Toolbox Series 7 –CT Express Teaching Guide

Toolbox Series 7

CT Express
Teaching Guide

“CT Express” ToolboxVictoria UniversityPage 1 of 26

Toolbox Series 7 –CT Express Teaching Guide

Contents

Teaching guide

Purpose

Target audience

Units of competency

Recommendations for Facilitators

Technical requirements

Implementation ideas

Getting Ready

Acquaint yourself with the Toolbox

On-line communication/collaboration

Learning Tasks

Learning Task: Who is responsible for loading and unloading?

Learning Task: What are the causes of load shift?

Learning Task: What are the characteristics of loads?

Learning Task: How do I work out load weights?

Learning Task: How much weight can I put on a vehicle?

Learning Task: How do I carry a load safely?

Learning Task: What documentation do I need?

Learning Task: What are the load restraint methods?

Learning Task: How do I increase the load grip?

Learning Task: How many ropes do I need?

Learning Task: How many webbing straps do I need?

Learning Task: How many chains do I need?

Learning Task: How do I tie-down a load using ropes?

Learning Task: How do I tie-down a load using webbing straps?

Learning Task: How do I tie-down a load using chains?

Sample Assessment

Details of the units

[KW1]Teaching guide

[KW2]Purpose

The ‘CT Express’ Toolbox is designed to deliver the following benefits:

  • Flexible training that can be time-managed to fit in with most work schedules.
  • Enhanced relevance of training exercises, through on-site capability, and customisability of the materials
  • Savings of time and cost since training is accessible, modular and customisable.

The Toolbox is comprised of a broad-range of relevant scenarios and appropriate strategies with the emphasis on increased internalised learning in which learners are able to assess situations and react appropriately. Knowledge components are an important side-effect of a dynamic learning experience. For example:

  • A picture or video thrusts the learner into a realistic scenario. The situation is described, and the learner is given descriptions of possible outcomes. Whether the results are good or bad depends on the learner’s actions. The learner makes decisions, as each branches into additional choices.
  • Learning occurs in a context and is based on the concept that knowledge can’t be known and fully understood independent of its context.
  • Learning occurs by following success and failure paths through a realistic situation.

The number and types of examples that this medium can generate means the learner[KW3] can see specialised techniques, such as animation and video, highlighting best practice and at the same time show how incorrect loading can result in damage and injury without putting a transport operator[KW4] or others at risk.

Teachers in Registered Training Organisations also use the Toolbox. According to feedback from Toolbox Champions the utility needs of teachers include:

  • the ability to access individual competencies as discreet segments of work
  • easily and intuitively locatable resources
  • simple and non-technical installation
  • the ability to insert web links, upload new images, alter text, and re-sequence learning activities.

Target audience

The ‘CT Express’ Toolbox is designed to meet the differing needs of individuals, enterprises, training organisations, and industries and reflects the full range of work roles and functions carried out by people working the in the VET sector including:

  • 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
  • team leaders/supervisors line managers who are involved in implementing learning in the workplace and assessing its effectiveness
  • new practitioners, both part-time and full-time, casual and sessional
  • existing practitioners seeking higher levels of knowledge and skills.

In order to reflect the diverse backgrounds of the learner group the ‘CT Express’ Toolbox is designed for learners:

  • who may have learning difficulties associated with low literacy or non-English speaking backgrounds
  • who may need to access the toolbox to revise prior learning or work experience
  • who need to complete an induction module prior to being employed in the industry.

Units of competency

Training Package / Transport and Distribution (TDT02)
Qualification / Certificate II in Transport and Distribution (Road Transport[KW5])
Competencies
National Code [KW6] / UNITS OF COMPETENCY[KW7] / HRS
TDTD497B / Load and unload goods/cargo / 30[KW8]
TDTA197B / Secure cargo (Partial) / 20
TDTA897B / Transfer cargo (Partial) / 10
TDTE597B / Carry out basic workplace calculations (Partial) / 20
TDTE297B / Estimate/Calculate mass, area and quantify dimensions (Partial) / 30

Fully Addressed competencies

The primary focus of this Toolbox is on the following competencies:

TDTD497B

Partially Addressed competencies

The following competencies have some similarity in focus, scope and specifications to the aforementioned competences that have been addressed in full and therefore the toolbox should provide useful supplementary teaching material for teachers or learners seeking to acquire these competencies.

