Teacher guide - Flexible Learning Toolboxes
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Teacher guide H2Online Toolbox Series 10 Flexible Learning Toolbox Supporting resources for Certificate III in Water Operations NWP30101 from the Water Industry Training Package NMP07 Version 1.0 flexiblelearning.net.au/toolbox © Commonwealth of Australia 2007 The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and rights should be addressed to Training Copyright, Department of Education Science and Training, GPO Box 9880 Canberra City ACT 2601 or email copyright@training.com.au. Part of the Australian Flexible Learning Framework 1 H2Online Teacher guide Table of Contents Introduction ...................................................................................................................................................... 1 This Teacher guide ........................................................................................................................................ 1 Related resources and where to find them .................................................................................................... 1 Water Industry Associations and Organisations ........................................................................................ 1 Metropolitan Water Utilities ........................................................................................................................ 1 Regional Water Utilities ............................................................................................................................. 1 Private Water Utilities ................................................................................................................................ 3 University Research Centres ..................................................................................................................... 3 Miscellaneous ............................................................................................................................................ 3 Education sites .......................................................................................................................................... 4 Qualifications ................................................................................................................................................. 1 Practical requirements ................................................................................................................................... 1 Access to computers ................................................................................................................................. 1 Access to a water utility workplace ............................................................................................................ 1 Hardware and software requirements ........................................................................................................... 2 Hardware ................................................................................................................................................... 2 Software ..................................................................................................................................................... 2 Customisation ................................................................................................................................................ 3 Customising a Toolbox for single unit delivery .......................................................................................... 3 Target audiences ........................................................................................................................................... 4 Learners/students ...................................................................................................................................... 4 Older demographic .................................................................................................................................... 4 Younger demographic ............................................................................................................................... 4 Lecturers/trainers/facilitators...................................................................................................................... 4 Organising structure, context and key features ........................................................................................... 6 Organising structure ...................................................................................................................................... 6 Units of competence ...................................................................................................................................... 6 The context .................................................................................................................................................... 8 Key features ................................................................................................................................................... 9 Resource Book .............................................................................................................................................. 9 Other features .............................................................................................................................................. 10 Navigation .................................................................................................................................................... 10 Teaching and learning strategy ................................................................................................................... 11 Approach to competency assessment ........................................................................................................ 12 Assessment strategy ................................................................................................................................... 12 Advice on getting started.............................................................................................................................. 13 Preparing yourself to use the material ......................................................................................................... 13 Preparing learners to use the material ........................................................................................................ 13 Suggestions ................................................................................................................................................. 14 Aspects learners may find difficult ............................................................................................................... 14 Suggestions for each unit............................................................................................................................. 15 Water quality in distribution systems ........................................................................................................... 15 Water treatment processes.......................................................................................................................... 15 Coagulation and flocculation ....................................................................................................................... 16 Sedimentation and clarification .................................................................................................................... 17 Chloramination disinfection ......................................................................................................................... 17 Laboratory testing ........................................................................................................................................ 18 Online teaching strategies ............................................................................................................................ 19 Collaboration and interaction ....................................................................................................................... 19 Part of the Australian Flexible Learning Framework 1 H2Online Teacher guide H2Online strategies ...................................................................................................................................... 19 Mentors .................................................................................................................................................... 