four questions, I can assume (yeah, I know - don't assume) that either the student isn't taking it seriously or has no idea what the content and question are about. This leads me to directly question the student about his/her responses.

In Figure 6 you can see how TED can provide a CSV Excel report for a lesson. Data includes when the lesson was accessed, the type of questions, the questions themselves and the responses by each student.

Another nice feature is being able to add content to the "Dig Deeper" section, shown in Figure 7. Here I place questions or instructions for additional activities, such as searching on AllData for something specific or using Google to research a topic. You can add images and other content into the "Dig Deeper" section as well.

Students can also leave feedback or ask questions about the lesson and start a discussion topic that anyone who views the lesson can see and participate in.

In addition to picking what I think are good quality videos, nearly all are short, only four to eight minutes, well within the normal attention span of a student watching YouTube videos. I have based lessons on longer videos but break the lessons into smaller parts so each is still in the four to eight minute range.

A disadvantage, at least initially, is the time required to preview videos and then generate the content to go with them. I probably have about 25+ hours in the 99+ videos I have ready as of late February. But once all the work is done on content generation, I have a ready supply of instructional videos ready to go when needed. 

More to come next month.
 
Stay Tuned!
 
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Figure 6
Figure 7

What's going on around the country in auto tech and education.


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AND TECHNICAL EDUCATION?


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Advertisers are Begging Car Companies for Your Data

Lincoln Schools Named STEM JobsSM Approved Colleges for 2015

Apple hiring automotive technology, design experts - FT

Michigan governor puts renewed emphasis on blue-collar jobs

Apple Is Forming an Auto Team

Visteon to showcase cloud based technology to improve vehicle life

Radical shift in trucking on the horizon? It could come quicker than you think

Mike Rowe's Profoundly Disconnected

Female engineers are making inroads in automotive industry

 
Head to my website for PowerPoints and photos that are available for download for instructional use. Check back often as I add more images and additional instructor resources. 

Proud member of the North American Council of Automotive Teachers (NACAT).

NACAT is devoted
to automotive education and to the teachers and trainers of automotive technology. 

Join us at the NACAT conference in Joliet, IL, July 20-24, 2015.
Comments, questions, complaints, criticisms? Email me!

Visit my website to check out my automotive textbooks available through Cengage Learning.  

Past issues of this newsletter are available from the bottom of the home page.
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