TDTA197B
TDTA897B
TDTE597B
TDTE297B

Recommendations for Facilitators

The following table is reproduced from the “Evaluation of the Usage of National Flexible Learning Toolboxes (Series 3) Report” that can be accessed at:

Orientation and Support for Learners / Not all learners are ready to use new technologies – they may have inadequate skills at using the computer, or they may have difficulty adjusting to the additional responsibilities of learning online or in a self-paced manner. An induction process where teachers meet their learners face-to-face, explain the use of the Toolbox, and make clear teacher expectations and how learners will be supported is important.
Recommendation 1: Teachers need to ensure that learners have the appropriate skills to effectively use the Toolboxes, and provide orientation to its use and ongoing support.
Learners Increasingly Expect New Technologies / Learners enjoy the novelty and challenge of using computers in their learning. They find the interactivity and the delivery medium increases their interest and involvement in the subject. They find the opportunity to work in a self-paced manner of great value. As the penetration of Toolboxes and other ICT assisted instruction increases, they will increasingly expect to have the opportunity to use ICT in their subjects, and teachers need to respond accordingly.
Recommendation 2: The learner demographic is constantly changing and learners will expect technology to be increasingly used in their classes. Teachers will need increased ICT skills and knowledge to meet the expectations of learners in the future.
Mixed Mode and Structured Delivery is Valued / An overwhelming number of trials showed a mixed mode of delivery, with self-paced instruction using the Toolbox being integrated with face-to-face. This is a successful approach as teachers can familiarize themselves with the Toolbox and gradually integrate its use into their delivery. Learners value face-to-face interactions with their teacher-led instruction in a structured format. Many teachers emphasised the importance of a structured delivery, and often implemented this with homework sheets and other activities built around Toolbox content.
Recommendation 3:Mixed mode delivery is a recommended approach as it addresses the learning needs of most learners while introducing the Toolbox to the learning environment.
Using ICT Changes the Nature of the Teacher-Learner Interaction / Teachers embarking on the use of Toolboxes or other ICT-delivered instruction need to be aware of the changed nature of the learner-teacher interaction. Learners are required to be more self-motivated and take greater responsibility for their learning, but need structure and direction from their teacher to make it successful. ICT requires a new set of classroom management skills in which the teacher may take a more passive role as mentor or guide. In addition, managing learner interactions online is a new skill for many teachers.
Recommendation 4: Teachers need to consider the changes to traditional pedagogical approaches when introducing ICT-delivered training.

Technical requirements[KW9]

Hardware

To use the learning material in this unit, you will need a computer with the following features:

  • IBM compatible computer with 600 MHz or faster processor
  • 128 MB of RAM
  • 800 x 600 display
  • 4 GB hard disk
  • 1.44 MB floppy disk
  • CD ROM drive
  • 28.8kbps or faster modem

OR

  • The Macintosh equivalent.

Software

You need the following software installed in your computer:

  • Either Internet Explorer 5® or higher OR Netscape Navigator 6.2® or higher.
  • A word processing program that can view and print Microsoft® Word documents.

You will also require the following plug-ins to run the multimedia interactions and animations in this toolbox:

  • Macromedia Flash Player® - if you haven't got this plug-in, you can download and install the latest free version from Macromedia's® web site (
  • Adobe® Acrobat® Reader TM - if you haven't got this plug-in, you can download and install the latest free version from Adobe® Acrobat® web site (

Implementation ideas

The ‘CT Express’ Toolbox is designed to be used in multiple delivery modes, a mix of face-to-face, flexible learning laboratory or fully self-paced. You may:

  • judge the Toolbox as a valuable source of alternate content, competing with, and augmenting, other teaching resources
  • integrate the Toolbox into the delivery of the subject along with traditional forms of teaching and learning and support materials
  • use part or all of the Toolbox
  • modify and re-badge certain components to reflect their own context and specific training needs
  • deliver the resources as a CD-ROM based product
  • connect the resources to a learning management platform in order to optimise communication interactions and utilise the tracking mechanisms that learning management systems offer.

Blended delivery – a combination of face to face and virtual classroom

You might decide to provide the ‘CT Express’ Toolbox to your learners[KW10] with one or all competencies on a CD-ROM. This is particularly useful for learners who cannot stay online for extended periods, or who have a slow Internet connection. Learners could work through the tasks in the ‘CT Express’ Toolbox and still come together at specific intervals to work through collaborative activities or participate in simulations or role plays. The toolbox could also be linked to a website or Learning Management System as outlined below.

Load units onto your web server

The Toolbox is designed so that the whole Toolbox or individual Units can be installed onto a server. You can run it as a simple website, or load it into your Learning Management System if you have one (Please refer to the technical guide for more information).[KW11]

Offer your learners an online tool for group collaboration

If your RTO has an online collaboration system for learners (eg WebBoard, WebCT, Blackboard, Janison) then you can use that. If not you can set up your own online group by going to Yahoo! Groups. Yahoo! Groups allow you set up your own email group, save files and run live chat sessions. It’s a free service. Go to groups.yahoo.com.au to set up a group. Remember that each learner will have to register with Yahoo! to get their own account before they can access the group website.

Getting Ready

Use this checklist before you start to implement the ‘CT Express’ Toolbox:

Confirm how your learners will be assessed.

Set up an online group page where your learners can communicate and exchange files (if they're working online).