19 Induction/other workplace applications .................................................................................................... 19 Online portfolios ....................................................................................................................................... 19 M-learning ................................................................................................................................................ 19 Distance learning ..................................................................................................................................... 19 Communication activities ............................................................................................................................. 20 Starting together as a group .................................................................................................................... 20 Set group projects .................................................................................................................................... 20 Alternative ways of using the material ........................................................................................................ 21 Delivery and assessment tools .................................................................................................................... 22 Mapping – NWP317B – Control water quality in distribution systems ........................................................ 22 Mapping – NWP345B – Monitor, operate and control water treatment processes ..................................... 23 Mapping – NWP347B – Monitor, operate and control coagulation and flocculation processes .................. 25 Mapping – NWP347B – Monitor, operate and control sedimentation and clarification processes.............. 26 Mapping – NWP347B – Monitor, operate and control chloramination disinfection processes .................... 27 Mapping – NWP364B – Perform laboratory testing .................................................................................... 28 Part of the Australian Flexible Learning Framework 2 H2Online Teacher guide Introduction H2Online is a Toolbox that has relevance nationally for the water industry. Skills shortages in this industry mean that employers are requiring employees to learn quickly and efficiently, with greater flexibility, to upskill and gain qualifications. H2Online provides learning resources and activities to assist flexible learning in a range of training contexts including self-paced study, on-campus study and on-the-job training. This will benefit remote and industry based learners who have little opportunity or time to travel to urban registered training organisations (RTOs). It provides valuable and much needed resource material for project based and workplace based learning in all locations. Urban learners can benefit from online training as an alternative, or as a supplement to on-the-job training and/or face-to-face classes. Facilitators can also use H2Online as a resource for on-campus delivery. H2Online is a learning resource designed to meet the requirements for six competencies in the Certificate III in Water Industry Operations. Learners will need to have access to a water industry workplace to participate in the assessment processes. This Teacher guide This Teacher guide has been developed to support delivery of the Certificate III Water Industry Operations. It explains all the activities the Toolbox contains, offers customisation options, and suggests delivery strategies that can maximise the online learning experience, allowing the learner to take full advantage of collaborative learning potential through facilitated discussions and information sharing amongst groups of learners. This Teacher guide is divided into sections: general overview of the whole product qualifications and competencies supported by the Toolbox target audiences underpinning ideas Toolbox structure and key features the approach to competency assessment overview of the materials provided to support each competency unit a discussion of the potential use of each task or activity sequence. Part of the Australian Flexible Learning Framework 1 H2Online Teacher guide Related resources and where to find them The following websites may contain relevant additional information. Industry associations and organisations have a range of useful resources, as do many water utilities. Water Industry Associations and Organisations Water Services Association of Australia Water Industry Operators Association of Australia (WIOA) Australian Water Association Murray Darling Association Australia Environment Business Australia Waterwatch Australia – Community Monitoring Australian National Committee on Irrigation and Drainage ANCID VicWater Industry Association Inc Metropolitan Water Utilities ACTEW Corporation Brisbane Water Hobart Water Hunter Water Corporation Melbourne Water Corporation Melbourne – City West Water Melbourne – South East Water Melbourne – Yarra Valley Water Northern Territory Power and Water Authority SA Water Sydney Catchment Authority Sydney Water Corporation State Water NSW Water Corporation of Western Australia Regional Water Utilities Albury City Council NSW Aqwest Bunbury, WA Barwon Region Water Authority Victoria Berriwillock Water Quality Victoria Bundaberg City Council Queensland Busselton Water WA Cairns Water Queensland Central Highlands Water Victoria CitiWater Townsville Queensland Coffs Harbour City Council NSW Part of the Australian Flexible Learning Framework 1 H2Online Teacher guide Coliban Water Victoria Dubbo City Council NSW East Gippsland Region Water Authority Victoria Esk Water Tasmania Gippsland and Southern Rural Water Authority Victoria Gippsland Water Victoria Glenelg Region Water Authority Victoria Glenorchy City Council Tasmania Gold Coast Water Queensland Gosford/Wyong Councils' Water Authority NSW Westernport Water Victoria Goulburn Valley Water Victoria Goulburn–Murray Rural Water Authority Victoria Grampians Region Water Authority Victoria Hervey Bay–Wide Bay Water Corp Queensland Ipswich Water Queensland Launceston City Council Tasmania Lismore City Council NSW Logan Water Queensland Lower Murray Region Water Authority Victoria Mackay Water Queensland Maroochy Water Services Queensland MidCoast Water Taree NSW Mudgee Shire Council NSW North Coast Water Clarence Valley, NSW North East Region Water Authority Victoria North West Water Authority Tasmania Portland Coast Region Water Authority Victoria Power and Water Corporation NT Queanbeyan City Council NSW Redland Water and Waste Queensland Riverina Water County Council Wagga, NSW Rottenest Island Authority WA Shoalhaven Water Nowra, NSW South West Water Authority Warrnambool, Victoria Sunraysia Rural Water Authority Victoria South Gippsland Water Victoria SunWater Queensland Townsville CitiWater Queensland Part of the Australian Flexible Learning Framework 2 H2Online Teacher guide Tweed Shire Council NSW Wannon Water Victoria Western Water Gisborne, Victoria Westernport Region Water Authority Victoria Wide Bay Water Hervey Bay, Queensland Wimmera Mallee Water Victoria Wyong Shire Council NSW Private Water Utilities Australian Water Services United Utilities United Water Veolia Water Australia University Research Centres Water Research Cluster – University of Adelaide Advanced Waste Water Management Centre Qld Centre for Water Research, University of WA Water Studies Centre, Monash University Centre for Water and Waste Technology, UNSW Centre for Resource and Environmental Studies, ANU Canberra Centre for Ecological Economics and Water Policy Research CRC for Coastal Zone, Estuary and Waterway Management CRC for Catchment Hydrology CRC for Water Quality and Treatment CRC for Waste Management & Pollution Control CRC for Freshwater Ecology Centre for Groundwater Studies, Flinders University Miscellaneous Government Water Organisations Australian Government Environment Portal Australian Local Government Info Network Land and Water Australia National Land and Water Resources Audit Australia NSW Department of Land and Water Conservation NSW Department of Commerce – ex Public Works and Services Department of Natural Resources and Environment Victoria Department of Natural Resources Queensland Department of Water Resources South Australia Water and Rivers Commission Western Australia Part of the Australian Flexible Learning Framework 3 H2Online Teacher guide Department of Primary Industries, Water and Environment Tasmania Department of Lands Planning and Environment Northern Territory Planning and Land Management Canberra ACT Australian Greenhouse Office Healthy