Automotive Retail Service and Repair Toolbox

Teacher guide

Automotive Retail Service and Repair AUR05

Series 9 Flexible Learning Toolbox

Supporting resources for the Certificates III in:

Automotive Mechanical Technology

Automotive Vehicle Body

Part of the Australian Flexible Learning Framework

Automotive Retail Service and Repair Toolbox

© Commonwealth of Australia 2006
The views expressed herein do not necessarily represent the views of the Commonwealth of Australia.
This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it is not used for commercial use or sale.

Reproduction for purposes other than those indicated above requires the prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and copyright should be addressed to the Branch Manager, Technology and Information Services Branch, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 Canberra City, ACT, 2601.

Part of the Australian Flexible Learning Framework

Automotive Retail Service and Repair Toolbox

Table of Contents

Section 1 – About this Toolbox 1

1.1 Introduction 1

1.2 Purpose 1

1.3 Target audience 1

1.4 Competencies 1

1.5 Underpinning ideas 1

Online teaching strategies 1

Section 2 – Key features 1

2.1 Structure of Toolbox 1

Section 3 – Using the Automotive Toolbox 1

3.1 General points 1

3.2 Use of media 1

3.3 Technical approach 1

3.4 Access and equity 1

3.5 How do I install the Toolbox on my server? 1

3.6 Use of the communication tools 1

3.7 The directory structure 1

3.8 Customising the Toolbox 1

3.9 Assessment strategies 1

Guide to units 1

Section 4 - Apply safe working practices (mechanical technology) 1

4.1 Introduction to the unit 1

4.2 Unit Jobs 1

Section 5 Carry out diagnostic procedures 1

5.1 Introduction to the unit 1

5.2 Unit Jobs 1

Section 6 - Implement and monitor environmental regulations on the automotive mechanical industry 1

6.1 Introduction to the unit 1

6.2 Unit Jobs 1

Section 7 - Apply safe working practices (vehicle body) 1

7.1 Introduction to the unit 1

7.2 Unit Jobs 1

Section 8 - Implement and monitor environmental regulations and best practice in the body repair industry 1

8.1 Introduction to the unit 1

8.2 Unit Jobs 1

Section 9 - Apply solid colour matching techniques 1

9.1 Introduction to the unit 1

9.2 Unit Jobs 1

Part of the Australian Flexible Learning Framework ii

Automotive Retail Service and Repair Toolbox

Section 1 – About this Toolbox

1.1 Introduction

Welcome to the Teacher’s Guide for the Automotive Toolbox.

This Guide contains useful information for teacher’s using the Toolbox and should be read prior to delivering training.

1.2 Purpose

Increasingly new technologies are playing a bigger part in all of our working lives. This resource gives young people, learning their trade in the automotive industry, a chance to learn how to use new technologies. Learners can pick up essential technological and online communication skills as a result of their interaction with this Toolbox.

Also, the automotive industry always needs up to date and quality learning resources. This Toolbox provides current industry information and opportunities for learning through a variety of learning activities

Regulation of the environmental impact of the automotive industry is increasing. For any successful small business operator in the repair and service sector of the automotive industry, awareness of these regulations and the relevant legislation is essential. In this Toolbox the environmental effects of work in the automotive industry are examined and possible solutions to reduce these effects are explored.

The Toolbox has specific information on how to apply colour matching techniques.

Another major area of automotive repair work covered in the Toolbox is the diagnosis of mechanical faults in car engines.

Finally, the issue of safety at work is at the forefront of everyone’s mind. The Toolbox looks at how those in the automotive industry can apply safe practices in their daily work.

1.3 Target audience

The Automotive Toolbox targets learners who have some experience and exposure to the automotive industry in a mechanical or paint and body workshop.

Learners will succeed with this Toolbox if they are:

· computer literate

· self-motivated

· able to manage their time and studies

· able to work independently and with colleagues

· familiar with automotive workplace procedures

· able to access current or simulated workplaces in the automotive industry

· able to draw on prior knowledge and experience.

Prior knowledge

The Automotive Toolbox targets learners who have some experience and exposure to the automotive industry in a mechanical or paint and body workshop or a simulated workshop.

It is desirable that learners have:

· a basic grasp of mathematics

· adequate literacy levels

· some experience using online communication tools such as discussion lists and chat rooms

· basic computer skills to navigate the Toolbox.

Practical requirements

The only essential practical requirement for the use of the Toolbox is that learners have access to an automotive workplace or a simulated workplace in either of the two industry areas, mechanical or paint and body.

All learners need to have a basic induction into the use of online communication and the importance of following etiquette in the manner of their interactions with others.

1.4 Competencies

The learning materials cover some of the competencies from the following qualifications forming the Automotive Industry Retail, Service and Repair Training Package AUR05:

· AUR30405 Certificate III in Automotive Mechanical Technology

· AUR30804 Certificate III in Automotive Vehicle Body.

Please note

A copy of the Toolbox Implementation Guide can be found at http://toolboxes.flexiblelearning.net.au/documents/index.htm.

The Toolbox Implementation Guide has been designed to help you get started with your Toolbox project and is based on the experiences of training providers nationally who have been working with Toolbox products over the last few years. The guide focuses mainly on supporting teachers involved in Toolbox product implementation, but will also be a useful reference for technical, support and other staff. It contains four main sections:

1. Finding your way around Toolbox products – things you should know.

2. Different ways you can use your Toolbox product for training delivery and support.

3. Planning for the implementation of your Toolbox product.

4. Further reading and helpful websites.

1.5 Underpinning ideas

Each unit of competency is addressed by a series of Jobs. Resources are suggested and/or provided to assist the learner to complete the Jobs required. These resources are:

· the ‘Toolkit’ containing relevant information and content, weblinks and additional explanations to assist the learner to complete each Job

· ‘Ask the Expert’ containing advice and explanations from a workplace avatar

· a glossary containing important industry words and terms.