Select the groupwork activities you require your learners to do online (or how you'll adapt them for classroom delivery).

Set a timetable for completion of each task.

Spend some time working through the material in the Toolbox so you can experience what your learners will see.

Plan for how your learners will begin if they're studying online – a face-to-face orientation, a live chat or a teleconference orientation.

Plan one online icebreaker activity if it's an online group.

Acquaint yourself with the Toolbox

The ‘CT Express’ Toolbox includes a range of resources to support the learner. These include:

  • Learning Orientation – learners have an opportunity to undertake a learning orientation. A short flash animation shows the learner how to navigate from the home page to learning and practice activities and navigate within individual activities.
  • The Learning Area - learners work through a range of learning tasks to quickly gain a practical understanding of the skills requirements for the core competencies load and unload goods/cargo.
  • The Practice Area - gives learners an opportunity to enjoy a stimulating, challenging and engaging level of activity as they adopt a problem-based active learning approach to complete a broad range of realistic ‘what-if’ scenarios.
  • The Assessment Area - gives learners an opportunity to access the accredited competencies[KW12] and associated assessment. This area has hyperlinks to the TDT Australia web site and the OTTE Training Support Network web site.
  • The Load Restraint Guide - [KW13]This manual contains all the information required to reflect the legal requirements of the national Road Transport Reform (Mass and Loading) Regulations 1995.
  • Communication Tools – The communication tools (e-mail or discussion board) are accessible as a pop-up window from all learning and practice activity toolbars. It is a good idea for you to think of opportunities for learners to communicate either with each other or you their on-line tutor and customise the Toolbox to include such opportunities.
  • Glossary - The glossary is the dictionary for the road transport industry. It explains common words and phrases. The glossary can be accessed either through links on the individual pages, or is displayed alphabetically for easyaccess.

On-line communication/collaboration

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

It is up to the facilitator to determine the best communication modes for his/her learners, taking into account:

  • the extent to which the facilitator will administer the ‘CT Express’ Toolbox via distance or as part of a face to face course
  • the extent to which the facilitator’s learners are dispersed across the state or nation
  • the access to online communication facilities both the facilitator and his/her learners have
  • learner styles and preferences
  • teaching styles and preferences

Given that this Toolbox has been designed for flexible delivery, collaborative activities will be offered in the teacher's guide as alternatives to existing activities, or as tasks that can supplement the activity. The facilitator will have the option of replacing an activity, or one aspect of an activity, with a collaborative task (see Technical Guide “Using and modifying the Toolbox” section)

Learning Tasks

Please note: This section refers to a number of different customisation opportunities. Consult the Technical Guide, “Using and modifying the Toolbox” section when the customisation opportunity involves modifying the Toolbox itself.

Learning Task: Who is responsible for loading and unloading?

Notes to the Teacher

This section covers information pertaining to the chain of responsibility and highlights the responsibility of key people including:

  • The consignor
  • The packer
  • The loader
  • The driver
  • The operation/manager/scheduler
  • The receiver

Customisation Opportunities

1.The learner is given an opportunity to download a handout, in PDF format, for each of the above people.

You may like to replace generic handouts with specific position descriptions and/or workplace procedures that reflect your learners specific work environment.

2.This section presents an opportunity for learner collaboration, you may like to set up a discussion board exercise for individual learners to post their real life examples of where the chain of responsibility were breached and the results of such a breach.

Learning Task: What are the causes of load shift?

Notes to the Teacher

The objective to this section is to provide your learning with a basic understanding with the main causes of load shift, including:

  • Sudden braking and accelerating
  • Cornering
  • Hills and undulating roads
  • Uneven road surfaces
  • Adverse roads camber
  • Wind and airflow over the vehicle

Customisation Opportunities

1.This section presents an opportunity for learner collaboration you may like to set up a discussion board exercise for individual learners to post their real life examples of where load shift has caused problems like:

  • Vehicle damage
  • Injury to pedestrians
  • Vehicle driver/passenger
  • Loss of vehicle control
  • Damage to goods
  • Accidents

Learning Task: What are the characteristics of loads?

Notes to the Teacher

This section outlines the load characteristics of general freight including:

  • Pallets and packs
  • Rolls, reels, coils and drums
  • Pipes, tubes and rods

This section also covers the different types of load restraint that should be used to safely secure and transport the different types of general freight mentioned above.

Customisation Opportunities

1.Create on-the-job training exercises for unitising different items of general freight on a pallet to form a single unitised load. Also consider teaching your learners how to safely and correctly apply banding and stretch wrapping using equipment and procedures specific to their workplace.

2.Consider providing your learners with on-the-job training exercises for safely transporting drums, rolls, reels and coils for pipes, tubes and rods specific to their workplace or job roll.

Learning Task: How do I work out load weights?

Notes to the Teacher

This section is concerned with the weight of general freight and the load weights of typical loads.