Rivers Commission NSW Other Legislation (commonwealth and state) WHO Guidelines Drinking Water Quality, 3rd Ed Commonwealth Scientific and Industrial Research Organisation (CSIRO) CSIRO Land and Water – Rivers and Estuaries Urban Groundwater Database Education sites Water Education Network Water – Learning and Living Part of the Australian Flexible Learning Framework 4 H2Online Teacher guide Qualifications NWP30106 Certificate III in Water Industry Operations is a qualification for those responsible for the operational management of water and wastewater resources and systems. To achieve this qualification the candidate must demonstrate competency in 11 units comprising three core and eight electives. There is no prerequisite to entry into the Certificate III in Water industry operations. H2Online covers six electives. NWP317B – Control water quality in distribution systems NWP345B – Monitor, operate and control water treatment processes NWP347B – Monitor, operate and control coagulation and flocculation processes NWP348B – Monitor, operate and control sedimentation and clarification processes NWP366A – Monitor, operate and control chloramination disinfection processes NWP364B – Perform laboratory testing Practical requirements Access to computers Ideally learners will have access to computers in the workplace and/or classroom. However learners could also access computers at home, a resource centre or library. Access to a water utility workplace Learners will need to have access to a water utility workplace to participate in the assessment processes. Part of the Australian Flexible Learning Framework 1 H2Online Teacher guide Hardware and software requirements To use the resources in this Toolbox, you will need a computer with the following features. Hardware IBM® compatible with a 1000 MHz processor running Windows 2000, XP (including Service Pack 2) or above, or Apple Macintosh® with a 500 MHz processor running OSXv10.2.0 or above, with 128 Mb of RAM 800 x 600 pixel display 2 x ISDN (128k) T1 preferred CD–ROM drive Internet access Sound card or the Macintosh equivalent of the above. Software Internet Explorer® 6.0 or higher, or Mozilla Firefox® 1.5 or higher, or Safari ® 1.3 or higher CD–ROM drive Microsoft Word 97 or a similar word processing program to open and use downloadable forms, checklists and worksheets. Macromedia® Flash 7 Player – if you haven't got this plug–in, you can download and install the latest free version from Macromedia® (http://www.macromedia.com/go/getflashplayer). Adobe® Acrobat PDF Reader 6.0 – if you haven't got this plug–in, you can download the latest free version from Adobe® (http://www.adobe.com/products/acrobat/readstep2.html). Earlier/older versions of these applications could result in information being shown in an unreadable form or not shown at all. Part of the Australian Flexible Learning Framework 2 H2Online Teacher guide Customisation H2Online provides numerous opportunities for customisation. For example: The H2Online logos can be replaced by a company logo. The procedures and worksheets are available in word format and can be customised. Prepare contains information and resources which could be added to or deleted as required. Practise contains activities to test learners’ knowledge and understanding of information and concepts. Many activities have been developed in Flash with an XML feed. It can be customised easily. Additional quizzes and activities could be added. Apply contains assessments and practical activities and projects to practise the skills gained. These could be customised to specific projects. This would enable the skills to be directly applied and assessed in learners’ own projects. Trainers could select specific skills sets or tasks to build specific competencies required by particular learners. Customising a Toolbox for single unit delivery If you only want to offer one or two units from the H2Online Toolbox, or limit access to certain units and/or streams, you can simply disable the links to the units that you do not wish learners to access. Always refer to the Technical guide. Part of the Australian Flexible Learning Framework 3 H2Online Teacher guide Target audiences The Toolbox is designed to meet the requirements of the training package units of competence (specified previously). It aims to meet many of the differing needs of individuals, enterprises, training organisations, and industries, and addresses a range of work roles and functions carried out by Water Operators. However, it is anticipated that learners undertaking Water Operator training are most likely (but not always) to have limited experience in formal learning environments, may be strongly put off learning by having to read large amounts of text, and probably respond most positively to practical, workplace based activities. Learners/students Certificate III in Water Industry Operations is likely to become the standard qualification for water industry operators. Therefore, learners will probably fall into one of two general profiles, either: working in the water industry with substantial experience (older demographic), or new to the industry (younger demographic). Older demographic Learners may: already be working in the water industry and looking to upskill, or specialise want to get their existing knowledge and skills recognised, and obtain a qualification have a significant level of on-the-job experience and face mandatory training to meet industry requirements of Certificate III in Water Industry Operations have been identified as having language, literacy or numeracy problems have limited experience using online learning but high level experience using equipment in their workplace. Older learners are likely to have limited experience with online learning and they may require varying levels of support from the trainer. However, it is important to remember that while the learners may have limited online learning experience, they are likely to be experienced users of computerised machinery and control systems in the workplace. These learners may move straight into the ‘practise’ or ‘apply’ sections or the workplace project. Younger demographic Learners may: be new to the industry with little knowledge of the water industry be commencing training after entering the water industry with little previous formal training have been identified as having language, literacy or numeracy problems not have the underpinning chemistry knowledge for the training. Learners are likely to have limited experience with training, including online learning, and they may require varying levels of support from the trainer. It is important, however, to remember that while the learners may have limited online learning experience, they will need to be prepared to use computerised machinery and control systems in the workplace. These learners will require a more ‘scaffolded’ approach to their learning, working through the Resource Book and the content prior to commencing the ‘practise’ activities and workplace projects. Lecturers/trainers/facilitators The material has been written to be delivered in a range of contexts including: Part of the Australian Flexible Learning Framework 4 H2Online Teacher guide team leaders/supervisors and or line managers who are involved in implementing learning in the workplace and assessing its effectiveness workplace trainers working in a one-to-one or group training situation vocational trainers and/or assessors in an educational or workplace setting who deliver training, conduct assessments, and issue qualifications. Part of the Australian Flexible Learning Framework 5 H2Online Teacher guide Organising structure, context and key features Organising structure There are six units of competency, and each unit is broken into four tasks (learning objects). The tasks are generally: Monitor and investigate Sample and test Operate and control Record and report. Within each of the learning objects there are three sections: Prepare Practise Apply. Navigation is driven by a Procedure which provides instructions about how to proceed. The underpinning knowledge water operators need to inform competent action in the workplace is provided in the form of a resource book, which is divided into four sections: Background Chemistry OHS Legislation. Units of competence The activities in H2Online are organised by units of competency. Each unit is broken into four learning objects (tasks). Part of the Australian Flexible Learning Framework 6 H2Online Teacher guide Task On entry into the learning object, the learner is directed to a problem. Once the learner has acknowledged the