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|Developing a structure for training program for straw bale building|
The results of the Training group is a curriculum and training structure for SB training developped to fit into European Credit system for Vocational Education Training. Several partners had already experience from creating successful teaching program for clay plastering in years 2002 - 2005 and later modifying it for ECVET 2008 - 2010. This experience and several meetings prior to project, resulted into creating clear structure for SB training, which is now divided into 10 equal units with the same duration - each unit with cca. - 25 hours.
All together 200 hours , while Units Loadbearing technique, Hybrid technique and Teaching methods will be optional.
By extending the practise or by adding optional techniques it is possible to get longer training program.
Structure of the training:
10 equal units with approximately the same duration.
Unit 1 (25 h): Straw Talk (Basic Knowledge about the material straw/strawbales)
Unit 2 (25 h): From Bale to House (Techniques for Infill and pre-fabrication)
Unit 3 (25 h): Techniques for Load Bearing and Hybrid (optional)
Unit 4 (25 h): Straw bales as external insulation (wrapping and retrofitting)
Unit 5 (25 h): Finishes
Unit 6 (30 h): Building Physics and Sustainability
Unit 7 (35 h): Concept for the house-Design and maintenance
Unit 8 (25 h): Marketing and communication
Unit 9 (35 h): Building site practice
Unit 10 (30 h): Teaching Methods (optional)
The training program is based on building and teaching experience of trainers who are involved in its development. Their international background gave way to exchange their knowledge, skills and best building and teaching parctise.
Curriculum of training programe for SB builders will be prepared for level 4 of craftsman competence description. It means that the craftsmen should be able after training work independently and run his business and supervise others. The target group of SB building training program will be builders, “natural builders”, craftsmen, architects and designers with different level of knowledge of the topic.
During the Leonardo project it seemed to be reasonable to start creating session plans by specifying knowledge, skills and competences for each unit on level 4, which then fully corresponds with teaching objectives of the session plans. This will make it clear at the beginning what to teach and how to evaluate the trainee after each Unit.
The classification of the units into levels is carried out according to the levels of the European Qualification Framework EQF. The EQF has defined 8 levels, levels 1-4 are described in the following table.
• Skills: basic skills required to carry out simple tasks • Competence: work or study under direct supervision in a structured context
Learning outcomes relevant to qualifications at level 3 • Knowledge: knowledge of facts, principles, processes and general concepts, in a field of work or study
• Skills: a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information • Competence: - take responsibility for completion of tasks in work or study - adapt own behaviour to circumstances in solving problems
Learning outcomes relevant to qualifications at level 2 • Knowledge: basic factual knowledge of a field of work or study
• Skills: basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools • Competence: work or study under supervision with some autonomy
Learning outcomes relevant to qualifications at level 4 • Knowledge: factual and theoretical knowledge in broad contexts within a field of work or study
• Skills: a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study • Competence: - exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change - supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
When the teaching material will be in future finished, trainers will be able to use complex teaching and training program based on european experiences with fully planned sessions, time schedule and with instructions for organizing the sessions. The whole structure of the training program was inspired by clay plaster program LearnWithClay, and has clear session plans for trainers. Teaching theory and practice is supported by theory texts, infosheets, excercise sheets, photodocumentation and list of source and literature. Evaluation of units is done by recap lessons and questionaires. Testing of knowledge, skills and competences will be done by written and oral examination and practical tests.
The pedagogic principle of curriculum is “learning by doing” and the principle that the trainer is not directive and does not put himself above the trainees, but discusses the topics with trainees, encouradges discovering and exchange of klnowledge and skills. Trainer should use all different methods to encourage visual, auditive or sensual perceptions. Teaching methods support the principles, so mostly demonstrations, practice and discovering is used, combined with exchange of knowledge, discussions and ppt. presentations, slide shows and movies. Various teaching techniques will be used to support this methods, such as energizing and ice breaking games, experimentig, practising on case studies, role plays, right or wrong questions, discussions, .....
Within the Leonardo project “European Learning Partnership for Strawbale Building” the Training group developped working versions of the detailed parts of Unit 2 “From Bale to House 1: Techniques for infill and pre-fabrication with topics:
topic 1: Warming up
topic 2: Organising the building site,
topic 3: Basic design skills for a good infill house
working version of exapmles of :working version of text sheets t.1
|Last Updated on Wednesday, 15 June 2011 13:33|