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1Electrical Technology Qualification-- Associate level --Course 2015-2016CONTENTSIdentificationThe program, as is prescribedProgram analysisCourse structure approachCourse planning. GeneralCourse planning. Modules and Units levelCourse planning. Lesson LevelLearning and teaching materials Learning spaces and resources21. IDENTIFICATIONThe associate level (Associate Diploma) corresponds to a basic occupational profile. That equivalent to an assistant or to an entrant to the electrical trade.

The competency profile is intentionally broad.

He is prepared to work in residential, commercial and industrial contexts doing (basic) planning, building and maintaining/repairing electrical infrastructures (wiring electrical systems) and systems (control systems, security systems, lighting, etc.).

Only in the range of low voltage and very low voltage (manipulating and installing electronic systems and control).From the analysis of the Qualification design:

3The next level (Diploma) deep and broaden this sort of competences.42. THE PROGRAM, AS IS PRESCRIBED

Notes: Recommended Learning Hours (RLH) = Guided Learning Hours (GLH) + Students independent work GLH is any kind of teacher-led contact hours with the students (time at school) In addition, students must invest some learning hours out of school (independently). This time is estimated about 20% to 25%. Accordingly, Associate Diploma in Electrical Technology can be estimated in 675 to 720 GLH3. PROGRAM ANALYSIS

Occupational/ practicalOccupational/ practicalFrom the point of view of the occupation, these Units are the more important.Generically they cover basic planning, building and repairing basic electrical installations and systems . They need to be planned with a lot of significant (occupational) practice.53. PROGRAM ANALYSIS

Employability(Basic/Instrumental)Basic/ InstrumentalBasic/ InstrumentalThese Units provide basic knowledge/skills which can be seen as instrumental under the point of view of the electrical occupation. This is to say, the electrician applies this knowledge during his practical work but he is not paid for this. Part of this content can/should be integrated in the more practical work of the student.63. PROGRAM ANALYSIS

Basic/fundamentalsBasicBasicThese Units provide the fundamentals of electricity circuits and systems. Without this knowledge and skills is not possible to qualify an electrician. These units need to be planned to support appropriately the developing of more occupational competencies.73. PROGRAM ANALYSIS

01. Solve Problems in DC Circuits - UEENEEE104A02. Use drawings, diagrams, schedules, standards, codes and specifications - UEENEEE107A03. Carry out basic repairs to electrical components and equipment - UEENEEG111A09. Develop and connect electrical control circuits - UEENEEG109 07. Solve problems in single and three phase low voltage electrical apparatus and circuits -UEENEEG033A04. Assemble and set up basic wired and wireless security systems - UEENEEH050B_R108. Select wiring systems and cables for low voltage general electrical installationsUEENEEG107A -06. Solve problems in low voltage AC circuits - UEENEEG102A05. Apply Occupational Health and Safety regulations, codes and practices in the workplace - UEENEEE101A10. Solve problems in electromagnetic devices and related circuits - UEENEEG101AOriginal Australian Units of Competency. Many Units in the Qualification are almost direct copies. This is a good reference for planning and materials.84. COURSE STRUCTURE APPROACH A structure or general organization for the course based on the identified nature of units which we can group in MODULES. 33 weeks in an academic year 30 hours/weekINSTRUMENTAL MODULE(INSTRUMENTAL/GENERIC UNITS INCLUDED, ORGANIZED AND SEQUENCED)PRACTICAL MODULE(PRACTICAL UNITS INCLUDED, ORGANIZED AND SEQUENCED)FUNDAMENTALS MODULE(UNITS OF BASICS INCLUDED, ORGANIZED AND SEQUENCED)ENGLISH MODULE(COURSE/S OF ENGLISH INCLUDED, ORGANIZED AND SEQUENCED)Note: what is relevant (from the point of view of learning) is to work these structuring Learning Modules or broad Competencies (fundamentals, instrumental and practical) making them significant to students.

This can imply segment and or integrate some units and synchronizing lessons/contents from other Units/Modules9(990 GLH)ON THE JOB LEARNING MODULE104. COURSE STRUCTURE APPROACH Example. This a program organized additionally in SEMESTERS. Semesters, trimesters in this kind of decision play other factors (administrative, etc.). It doesnt include On the Job Learning Module.