problem, they are given a brief overview and directed to a procedure. Each learning object contains three steps with which the learner is able to engage, depending on their learning needs. Prepare This section contains the procedure and required actions. Procedure The procedure contains the instructions for the task, as well as the ‘just in time’ underpinning knowledge that is required. Required Actions contains the content, aligned with the performance criteria and range statement. Worksheets are embedded in the content. Worksheets provide relevant questions and activities, which when completed and collated should provide a substantial body of evidence about the learner’s competency. Part of the Australian Flexible Learning Framework 7 H2Online Teacher guide Practise This section provides opportunity for the learner to check their knowledge and understanding of the content. Apply This section contains information about application to a workplace. A link to the worksheets is provided so the learner can easily document their knowledge, and include information gathered from the workplace. It may also contain their responses to questions and activities in the apply area. The worksheets are designed for the learner to review and demonstrate their knowledge, and to extend it by locating and using the forms and work processes from their own workplaces. If learners collate the completed worksheets for each learning object, they should have sufficient evidence to demonstrate competence (in conjunction with satisfactory on-the-job performance) for each unit. The context Preliminary investigations into prospective learner characteristics suggest a down-to-earth, utilitarian approach would be most successful. The methodology follows water treatment plant processes closely; however, devices such as a simulated environment (eg Wisteria Waters Treatment Works) have been deliberately avoided. Part of the Australian Flexible Learning Framework 8 H2Online Teacher guide To provide a relevant and authentic learning context, the activities and resources in this Toolbox are based in a water treatment plant as represented by the SCADA panel. In modern water treatment plants, the entire water treatment process is monitored by a computer system called a SCADA (Supervisory, Control, and Data Acquisition); the learning object level is based on a SCADA. The SCADA panel carries the metaphor of a water treatment process through the learning object level. The learner reviews the SCADA panel and undertakes required actions as they develop skills required for a water treatment operator. Key features The key features of H2Online are the frequent use of graphics and interactions to impart the required knowledge and understanding. This design decision was made with learner needs in mind, to enable learning to be internalised as efficiently as possible, with the least amount of text. Resource Book The underpinning knowledge water operators need to inform competent action in the workplace is provided in the form of a Resource Book, which is divided into four sections: Background Chemistry OHS Legislation Available from all learning objects, the content in the Resource Book is accessible in two ways: ‘Just in time’ learning required for the unit and accessible from the procedure Part of the Australian Flexible Learning Framework 9 H2Online Teacher guide The link to the Resource Book. Other features Other features of the Toolbox include: a Guided tour a Teacher guide a Technical guide Tasks (called Required Actions) Procedures Assessment Glossary Resources, including scenarios, documents, forms, videos, and photographs Opportunities for discussion or collaboration. Navigation The H2Online Toolbox interface has been designed to make separation into individual learning objects (disaggregation) quite a straightforward process. This meant that the Glossary and Resources folder needed to be available from all learning objects. Access is readily available to the Glossary and Resources folder throughout the Toolbox. For example, the content in the Resource Book is accessible in two ways: ‘Just in time’ learning required for the unit accessible from the procedure The link to the Resource Book. When working through the tasks, some learners may find it useful to open the Glossary and/or the Resources folder in another browser window so they are more accessible. Part of the Australian Flexible Learning Framework 10 H2Online Teacher guide Teaching and learning strategy The teaching and learning strategy is predominantly project-based. It is centred on the workplace, with a focus on carrying out day to day processes in a water treatment plant. The learner is presented with a problem in an initial scenario and works through a set of required actions. In the practise activity, the learner is asked to solve the initial problem. The Toolbox replicates the process that is undertaken in the workplace. If the learner completes the tasks in the worksheets (for each learning object) and compiles all the responses to questions and activities including attaching copies of workplace procedures etc in a folder, this should constitute (in conjunction with demonstrated on-the-job skills) sufficient evidence of competence. The learning process is guided by a ‘Standard Operating Procedure’, which explains how to go about the tasks, and reinforces safe work processes. Learning activities (both practise activities and the worksheets) have been designed to promote an holistic approach to water treatment plant operations, integrated with real world issues and practices. This includes compliance with relevant legislation and safe work procedures. The built-in flexibility in this Toolbox has two streams. The first is its capacity to meet the needs of a range of learners, from the novice to the experienced professional. This is accomplished through the structure, and is illustrated below. The novice enters at Starting point 1, and draws on the full range of resources provided. Starting point 2 provides for learners (possibly school leavers, or new water operators) who have some underpinning knowledge, but need some support to attain competency. Water operators seeking to refresh their knowledge may feel ready to begin at Starting point 3. Starting point 4 is for experienced water operators who are seeking recognition of prior learning. Starting point 1 Starting point 2 No underpinning knowledge Scaffolded Resource book Prepare Starting point 3 Try current knowledge Practise Starting point 4 Worksheets / Project sheets/ assessment only Apply The second stream of flexibility is its capacity to be used by remote individual learners, alone or in groups, and by groups of learners, who may be geographically distant to each other or together in a workplace or classroom. This is elaborated upon later in the document. Part of the Australian Flexible Learning Framework 11 H2Online Teacher guide Approach to competency assessment Assessment strategy Assessment strategy for this Toolbox is based on the assumption that learners are working at a water utility, or have access to a water utility, for example, in a ‘work experience’ capacity. Assessment tasks have been developed under two categories. The first category is formative assessment: in the practice area, tasks are online; they are graphic, interactive and focussed on the underpinning knowledge required for common daily water operator activities, such as identification of turbid water samples or ‘floc’ quality, or carrying out tests. The second category consists of worksheets which are embedded in the content at relevant points in the learning process. As stand alone learning activities, they focus on applied knowledge and workplace processes, for example, recognising process locations at the plant, using standard operating procedures, identifying control processes, and explaining legislative requirements, eg OHS. The worksheets have been designed to be integrated together as a summative assessment, where they may meet part or all of the requirements for competency achievement in the training package unit. Learners are asked to record responses to questions and activities in the worksheets. If learners collate all the worksheets together, complete with all question responses, procedures, forms, or photographs requested, they should have sufficient evidence to demonstrate competence (in conjunction with satisfactory workplace performance). Part of the Australian Flexible Learning Framework 12 H2Online Teacher guide Advice on getting started Here are some suggestions: Read on for more information in this document Take the