Ted "Smitty" Smith's Electrical Education Blog

I teach electrical apprenticeship from first year to fourth year and I am constantly amazed at how many times I hear that apprentices have been discouraged in their education by experienced electricians. I will say that I also hear of experienced electricians encouraging their apprentices to learn all they can when they have the opportunity. It is the former though that really upsets me.

 

I am proud of the electrical industry and what we have accomplished and are continuing to accomplish. We have made it possible for industry to work around the clock, to be more efficient and productive and therefore provide more jobs; we have made communications almost instantaneous. We have ushered in the industrial revolution and also made the information age possible. We are also on the leading edge of the energy crises facing our nation and are a big part of the solution. We are installing green lighting systems, solar power panels and many other things that will help our environment and resources. Once again electricians are leading the way in major societal changes. We should all be proud.

 

We also need to recognize that the electrical trades will continue to become more difficult and technical. The place for a person that can install electrical equipment and components only is quickly disappearing. Knowledgeable, qualified and diverse electricians will always be in high demand. So if you are one of those electricians that tells his apprentices not to get an education because it is a waste of time or one those electricians that spends their entire day complaining about the trade to the apprentices and trying to convince them to make other choices, then all I have to say to you...."You really don’t understand at all and that is ok because those apprentices aren’t listening anyway. You lost their respect the minute the complaining started."

 

Oh, one more thing, if the electrical trade is so horrible anyway, why don’t you find something else to do. Or maybe why don’t you open your eyes and realize how lucky you are and how important you are. That would be even better.

 

Ted "Smitty" Smith

Remote study presents challenges to the education system. Some students can learn effectively by simply reading the presented material. Some students are good about keeping up on homework and being motivated to learn and some students will ask questions if they do not understand. Unfortunately, the majority of students do not fall into these categories. A remote study system requires three elements to be effective.

1.       A traceable system to ensure students have completed homework assignments and a testing method to ensure the learned the targeted concepts.

2.       A means of delivering training material explanations to replace the lost class room interaction and instruction.

3.       A means to provide hands on lab training

This document focuses on the second of these items, replacing the classroom interaction and instruction.

I have experimented with three primary methods of replacing the lost classroom training with remote students. I have found all of these methods to be successful and so the real decision comes down to cost and availability of resources. I should note that all three of these processes are best done on a temporary basis, although if the interactive dual camera method is used, it can be done on a long term basis.

All three methods require some additional training for the instructor that is going to be making the presentation. The instructor will need to know their material very well and will also need to ensure they know exactly what and how they are making their presentation as all three of these methods will present additional distractions to the instructor.

The instructor will also need to some additional planning for all three methods before class. Some of the things they will need to plan in advance:

·         Where should I place the camera to afford the best view without having to move the camera around?

·         Is the sound pick up for the camera adequate?

·         Will I have to speak louder?

·         Test the zoom function on the camera and know the boundaries of the white board or presentation materials so that visual aids can be zoomed in on without moving the camera.

·         Mark the floor area where I can be seen from the camera and do not walk outside those boundaries?

·         How can I pause and restart the camera for breaks?

·         How can I be aware of the remote students and what they are experiencing while I am teaching?

·         How will I capture labs or other activities that are not in place in a standard location?

There are many other factors that will come to light as the process develops over time. I recommend developing a check list of things to consider as you develop the process and then use this check list to ensure you are ready for each class.

The instructor should also review the remote material as viewed by the remote students periodically. This can be done by recording the material for each class, regardless of the method used and then reviewing the recording. This will also have the benefit of allowing the instructor to critique his or her instruction techniques on a regular basis. This is something I recommend for all instructors.

 

I do recommend, regardless of the method used, that a set of rules and expectations be developed for all remote students and that this set of rules be given to all remote students before starting remote training.  This way there will be fewer misunderstandings.

Method One: DVD Recording

This method allows the remote students to received classroom instruction with the lowest cost impact and also with the greatest flexibility. In this method, each class is recorded with a camera and then burned to a DVD. The DVDs are then copied and sent to each remote student to watch before the next scheduled class. I recommend that the remote student be required to send an e-mail or call the instructor after watching each DVD. This allows the student and the instructor to have a regular communication and allows the instructor to ensure the student understands the content.

                Equipment needed:

·         A good quality DVD recorder

·         A good quality video camera with output attachments for direct output to DVD recorded and a remote control for zoom functions.

·         A TV monitor

·         Two sets of AV cable inputs

·         A tripod for the camera

·         A computer with DVD read and write capabilities

·         A software program for copying DVDs

·         Multiple DVD type R disks

Process

·         Set up camera and DVD recorder and TV in the classroom so that the camera can see the majority of the classroom, particularly the instructor. You want to set the camera so that the instructor and classroom can be seen and heard but also so that the instructor can zoom in on any visual aids, with the remote, without moving the camera location.

·         The TV should be set up so that the instructor can see what is being recorded and have the ability to make adjustments as the class progresses. The sound on the TV should be turned all the way down. The TV should be set up so that it is receiving its feed from the the DVD recorded instead of the camera.

·         If a lab is being performed or a class group discussion, the camera may have to be moved around to capture the activities. This can be done with an assistant or with a class volunteer or the instructor. I do not recommend using the instructor to do this as this will distract them from working with the class.

·         If an examination is performed in class, record the review, if any but not the exam. Remember the remote students will be a week behind all other students as they need time for their DVDs to arrive. Do not record the correct answers to the examination if given to the class unless the remote student will be taking a different test.

·         I do recommend recording everything else.