PRACTICAL MODULEINSTRUMENTAL MODULEFUNDAMENTALS MODULEENGLISH MODULE115. COURSE PLANNING. GENERALPlanning facilitates training development and quality of teaching. Also, planning is needed in order to select and/or develop materials and resources effectively and more efficiently. In general, course planning happens at three levels:COURSE/PROGRAM PLANNINGCOURSE/UNIT PLANNINGLESSON PLANNING This the highest level of planning and it has to do with organizing the course as a whole (what, when, how) or a set of courses that form a study program. The Course Structure is an example of planning at this level. This a medium level of planning and it has to do (essentially) with organizing, sequencing and basic timing the content/objectives of a particular course, or group of courses, according some criteria: logic of matter, learning, application of a particular methodology, etc. This the lowest level of planning and it has to do (essentially) with defining methods and activities conductive of intended learning objectives, as they have been planned in the previous level.To selection/development of materials and other resources, and preparation for training development126. COURSE PLANNING. MODULES AND UNITS LEVEL Criterion 1. The Modules and associated Units provide a basic criterion for organizing all the learning contents. The program structure already reflects this and even sequence logically the whole content (UNITS) to facilitate learning (by analyzing basically Modules and Units relationships).ELECTRICAL TECHNOLOGY-ASSOCIATE-PRACTICALMODULETRANSVERSALMODULEFUNDAMENTALSMODULEENGLISHMODULEON THE JOBMODULEUNIT AUNIT BUNIT CUnits belonging to a Module could be treated in a more integrate manner: divided, combined, evaluated, etc.PART 1PART 2PART 3PART 4Content Parts/segments/blocks in which a particular Unit is planned to cover prescribed learning outcomes. Only the learning outcomes are prescribed and not these content organization/segmentationLesson plan level: teaching and learning methods and activities136. COURSE PLANNING. MODULES AND UNITS LEVEL Criterion 2. We want/(or need) to make the program more practical, significant (and appealing), and more attainable for our students.

In order to do so, several strategies are possible:Emphasize the Practical Module/Units (more learning time by doing). Lighten/reduce the theoretical/technological knowledge (Fundamental M.). Integrate (as much as possible) Instrumental and Fundamental Content. Apply appropriate methods: more practices, use appropriate learning resources, more support and individual support, continuous feedback, promote self-learning and other meta-cognitive (employability) skills, use performance assessment (as in capstone tests), etc. Example: the Practical Units can be (relatively) easily planned according to a project/task based approach. In this approach, the students learn through the work on a series (more than just one) of projects or practical/(realistic) tasks. Proposal of technical projects and supportive practice and knowledge

These projects can even integrate various UNITS (even from various Modules)PracticalUNIT PART 1PART 2PART 3PART 414Practical Module (1st Semester)UNIT 07 UNDERSTAND LOW VOLTAGE APPARATUS AND CIRCUITRY (60 GLH)UNIT 03 REPAIR ELECTRICAL COMPONENTS AND EQUIPMENT (36 GLH)UNIT 04 INSTALL SECURITY SYSTEMS (36 GLH)(Part) IINSTALLING LIGHTING & SOCKECT CIRCUITSIIINSTALLING FIRE AND SMOKE DETECTORSIIIANALYZING ELECTRICAL HEATING APPLIANCESIVANALYZING ALTERNATIVE POWER SUPPLY SYSTEMSVINSTALLING EMERGENCY LIGHTING CIRCUITS AND CONTROLVIANALYZING LIGHTING SYSTEMS AND LAMPSPROJECT OR INTEGRATIVE PRACTICAL WORKPARTASSESSMENTPARTIAL PRACTICESPECIFIC CONTENT & EXERCISESPREREQUISITE CONTENTCOREQUISITE CONTENTRef.:Unit Description and Learning Outcomes6. COURSE PLANNING. MODULES AND UNITS LEVELExample of Unit Planning Could exist different ways for managing the work on projects: from more directive to fully autonomous practice (self-directed learning)In these Parts/Blocks one or more projects can be posed to studentsTiming157. COURSE PLANNING. LESSON LEVELAt the level of lesson planning, relatively short periods of training (standard lesson time, or group of lessons) are planned and a great precision is got in specifying what the students and teacher should do (and with what, when, etc.) in order to attain a very specific learning objective.

A typical lesson teacher-directed (direct instruction) follows this generic instructional cyle:

LESSON INTRODUCTIONLESSON BODYLESSON CLOSING Introduce lesson/new content Say/explain lesson objectives Motivate students. Activate previous relevant knowledge Review or build prerequisites. Present new content/information Exemplify new content or demonstrate Assure assimilation and understanding. Provide practice to students, with support. Provide feedback/formative assessment. Provide more and more autonomous practice. Fade support. Provide problem solving (transfer or apply the acquired knowledge in more practical contexts). Summarize lesson. Promote reflection and integration. Connect. Remediate Evaluate. Summative assessment.This is very time consuming. When the designer or final user of instructional plans (trainer, teacher, etc) are familiarized with the training, probably is not necessary so much detail.

Even so, this is the level where teaching approaches, timings, methods and resources are fully determined167. COURSE PLANNING. LESSON LEVEL An intermediate approach between Unit/Module and Lesson planning is recommended in order to plan the course and develop/select materials and resources.