guided tour Talk to someone who has used this Toolbox before Dive in and see what happens! Preparing yourself to use the material Allocate adequate time to familiarise yourself with the Toolbox and its resources, so you can properly support your learners. Lecturers have reported the greatest success when they had familiarised themselves with the Toolbox, integrated it with their course, developed student activities and additional material and thus confidently guided the learners through using the resource. It is recommended that you integrate the Toolbox into your teaching approach, just as you would with other learning resources. Few learners thrive when left alone to learn by themselves, but generally respond best when they use new media as part of an overall teaching strategy that is well structured with adequate ‘coaching’ type support. Plan ahead and obtain management support (particularly in relation to physical requirements), set realistic timeframes for implementation and gain support from the learner’s employer. Make sure that you are aware of legislation which may impact on flexible delivery of the Toolbox. For example, learners working at home, traineeship agreements, apprenticeship agreements and enterprise-based arrangements. Preparing learners to use the material Provide orientation to the Toolbox in a practical, face-to-face session with learners actually using the Toolbox. Encourage them to work through the Toolbox guided tour, so they can familiarise themselves with the resources used in the activities. Introduce learners to the language of the internet, using email, sending and receiving attachments, using web browsers, and using web forums and chat systems. Some may already have these skills, but others may not. If you want to have learners participate in collaborative activities using the discussion forum, you will need to set up discussion threads prior to commencing the activity. Learners will need to be advised of these requirements if you have not included instructions in the Toolbox content. If you are delivering the program online, email will be the primary method of communication with your learners, so ensure that you have a clear system of email folders for managing the traffic. You should also encourage learners to use the discussion board to ask for assistance if they are unsure of where to find a resource. You may need to provide instructions to the learners on how to use communication tools such as email, discussion board or chat. Send a weekly email to all learners with reminders of the tasks that should be completed, the tasks in progress, and reminders for times of chats or forums during that week. Alerting learners to activities for which they should be undertaking individual learning prior to a group activity in the week to come can also be helpful. You might comment on the quality of work in the preceding week and provide tips and encouragement for the task at hand. Plan ahead and be clear to learners by setting targets for learning so they know what to do and when to do it. These can help you with your ‘online lesson’ planning. Part of the Australian Flexible Learning Framework 13 H2Online Teacher guide If you manage a very large group of learners, create a sense of community online by setting up study groups of 4 – 8 students, all of whom begin the unit at more or less the same time. This makes it easier for learners to gain the social benefits of learning and to form networks as they study. Once you have set up the study group, facilitate an online ‘icebreaker’ activity when learners start the skill set. This can even be used for on campus groups learning to use an online environment as part of their classroom activities. If you intend 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. Suggestions Go to www.thiagi.com for some ideas. Follow the link to Freebies, then to Training games. At the coalface – focusing on a particular topic eg the importance of safety, learners tell each other about their own experiences at work. 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. The chief idea of a web quest is to search for answers to a problem or a ‘quest’ on the net and then feed that back to the group either informally or in a report. This can be through discussion, contributions to a wiki or a group report assembled via instant messaging and emailing contributions in a text document. The facilitator can set different groups to research different aspects of a problem or workplace practice. This is a good way to develop web research skills and collaboration skills at the same time. Workplace research – use team research to get students to look at a particular issue/problem/process in their workplace(s). Put learners in 'mini-teams' then get them to 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 the task. Useful to encourage 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: Aspects learners may find difficult H2Online contains tasks that learners may submit for assessment or for evidence of prior learning. In the process of collecting such evidence learners most probably need to follow a certain set of steps or procedures. Sometimes these steps require learners to perform things in a certain order, otherwise when they submit their evidence, it will not be correct. There are situations (particularly in H2Online) that require a learner to be in a ‘real workplace’ to perform a task and this will require careful monitoring. It would be useful to reinforce specific details about gathering evidence for the logbook so that learners are prepared before they attempt such a task. Learners may require several attempts to get this task right. Part of the Australian Flexible Learning Framework 14 H2Online Teacher guide Suggestions for each unit Water quality in distribution systems This unit covers general water quality issues in distribution systems. In this Toolbox, the concept ‘distribution systems’ refers to the collection of water and transport of water to the water treatment plant, then the distribution of potable/drinking water to the customer. The water treatment processes are not dealt with as they are covered in the other units. The definition of ‘distribution systems’, is broad to cover the many different contexts that water quality operators work within across Australia. The content provided covers a broad range of water quality challenges often found in various parts of a distribution system. This content should be contextualised into the local area by identifying local water quality issues. Students would be expected to have a general knowledge of science and a reasonable level of chemistry knowledge (much of this is covered in the Resource Book) Some students may need a higher degree of support to deal with these concepts. For example, students with literacy and/or language difficulties students who have had little exposure to science/chemistry. Options for use This content could be used in conjunction with field trips to identify water quality issues discussed. Lecturers could incorporate news items from local media about water quality to provide a rich resource to support the learning materials. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water quality. As there is a significant amount of technical information included in the unit, this could be used as a workplace resource to refer to. Water treatment processes This unit covers the four critical control points within water treatment processes: the pre-treatment process chemical dosing processes solids separation processes disinfection and post treatment processes. This unit provides an overview of water treatment processes and how potable/drinking water is achieved in Australia. This unit could be used as an overall orientation (ie stand alone) or as an introduction to the other units within the Toolbox. For example, use the learning object ‘chemical dosing’ as an introduction to ‘coagulation and flocculation’, which deals with the chemical dosing processes in much more detail. Part of the Australian Flexible Learning Framework 15 H2Online Teacher guide The later units of coagulation and flocculation, sedimentation and clarification, and chloramination disinfection are dealt with as separate units (and processes). Therefore within the units there is little room to taken an holistic approach to the treatment of water. This unit provides an opportunity for lecturers to reinforce the integrated nature of water treatment that the other units may not provide. The content provided covers a broad range of water treatment processes. This content should be contextualised by identifying local treatment plant approaches, forms, documents, control systems and equipment. Some students may need a higher degree of support to deal with these concepts. For example students with literacy and/or language difficulties. If a student presents issues in dealing with the content, this would signal that they would also require more support in approaching the units in the Toolbox which cover the control point in more detail. Options for use This content could be used in conjunction with field trips to identify approaches to water treatment covered by local plants. Lecturers could incorporate news items from local media/government agencies about water quality to provide a rich resource to support the learning materials. