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Laundry-Sustainability startpage

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Didactic conception of “Leonardo sustainability” Internet page

Content:
Didactic conception - Exemplification of settings (arrangement of learning contents) -
Curriculum - Validate by students

Didactic conception

The concept is based on “blended learning”. Blended learning means the use of a  mixture of different didactic methods. Due to an optimal mixture adapted to the target group, an optimum in teaching efficiency and learning results shall be reached.
The Leonardo Sustainability Internet page consists of  teaching material for classes (presence classes), videos and edited material for self-learning studies online. In addition, an interactive exam,  with feedback for interactive check of knowledge is accessible.

Blumschein, Wieland and Steiner 2003 {1}

According to the above mentioned authors, the advantages of presence and web-based learning phases are given in the next chapter. In addition some disadvantages of pure “electronic learning” are shown

Advantages of presence phases:

- personally meeting of participants and teachers
- face-to-face contact
- uncomplicated discussions
- taking of positions
- basic orientation
- breakdown of barriers regarding the use of electronic media

Especially consideration of the target group with the possibility of personal contact is the great benefit of presence phases. 
For “Leonardo Sustainability” homepage, the target group is a very important criterion due to the planned application of the training modules regarding to different target groups (different basic knowledge, different skills, habits and abilities). The setting for target groups is discussed below.

Advantages of web-based training

- independence regarding time and place
- uncomplicated upgrade of information and content possible.

Disadvantages of web-based learning are:

- long time screen handling is demonstrable exhausting
- problems concerning accessibility (modem - amount of data)

Thus completely alternation of conventional teaching classes (presence classes) by web-based electronic learning has to be seen critically.

Conclusion:

Due to above mentioned facts, intelligent combinations (blends) are asked for.
Due to the modular construction and the different learning settings provided on this internet page, flexibility and adaptability is given. That is, adaptation regarding different target groups and different learning habits and/or different requirements.

You find the Curriculum stating the abbreviations of the settings here

Blended/learning and online learning shall provide the demanded surplus value. It is essential to use the advantages of electronic media like providing of another perspective, moving pictures, simulations/videos and interactive elements.  

Source: [1] Bett, K., Wedekind, J. (ed.) “Lernplattformen in der Praxis”, Waxmann Verlag, 2003

Explanation of settings (different arrangement of learning contents)

The curriculum provides the following abbreviations: “P”, “I”, and “P/OF”
They stand for:

P --> presence phase

I --> interactive phase

P/OF --> presence phase with possibility to clarify open questions

 

Implementation of the different phases

Presence phase: For the teaching person, there is the possibility to arrange the classes on the basis of the provided power point presentations. That means in detail: The content on the charts is formulated in a way that a reader without previous knowledge is able to understand.
That is the difference to a classic presentation , which mostly provides keywords and eye-catchers. Additional information is given by the presenter.
The special design of the power point charts for Leonardo sustainability learning programme allows universal application (also see explanation “interactivity” below). This Internet page provides the presentations as pdf-files. Teachers can obtain the original power point presentations from wfk institute or the other project partners.
Preparing the classes will be easily possible by application of the presentations.
Due to animated simulations like particularly in module 2 -  machine technology, the teacher will be able to enrich the teaching classes.
In addition, the possibility to print the power point charts for overhead-projector charts allows the teacher to provide the learning contents as print media.
 

Interactive parts: These chapters also provide the above mentioned power point presentations to start with. The learner shall acquire the provided knowledge within self-studies (electronic web-based learning). If prints are preferred, presentations might be printed out as handouts - as well as in case of impossible access to the Internet.
The topics are described in a way a person without previous knowledge is able to understand.
This does not mean that in particular cases, misunderstandings or questions don’t occur. That is why modules are closing with presence phases including the possibility to clarify open questions. In addition, a chat is provided. The learners can talk to each other, clarify questions, and, if possible, clarify questions with teachers during defined appointment dates
Interactivity results due to two tools provided. The first one is the application of clozes. The second one is an interactive online-examination based on the software of “hot potatoes” This examination comprehends a question pool to prepare the planned original exam for certification. The learner gets immediate feedback.
 

Presence phase + open questions: Referring to the presence phase, the same principle as written above is applied. Additionally, the learner has the possibility to clarify open questions.

Validation by students

The chapters of the modules were tested at universities and in laundries in practise. Students evaluated didactic conception and structure. The arrangement of the charts was critically reviewed, too.

The tests were accomplished at the following:
- University of Applied Sciences Lower Rhine, Faculty of cleaning technology,  Krefeld DE
- Politechnika Lodzka Katedra (technical University of Lodz),
  Department of textile finishing, Lodz, PL
- University of Maribor, Faculty of Mechanical Engineering, Textile Institute, Maribor, SI

Because the students had no pre-knowledge about the topic of sustainability in laundries, it was possible to check the self-explanatory authentically. The students themselves attended a test for assessment of acquired knowledge. In parallel, students as “third party” providing neutrality and having higher education level, they were suitable to appraise the implementation of the didactic targets of the project. 

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