Robert HickeyShaun FernsMark KeyesRichie Ryan

An approach to training trainers of construction workers using

“Flipped Learning” and “Peer Assessment”Collins Room 11.40

4th December

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European Commission

Build Up Skills Initiative

2010

(BUSI) 2012

2014 Low Energy Buildings

Pedagogical Exchange with France & Luxemburg

Why Low Energy Building?

Kyoto Protocol European and

National Energy Targets 2020

European Commission

Build Up Skills Initiative

2010

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Pedagogical Exchange with France & Luxemburg 2014

Peer Assessment to support Learning and Assessment Skills

Foundation Energy Skills (FES) Late 2015

Train the Trainers (TtT) Early 2015

QualiBuild For Upskilling-Training-Improving

0 -3 years

3 -6 years

6 - 10 years

more than 10 years

0% 10% 20% 30% 40% 50% 60% 70% 80%

3%

13%

16%

69%

How long have you been involved in training

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The BUSI report (2012)• a shift needed from traditional models of construction

training towards a more learner centred approach. • a need to consider learning outcomes beyond the

acquisition of technical skills and competencies and into shared knowledge and experiences.

• foster the transfer of any desirable work related attitudinal changes from learner-to-learner.

This is seen as fundamental to the adoption of a new collaborative, systems-thinking approach to the construction/renovation process

Image courtesy of Build it up Skills Ireland

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The Adult LearnerPedagogy AndragogyCompulsory VoluntaryTeacher-centred Learning-centredMinimal control by the learner Education as freedomTraining for life Assimilation of learning with life

experience

Encourages convergent thinking Encourages divergent thinkingRote learning Active learningDependency on educators learning

Learning and teaching roles are blurred

Imparting of information Opening vistas for continuing learning and peer learning

Table: Pedagogy vs Andragogy (adopted from Deighan, 2000)

Is ‘Risk’ the

great difference?

Image: http://www.slideshare.net/FarijulBari/foucault-by-farij

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• Flexibility in delivery methods, learning material in a variety of formats.

• Flexibility in assessment methods, linked to their employment if possible, the timing and form of assessment.

• Feedback - intensive practice, written feedback on draft work, and coaching on how to improve work

• Opportunities to work collectively.

• Importance of ensuring that students do not feel isolated while developing the capacity for independent work.

Andragogical approach to meet the needs of the learner

Remember: the objective is to foster the transfer of any desirable work related attitudinal changes from learner-to-learner replicating the desired work practices

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What is the

difference?Technology supporting Attitude change

Image courtesy of http://www.britainexpress.com

Wind Energy

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Learner Activity:You have 30 seconds each to introduce yourself to the person next to you.

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Self Assessment

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Peer Assessment

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Self and Peer Feedback

What have YOU learned?

Sharing is Caring!

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Peer Assessment- Does my bum look big in this?

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What is Moodle Workshop?

Workshop activity is structured into 4 distinct phases

1 Set-up

2 Submission

3 Assessment

4 Grading evaluation

A platform for organising and coordinating the submission, allocation, assessment and grading of peer assessment activities.

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1. Set-up

Set-up phase determines:

Submission and assessment deadlines

Number of submissions to be peer assessed by each student (3)

Assessment mode & marking criteria

Marks weighted between assignment submission and application of marking criteria. (70% - 30%)

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2. SubmissionSubmission

Students upload assignment to Moodle workshop

Allocate Submissions

Moodle allocates 3 submissions to each student for peer assessment

Options:• Self evaluation• Author anonymity

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3. AssessmentPeer Assessment

Students apply marking criteria to all allocated assignment submissions and include feedback for peers

Marking Assessment

Lecturer applies marking criteria to all submissions.

Moodle uses this as a benchmark to assess how effectively students have applied the marking criteria during the peer assessment phase

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4. EvaluationGrading evaluation

Students are awarded two grades which are weighted according to the values assigned during set-up.

• A grade for the assignment submission.

• A grade for application of assessment criteria.

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_________Benefits for learnersLearners were exposed to 3 different opinions/perspectives relating to the same discussion topic which also provides opportunities for comparison.

- Exposure

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_________Benefits for learnersSubmissions must be read with purpose and with an analytical approach. Assessment marks and feedback were required for every peer submission assessed.

- Purpose

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_________Benefits for learnersAssessment feedback• From a number of sources (3)• Expressed in a meaningful way

from peers • Specific and timely - the most

beneficial type of feedback.

- Feedback

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Benefits for Lecturers• Very efficient method of marking, particularly for large

volumes of work/large numbers of students

• Provided additional learning activity to take place outside of scheduled class time.

• Generally, average of the 3 peer marks ≈ assessors marks (±8%)

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• Some students expressed unease in their role as the line between student/assessor became blurred.

• Students were initially not sufficiently familiar with the activity

• Quite a bit of time in setting up the initial activity.

What were the challenges?• Some students were uncomfortable being asked to assess

peers, particularly work colleagues

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Conclusion

Social Constructivi

sm

Workshop