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water quality. As there is a significant amount of technical information included in the unit, this could be used as a workplace resource to refer to. Coagulation and flocculation This unit covers the chemical dosing processes association with coagulation and flocculation. In this unit, the chemistry of the coagulation and flocculation process is emphasised. Therefore, the level of student support required may be greater for students that don’t have a science background. Some students may need a higher degree of support to deal with these concepts. For example students who have lower levels of literacy and/or language skills, in particular technical literacy and oral communication skills. Options for use Lecturers could use the chemistry section of the Resource Book to introduce the concepts covered in the unit. This content could be used in conjunction with field trips to identify approaches to water treatment covered by local plants. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. Part of the Australian Flexible Learning Framework 16 H2Online Teacher guide The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water quality. As there is a significant amount of technical information included in the unit, this could be used as a workplace resource to refer to. Sedimentation and clarification This unit covers the solids separation processes association with sedimentation and clarification. In this unit, the numeracy of calculating the hydraulics of sedimentation tanks is emphasised. Therefore the level of student support required may be greater for students that have: lower levels of literacy and/or language skills, in particular technical literacy and oral communication skills. low levels of numeracy. The concepts outlined in this unit, require support in the technical, procedural and systems aspects of literacy and numeracy. Options for use While area, volume and other calculations are included, students may require pre-teaching to ensure that these concepts are integrated into the broader water treatment processes. This content could be used in conjunction with field trips to identify approaches to water treatment covered by local plants. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water quality. As there is a significant amount of technical information included in the unit, this could be used as a workplace resource to refer to. The environment aspect of sludge disposal are not dealt with in the Toolbox. This would make an interested case study and/or field trip. Chloramination disinfection This unit covers the disinfection processes of chloramination. While chlorine as a disinfectant is mentioned, the broader focus is on chlorine and ammonia addition as a process in its own right. In this unit, there are several key issues: Because of the high risks associated with using toxic substances for disinfection, the OHS and public health risks are emphasised. Because of specialised training required in these areas, detailed information is not included about PPE, changing cylinders etc. It is critical for the lecturer to consider the individual workplace, organisation, procedures, public and local suppliers when delivering this unit. There is ongoing public debate and academic research about the potential for harmful disinfection by-products. These issues aren’t dealt with in this unit. It is up to the lecturer to gauge if it is appropriate to include any level of public debate, and contextualise this unit within those. Lower levels of literacy and/or language skills, in particular technical literacy and oral communication skills. Part of the Australian Flexible Learning Framework 17 H2Online Teacher guide Low levels of numeracy. The concepts outlined in this unit, require support in the technical, procedural and systems aspects of literacy and numeracy. Options for use While area, volume and other calculations are included - Students may require pre-teaching to ensure that these concepts are integrated into the broader water treatment processes. This content could be used in conjunction with field trips to identify approaches to water treatment covered by local plants. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water quality. As there is a significant amount of technical information included in the unit, this could be used as a workplace resource to refer to. Laboratory testing This unit covers the common tests used in the treatment of water. While the unit covers laboratories of various sizes, smaller laboratories may not have the facilities referred to in the unit. In this unit, the chemistry of the process is assumed. Therefore, the level of student support required may be greater for students that don’t have a science background. Some students may need a higher degree of support to deal with these concepts. For example students who have lower levels of literacy and/or language skills, in particular technical literacy and oral communication skills. Options for use Lecturers could use the chemistry section of the Resource Book to introduce the concepts covered in the unit. This content could be used in conjunction with field trips to identify approaches to water testing covered by local laboratories. Learners could work through the tasks independently and at their own pace. Learners could be referred to this resource for update or revision as required by the demands of a current project or in the course of the units of study. The Toolbox could be available to learners for their own information or revision purposes. The Toolbox could be made available to experienced water operators who may need to revisit specific aspects of water testing. Part of the Australian Flexible Learning Framework 18 H2Online Teacher guide Online teaching strategies Collaboration and interaction Toolboxes are designed to encourage learner collaboration through communication tools, for example, social networking. To find a range of social networking tools, do a net search for 'social software'. Social networking tools allow lecturers to assist learners to network with other learners as they complete Toolbox activities, for example, asking learners to create networks by: creating and sharing photos of their work using photo sharing software creating and sharing media files capturing their work (eg mp3s or video files) sharing their work in weblogs, (eg writing in their own blog or sharing mobile phone photos in moblogs) collaborating with others to develop documents (eg using wikis to put together a project report) creating and sharing bookmarks of sites they've found useful in research sharing their evidence for assessment in social networking spaces on the internet. It is anticipated, however, that this Toolbox will be used for some new water operators while they are waiting for in-house water utility training programs which are dependent on minimum numbers for delivery. This may mean that they are individual learners, working through the Toolbox on their own. H2Online strategies In some settings, the following strategies may be very effective. Mentors Experienced water operators using the Toolbox to gather evidence for RPL could be matched as mentors with new employees. Induction/other workplace applications Wikis or blogs could be used to develop a shared body of knowledge/experience/problem solving to enhance group learning. This could be suitable in conditions requiring asynchronous communications. Online portfolios Learner worksheets could be created and stored online instead of paper-based files. M-learning Mobile phones and PDAs could be used to assist in the compilation of evidence to go with e-portfolios (eg photos of sampling locations or sampling results), or in blogs (eg photos of problems/issues which need to be reported). Distance learning All these strategies could be used for a range of applications