case study
Building trades I
f you’re looking for ways in which games technology can accelerate the learning process and reduce training costs, Train4TradeSkills offers a new approach. Its solution scooped two golds in the 2011 E-Learning Awards. Interactive 3D simulated learning environments can help engage learners and speed up the time to competency. But how can they make a difference for learning traditional skills when the learners are not regular computer users?
The challenge The challenge which Train4TradeSkills faced was to find an innovative method of training apprentices and adult returnees that would retain their interest and enthusiasm and provide rapid formative feedback to raise their flagging confidence levels.
With over 500 students at any one time studying a range of building skills –
plumbing, joinery, plastering and even traditional trades such as stone masonry and thatching – Train4TradeSkills wanted to raise achievement rates and give its students
It is possible to build vocational skills faster with innovative 3D simulations, as Genny Dixon discovered
a flexible, engaging, safe environment in which to learn. It would also be a place where each student’s skills and confidence could be built up and their fear of failure addressed. It also wanted to reduce the waste and environmental costs associated with practising these skills using expensive raw materials such as copper piping. The overall objective was clear, to increase achievement. This was
accomplished by: engaging the user and increasing user confidence; decreasing peer pressure; providing a safe environment in which to learn the more dangerous elements of trade skills;
making hands-on learning easily accessible and providing greater flexibility for the learners.
In addition the project aimed to: increase profits by the reduction of waste and the increase in student throughput; reduce the cost to the environment;
10
e.learning age may 2012
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25