·         Once the class is complete, verify the recording and then make a copy of the recording to a separate DVD for each student, label the DVD with the date and subject matter of the class and mail them out.

·         Keep a master on file for reference and future copies if needed.

·         I do not recommend reusing the masters for consecutive years as the interaction of the class varies from year from year and the remote students benefit from this interaction also.

·         This method does have the benefit of developing a base of lectures that can be given to late starting apprentices who are attending class and need to catch up on previous material covered or for apprentices that need to review material.

Method Two: Interactive Live Classroom

This method is the most costly method but also gives the remote students the greatest interaction and learning experience. In this method, the remote student will become an active part of the live class. This method is the most difficult for the instructor as they will have to keep track of the live class in front of them and also monitor the remote students. This can be accomplished with the just the instructor if there is only one remote. If two or more remote sites are interacting at the same time, an assistant will be needed to help the instructor monitor the remote sites while they teach. A DVD recording of each session should also be done.

                Equipment needed:

·         The classroom

o   All of the same equipment needed in method one

o   A software program for video conferencing

o   A speaker system tied to the conferencing audio input so that the class and the instructor can hear the remote students. If there are more than one remote site, the sound will need to be directed though earphones to the assistant so that they can monitor the remote students and then pass along questions and comments. Otherwise the remote student’s comments and questions will become very confusing to the class.

o   The TV monitor in this case will need to be connected to monitor the remote class instead of the DVD recording output. This can be accomplished with an AV input/output adapter for a laptop or by using a PowerPoint projector instead of a TV. The PowerPoint projector should be placed so the instructor can see the projection while they are teaching.

o   A laptop with the video conferencing software installed.

o   A back up cell phone or landline telephone in case the video conferencing software fails during the class.

·         Each remote station

o   A classroom or space large enough for the number of remote students and room enough to take notes, etc.

o   A proctor to monitor the class and ensure students pay attention and participate in class and follow standard class rules

o   A PowerPoint Projector or TV for the students to view the class

o   A speaker system so that the students can all hear the class

o   A good quality camera with good sound pick up so that the students can be seen and heard by the instructor.

o   A laptop computer with the video conferencing software installed.

·         The following are suggestions for video conferencing software and systems. I recommend using Skype if there is to be only one remote site. You may want explore some of the other options for more than one remote site.

o    Web Conferencing, Video Conferencing
& Online Meeting Software

 

§  http://www.wiredred.com/

o   Mega Meeting

§  http://www.megameeting.com/index.html

o   Site Speed

§  http://www.sightspeed.com/

o   Skype

§  http://www.skype.com/

o   There are many more available and few minutes spent researching systems will pay off greatly in the future.

Process

·         Set up the classroom as in method one with exceptions noted above.

·         Set up the laptop so that it can be easily accessed by the instructor or the assistant if need be.

·         The class and the remote class will need to be given some instruction on the process. Some of the things to cover with them:

o   Be courteous

o   Raise your hands for questions in both locations

o   State questions clearly so they can be understood. The instructor may have to repeat questions sometimes.

o   If an assistant is used, they will need to raise their hands for the remote students and then ask questions for them.

·         The difficulty of this process is keeping track of the remote students and the live students at the same time. This will require some practice on the part of the instructor.

·         Set up the remote classroom so that the laptop and equipment can be accessed by the proctor. The proctor should remain in the classroom with the students at all times. The TV should be placed so that all students can see the screen clearly and the camera placed so that all students can be seen and the microphone will pick up their questions and comments clearly. You will need to test all of this prior to class.

·         The instructor will need to initiate the video conference software for the session and then notify the remotes that they need to log into the conference. This should be done about 10 minute prior to class so that the connections can be tested and any issues resolved prior to class. A test run should be done the first time this system is used with each remote to work out any bugs and make sure everyone understands the process. This test run should be done at least a day before the first class so that the bugs can be worked out in advance.

 

Method Three- Live Tutoring

This method is very cost effective and gives the student access to live interaction with an instructor. The disadvantage is that the student will not get the advantage of the classroom interaction with other students.

I recommend using this method in conjunction with method one so that the students get the benefit of observing the classroom interaction.

Equipment needed:

·         The instructor and each remote student will need a laptop and web cam and software for video conferencing. Skype software is free and I find works the best for this method. The instructor can video conference with multiple remote students at one time if the paid version of skype is used by all participants. The free version allows only one remote conference at a time.

Process

·         Schedule a time when the instructor and students will meet for their session. I recommend limiting this to two hour sessions once per week.

·         The instructor should have all their class material available and the students should have their homework assignments and books available along with something to take notes with and a calculator.

·         The instructor and students will make contact over the web service and the instructor should begin with some time allotted to student questions about the homework assignments. After questions have been answered, the instructor should have some key concept material prepared and should go over this material with the student.

·         One thing that I have found to be very helpful is to have a writing pad attachment for my laptop and access to a whiteboard chat room. These can be found for free at www.whiteboard.com or other places. This allows the student and instructor to log into the white board chat room and for the instructor to draw on an electronic white board the same way they would in class to help illustrate points. You may use my whiteboard chat room for this purpose if you wish. It is located at www.1on1tutoringlive.com and is accessed by clicking on the Chat room link.

·         This method is very effective, especially when used in conjunction with method one.

 

Hopefully this information is helpful in giving you some starting ideas for setting up remote training. There are many more options and ideas out there and I recommend spending some time researching the alternatives. I will be glad to help assist you in setting a remote system. You can contact me by e-mail at sparkyprof@hotmail.com or at 720-283-1917 or 303-550-5292

 

Thank you,

 

Ted “Smitty” Smith