including: delivery to remote and rural learners to link a group of learners from the same organisation at different sites (eg Mount Gambier, Adelaide and Renmark) to link a group of learners from different organisations and locations (eg water operators from Bangalore Water Supply and Sewerage Board, the Phnom Penh Water Supply Authority, United Water NZ, and Sydney Water) Part of the Australian Flexible Learning Framework 19 H2Online Teacher guide Communication activities Starting together as a group If learners collaborate or communicate online (using email, a discussion board, or an LMS) it’s important to encourage them to get familiar with each other by using the medium, before they start work. Online icebreakers can be used in a computer classroom or with learners who are at different locations. Set group projects Most of the ‘think about’ activities in the H2Online Toolbox could be used as group discussion activities, either face to face (F2F), or online. Generally, learners could: work together to identify a similar problem/issue/opportunity that they will base their task on, then work individually with their own work teams, and later report back to the group as part of their own review process, or work together if they are in the same organisation to identify a common problem/issue/opportunity, 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 students are geographically dispersed or isolated Learners gain practice using online communication tools in a practical task-focused way It can allow students to practise skills of planning, collaboration, consultation and networking required of a frontline manager It can be integrated with assessment of underpinning skills such as communication skills, and other key competencies. Here are some practical suggestions for implementing group projects: Limit teams to no more than three or four students. Set a date for completion of the group project. Consider asking students to write a self assessment and peer assessment of their contribution to the group process – this will encourage students 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 students to collaborate, eg entirely online, or through a mix of F2F meetings and online communication. Part of the Australian Flexible Learning Framework 20 H2Online Teacher guide Alternative ways of using the material As previously stated, this Toolbox can be used in a variety of ways. H2Online learning resources and activities provide learning experiences suitable for a range of training contexts including: on-the-job training on-campus – self-paced study – as a supplement in the classroom independent learning This flexibility ideally suits remote and industry based learners who have little opportunity or time to travel to urban registered training organisations (RTOs) on a regular basis. In many industries, remote learners are now assessed by qualified industry assessors who travel to visit and observe learners demonstrating their competence in their own workplaces. The Toolbox, supported by phone or email communications, and possibly in conjunction with workplace-based resources and/or existing in-house training programs, could provide remote or industry based learners an ideal alternative to the traditional classroom setting. The Toolbox provides valuable and much needed resource material for project-based and workplace based learning in all locations. Urban learners can benefit from online training as an alternative, or supplement to on-the-job training and/or face-to-face classes. Facilitators can also use H2Online as a resource for on-campus delivery. For workplace training which depends on a threshold number of participants to be economically viable, H2Online provides quality resources which new employees can use while waiting for specialised company specific training. In some cases, water operators will be experienced, reliable and knowledgeable in their work, but they may not understand some of the underpinning chemistry, or may need reminding of occupational health and safety or legislative requirements. The Toolbox contextualises workplace practices, provides a detailed Resource book, for example, covering underpinning chemistry concepts, and could be used for review or revision in this instance. High school teachers involved in vocational programs or who are interested in introducing students to water resource management may find parts of the Toolbox suitable for their students. Persons involved in international projects focussed on water resource management and/or infrastructure development may find the Toolbox suitable for adaptation for initial training programs. Part of the Australian Flexible Learning Framework 21 H2Online Teacher guide Delivery and assessment tools The following tools have been designed to support delivery of the units: Mapping of the unit of competency to the location of the content in the Toolbox The mapping enables navigation of the Toolbox content at a glance, and/or if the Toolbox is disaggregated or used for ‘gap training’, it provides a handy tool for managing content. Mapping – NWP317B – Control water quality in distribution systems 1. Identify and locate water quality problems 1.1 Conduct monitoring of water quality according to organisational and statutory requirements. Locate water quality problems 1.2 Investigate water quality problems and identify the cause according to organisational requirements. Identify water quality problems 1.3 Collect, analyse and report system data according to organisational requirements. Locate water quality problems 1.4 Collect, label and record samples according to organisational requirements. Locate water quality problems 1.5 Correctly select, fit and use required safety equipment, including personal protective equipment. Resource Book – OHS 2. Respond to water quality problems 2.1 Analyse incidents and apply incident management procedures to resolve water quality problems. Respond to water quality problems 2.2 Notify stakeholders of policies, procedures and plans. Respond to water quality problems 2.3 Monitor the recovery of the system and measure recovery according to organisational requirements. Respond to water quality problems 2.4 Investigate and review results and take action according to organisational requirements. Review response to water quality problems 3. Complete documentation 3.1 Report process faults according to organisational requirements. Review response to water quality problems 3.2 Compile reports from system data according to organisational requirements. Review response to water quality problems Part of the Australian Flexible Learning Framework 22 H2Online Teacher guide Mapping – NWP345B – Monitor, operate and control water treatment processes 1. Monitor treatment plant performance 1.1 Carry out routine plant inspections according to the type of plant and organisational procedures and statutory requirements. Monitor and investigate in: Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes 1.2 Select and check equipment and correctly fit and use personal protective equipment. OHS 1.3 Collect water and other process samples and conduct standard tests. Sample and test in: 1.4 Collect, record and report process data according to organisational and plant requirements. Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes Record and report in: Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes 2. Prepare chemical dosing 2.1 Use, handle and store chemicals according to organisational procedures and statutory requirements. 2.2 Determine and prepare chemical dosing according to plant procedures and statutory requirements. Part of the Australian Flexible Learning Framework Operate and control in: Pre-treatment processes Chemical dosing processes Post-treatment processes Operate and control in: Pre-treatment processes 23 H2Online Teacher guide 2.3 Maintain information related to chemical supply and usage according to organisational procedures and statutory requirements. Chemical dosing processes Post-treatment processes Record and report in: Pre-treatment processes Chemical dosing processes Post-treatment processes 3. Operate and control processes 3.1 Conduct chemical dosing according to organisational procedures and statutory requirements. 3.2 Identify and report process faults and the operational condition of plant according to organisational procedures and statutory requirements. 