Its assumed that lesson planning will be made at the colleges by the teachers or departments, based on this more higher level of planning and according to contextual factors (specific to every college).PROJECT OR INTEGRATIVE PRACTICAL WORKPARTASSESSMENTPARTIAL PRACTICESPECIFIC CONTENT & EXERCISESPREREQUISITE CONTENT COREQUISITE CONTENTTimingCOMPOSING PARTS OR BLOCKS OR ACTIVITIESUNIT OR UNITS MIXED IN A MODULE This content is basically identified in the planning. Exercises are suggested. This partial practice is identified in the planning and organized. This integrative practices are identified in the planning, and organized.Assessment is plannedRelationships with other Units/ Contents are also identified in the planTiming is suggested 177. COURSE PLANNING. LESSON LEVEL Some important elements in planning the training according the general approach chosen, are:

Parts (or content Blocks, segments, process steps, etc.). They reflect the way in which content/objectives are grouped and sequenced. Content belong to a Unit or Units in a Module (or even, to a more complex arrangements of Units). Typically, they represent a pretty amount of GLH depending of the grouping criteria (there is no a fixed rule: from a few to maybe 20 or 30 Hours).

Projects. They represent integrative, complex and realistic practices, and often team-based and (relatively) self-directed practices. A lot of supportive knowledge and skills are required for the students can cope with this sort of technical challenge. Typically, these practices are application practices put at the end of a Part or group of related Parts, or even Units (could exist several Projects in a simple-to-complex sequence). However, there exist some other ways of managing the projects. For example, step by step along the Part lesson plan delivering (the students acquire the knowledge/skills required to solve a part of a complex project). Or, the project is posed like a problem solving activity that occupies all the Part time (problem based learning. The students must identify what knowledge/skills are required and self-direct their own learning in order to finally obtain the intended project results/products.187. COURSE PLANNING. LESSON LEVEL Some important elements in planning the training according the general approach chosen, are:

(Continue) Projects. Different forms of project management.

(Partial) Practice. In general, all practice intended to develop transferrable knowledge and skills (applicable to practical o more complex situations, such a technical project). In technical education, this partial practice is typically oriented to develop relevant skills (motor or/and cognitive skills).

(Supportive) Knowledge/Content. In general, all kind of information that, once processed/learned by the student, become in transferrable knowledge. In technical education, this is the knowledge that the students assimilate related to a practical issue, strength through (partial) practice and apply to their projects. Project/TaskSupportive Lessons/ContentProject/TaskSupportive Lessons/ContentTimeProject/TaskSup.Sup.Sup.Sup.TimeTimePerformance AssessmentPerformance AssessmentPerformance AssessmentPART(s)/UNIT(s)PART(s)/UNIT(s)PART(s)/UNIT(s)8. LEARNING AND TEACHING MATERIALS To support our (and any) learning approach and planning we need basically some STUDENT MATERIALS and TEACHER MATERIALS. 19LEARNING AND TEACHING MATERIALSTEACHER MATERIALSSTUDENT MATERIALSPROJECTS/INTEGRATIVE PRACTICEPARTIAL PRACTICESUPPORTIVE CONTENT AND EXERC.TEXTBOOK, or tutorial, lecture notes, etc.OTHER SUPLEMENTARY MATERIALSLEARNING GUIDES/ RULES/ORIENT.TEACHING GUIDES/COURSE PLANS, ETC.TEXTBOOKS AND CONTENT REFERENCESPROJECTS, PRACTICES, ASSIGMENTS, ASSESSMENTSPRESENTATION MATERIALSGUIDES OF MANAGEMENT (of equipments & spaces, academic).Paper, digital or audiovisual

208. LEARNING AND TEACHING MATERIALS The students materials are primarily written in English. According to support strategies, some initial materials could be handed-out in Arabic or bilingual.

9. LEARNING SPACES AND RESOURCES Any practical approach requires a careful planning about resources. To teach this Associate Level basically we need:

An electrical workshop. A Laboratory (can be integrated in the workshop). Other general classrooms and/or computer classroom. In the workshop the students make practical work: build, install, diagnose, repair In the Laboratory the students learn electricity principles through experimentation. In other spaces the students attend lectures, work with software, make independent work, make research, etc.21

9. LEARNING SPACES AND RESOURCES To teach this Associate Level basically we need:

Experimentation equipment and laboratory instruments. Specific trade tools and other general tools and machines. Specific instrumentation. Electrical materials and components for building. Frames for electrical systems and installations. Other electrical systems, tools and materials (safety, software, etc.). If we use a practical and a project based teaching approach, we must know that this requires a lot of materials, and for every student.

This can be really expensive. The more accurate we are with our teaching plans (projects and practices, type of materials required, quantities, etc.) the more accurate/optimized our resources estimates will be. 22