You can organise additional exercises such as discussions and chat sessions, and this Teacher’s Guide provides many suggestions for enhancing the learning experience through collaborative work. The Jobs are designed to develop the following key skill areas required for competency in communication skills

· analysis skills

· organisational skills

· time management skills

· literacy and language skills

· read and interpret a range of documentation

· observation skills

· technology skills

· research and evaluation skills

· collaboration skills

· planning skills

· problem solving skills.

Online teaching strategies

Collaboration and interaction

Include ways of promoting collaboration or interaction between learners/users. For example:

Teaching in an online environment focuses on facilitating and guiding the learner’s progress. Learners have significant learning resources available to them in the Toolbox, in the workplace, and on the World Wide Web. Helping learners navigate this information and pinpoint the relevant materials to meet performance criteria is the central role. It requires a clear statement of learning objectives and regular feedback on learner progress. Email and a bulletin board are powerful communication tools when applied in this context.

Toolboxes are designed to encourage learner collaboration through communication tools. It is the teacher’s decision as to how to get feedback about this collaboration. The activities are customisable depending on requirements. For example, a teacher might set up a bulletin board discussion around. A start and finish date might be set for the discussion, and a proportion of final assessment weighted to participation. Learners may be notified of these requirements by email, as well as through an initial posting on the bulletin board. The bulletin board (along with other tools) is a useful record of learner contributions for assessment purposes.”

Communication activities

Online communication activities form a large part of the learning of this Toolbox. In the Share section of each Job learners are encouraged to share their reflections and experiences using online learning communication tools set up by their teachers.

This communication will only flourish if there is a sense of team collaboration while undertaking the Toolbox together. It is important teachers consider how they will develop this team environment; here are a few tips.

Starting together as a group – online icebreakers

· You can use an online icebreaker in a computer training room or with learners who are at different locations.

· If you intend for your learners to collaborate online (using email, a learning management system, or a web discussion board) it’s important to give them a chance to get familiar with each other by using the medium, before they get down to the serious part.

· Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to Training games.

· Set group projects based on the workplace task sheets.

The downloadable worksheets that are accessed throughout the Toolbox, most commonly in the ‘Apply’ section of each Job can be used to undertake group activities. Learners are commonly asked to list observations of their workplace and then share these with their fellow learners.

A small group could:

· work together to identify a similar workplace problem that they will base their task on, and later report back to the whole group as part of their review process, or

· work together if they are in the same organisation to identify a common problem, and then work on it as a team within their organisation.

Some advantages of this approach are:

· it can facilitate social learning, especially useful if learners are geographically dispersed or isolated

· learners gain practice using online communication tools in a practical task-focused way

· it can allow learners to practise skills of planning, collaboration, consultation and networking

· it can be integrated with assessment of underpinning skills such as communication skills, and of the key competencies.

Here are some practical suggestions for implementing group projects:

· Limit teams to no more than three or four learners.

· Set a date for completion of the group project.

· Consider asking learners to write a self assessment of their contribution to the group process. This will encourage learners to reflect on their collaborative skills, as well as providing you with more information if you are considering using the group work as an assessment item.

· Provide guidelines as to how you expect your learners to collaborate, eg entirely online, or through a mix of face-to-face meetings and online communication.

Implementing the group work ideas – fun ways to do it

· Debate – turn the group work topic into a debate. Assign teams to the ‘yes’ and ‘no’ cases, choose an adjudicator, and hold the debate on your bulletin board or chat system. An example could be, ‘There is too much OHS legislation in the automotive industry that is unnecessary’.

Here are some other types of group activities that you may like to adapt. They are in a (very) rough order from easiest to hardest for learners to do online:

· At the coalface – focusing on a particular topic, learners tell each other about their own experiences at work. It’s usually easy for most people to talk about their own experiences. The questions you set for the group should also encourage some critical reflection, eg ‘What would you do differently?’

· WebQuest – learners find good websites on a particular topic, containing useful tools etc. Each group is responsible for preparing a report to the larger group of websites with a brief review of each. This is a good way to develop web research skills and collaboration skills at the same time. This would be really useful in the Jobs relating to applying paint.

· Workplace research – use team research to direct learners to look at a particular issue/problem/process in their workplace(s). Put learners in 'mini-teams' then have them report back to the larger group.

· Peer review – student’s team up with a study buddy and give structured feedback on each other’s work on a given task. This is useful for encouraging group collaboration and support, and to practise the important skill of giving and receiving feedback. Use the process of Praise-Improvement-Praise to facilitate this.

· Role play – use this where practising an interpersonal skill is relevant, such as dealing with the customer. Use role plays carefully – they require some skill on the part of the facilitator.

Part of the Australian Flexible Learning Framework 44

Automotive Retail Service and Repair Toolbox

Section 2 – Key features

2.1 Structure of Toolbox

Each Job in the Toolbox is divided into the following sections:

· Introduction

· See

· Find

· Do

· Apply

· Share

Every Job follows this structure. It is intended that there is a connection between each section and that there is a scaffolding of knowledge across each section.

Introduction

Each Job has an Introduction page. This sets the context for the Job and relates the Job to the automotive workplaces of the learners or where learners are aspiring to work.

See

The See section shows the learner an important theme of the Job. This section has a Flash interaction using video and/or audio.

Find

The Find section directs learners to locate resources in their workplace, within the Toolbox (from an ‘Ask the Expert’ link or the ‘Toolkit’) or from the web, where relevant. These resources assist the learner in undertaking the Do and Apply sections of each Job.