3.3 Initiate basic system adjustments to improve system performance according to organisational procedures and statutory requirements. Operate and control in: Pre-treatment processes Chemical dosing processes Post-treatment processes Record and report in: Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes Operate and control in: Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes 4. Compile process records 4.1 Compile reports from plant and system data to meet organisational procedures and statutory requirements. Part of the Australian Flexible Learning Framework Record and report in: Pre-treatment processes Chemical dosing processes 24 H2Online Teacher guide 4.2 Report observations outside defined parameters for further action. Solids separation processes Post-treatment processes Record and report in: Pre-treatment processes Chemical dosing processes Solids separation processes Post-treatment processes Mapping – NWP347B – Monitor, operate and control coagulation and flocculation processes 1. Monitor coagulation and flocculation plant processes 1.1 Monitor and test results and processes to ensure compliance with parameters of operation Monitor and Investigate Operate and Control 1.2 Identify and report process faults and operational condition of plant according to legislative and organisational requirements Record and Report 2. Control chemical use 2.1 Use, handle and store chemicals according to organisational procedures and statutory requirements Operate and Control 2.2 Determine and apply chemical dosing in line with plans processes, organisational procedures and statutory requirements Operate and Control 2.3 Maintain chemical supply and usage records according to statutory requirements Operate and Control Resource Book – OHS Record and Report 3. Operate and control coagulation and flocculation processes 3.1 Carry out routine plant inspections according to organisational and plant requirements Monitor and Investigate 3.2 Collect process samples and conduct standard tests Sample and Test 3.3 Carry out system adjustments and processes to improve system performance according to Operate and Control Part of the Australian Flexible Learning Framework 25 H2Online Teacher guide organisational procedures and statutory requirements 4. Compile coagulation and flocculation process records 4.1 Compile reports from plant and system data in line with organisational procedures and statutory requirements Record and Report 4.2 Report observations outside defined parameters for further action Record and Report Mapping – NWP347B – Monitor, operate and control sedimentation and clarification processes 1. Monitor sedimentation and clarification plant performance 1.1 Monitor and test results and processes to ensure compliance with parameters of operation Operate and Control 1.2 Identify and report process faults and operational condition of plant according to legislative and organisational requirements Record and Report 2. Control chemical use 2.1 Use, handle and store chemicals according to organisational procedures and statutory requirements Resource Book – OHS 2.2 Determine and apply chemical dosing in line with plans processes, organisational procedures and statutory requirements Operate and Control 2.3 Maintain chemical supply and usage records according to statutory requirements Record and Report 3. Operate and control sedimentation and clarification processes 3.1 Carry out routine plant inspections according to organisational and plant requirements Monitor and Identify 3.2 Collect process samples and conduct standard tests Sample and Test 3.3 Perform process calculations associated with sedimentation and clarification processes. Operate and Control 3.4 Carry our system adjustments to enhance system performance according to organisational procedures and statutory requirements. Operate and Control 4. Compile sedimentation and clarification process records Part of the Australian Flexible Learning Framework 26 H2Online Teacher guide 4.1 Compile reports from plant and system data to meet organisational and statutory requirements. Record and Report 4.2 Report observations outside defined parameters for further action. Record and Report Mapping – NWP347B – Monitor, operate and control chloramination disinfection processes 1. Monitor chloramination process performance 1.1 Conduct and analyse process tests and compare performance to plant operational requirements. Sample and Test 1.2 Identify and report process faults and the operational condition of plant according to organisational and statutory requirements. Record and Report 2. Operate and control chloramination processes 2.1 Carry out routine plant inspections out according to organisational and plant requirements. Monitor and Identify 2.2 Make process adjustments to optimise system performance according to organisational requirements. Operate and Control 2.3 Collect, interpret and record process data according to organisational and plant requirements. Record and Report 3. Prepare and apply chloramination chemical dosing 3.1 Use, handle and store chemicals according to organisational requirements. Resource Book – OHS 3.2 Prepare chemical dosing according to system specifications and organisational requirements. Operate and Control 3.3 Maintain information related to chlorine and ammonia supply and usage according to organisational requirements Operate and Control 4. Compile chloramination process reports 4.1 Compile reports from plant and system data to meet organisational requirements Record and Report 4.2 Report observations outside defined parameters for further action. Operate and Control Part of the Australian Flexible Learning Framework 27 H2Online Teacher guide Mapping – NWP364B – Perform laboratory testing 1. Label, register and store samples for testing 1.1 Label laboratory samples, ensuring that the required information is transcribed accurately and legibly. Prepare samples for testing 1.2 Register samples in a laboratory record system according to organisational requirements. Prepare samples for testing 1.3 Record sample testing requirements. Prepare samples for testing 1.4 Preserve the integrity of samples as required and eliminate the possibility of crosscontamination. Prepare samples for testing 2. Prepare samples 2.1 Identify samples to be tested and appropriate test method, equipment and safety requirements according to organisational and statutory requirements. Prepare for testing 2.2 Compare sample description with the specification, record results and report discrepancies. Prepare for testing 2.3 Prepare samples according to appropriate standard operating procedures. Prepare for testing 3. Check equipment before use 3.1 Set up test equipment and/or reagents in accordance with the specified test method. Prepare for testing 3.2 Conduct pre-use and safety checks in accordance with organisational procedures and manufacturer’s instructions. Prepare for testing 3.3 Identify and report faulty or unsafe equipment to appropriate personnel. Prepare for testing 3.4 Check the calibration status of equipment and conduct calibration or report calibration requirements to appropriate personnel. Prepare for testing 4. Perform tests on samples 4.1 Perform the sequence of tests according to standard operating procedures. Conduct tests 4.2 Identify, prepare and weigh or measure sample and standards to be tested. Conduct tests Part of the Australian Flexible Learning Framework 28 H2Online Teacher guide 4.3 Conduct test methods according to organisation procedures. Conduct tests 4.4 Record results according to organisation procedures. Record and report 4.5 Perform calculations as required. Conduct tests 4.6 Identify and report ‘Out of specification’ or atypical results promptly to appropriate personnel. Conduct tests 4.7 Shut down equipment in accordance with standard operating procedures. Conduct tests 5. Maintain a safe work environment 5.1 Use established safe work practices and safety equipment to ensure personal safety and that of other laboratory personnel. Resource Book 5.2 Store unused reagents as required by relevant regulations and codes. Resource Book 5.3 Dispose of wastes according to organisational and statutory requirements. Resource Book 5.4 Clean, maintain and store test equipment correctly. Resource Book Part of the Australian Flexible Learning Framework 29 H2Online Teacher guide Toolbox contact details: Flexible Learning Toolbox Help Desk Phone: 1300 736 710 Email: toolboxhelp@flexiblelearning.net.au Website: flexiblelearning.net.au/toolbox For more information contact: 2007 Australian Flexible Learning Framework National Communication Phone: +61 7 3307 4700 Fax: +61 7 3259 4371 Email: enquiries@flexiblelearning.net.au Website: flexiblelearning.net.au GPO Box 1326 Brisbane, Queensland 4001 Australia Part of the Australian Flexible Learning Framework 30
