Post on 05-Apr-2018
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CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
Teaching and LearningPortfolioMentoring in-service trainees
Khaleel Jooste
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Contents
Introduction ............................................................................................................................................ 3
Teaching and learning activities .............................................................................................................. 4
Conclusion ............................................................................................................................................. 15
Appendix 1- Learner Contract ............................................................................................................... 18
Appendix 2 Safety .............................................................................................................................. 20
Safety video links .............................................................................................................................. 23
Appendix 3 Presentations .................................................................................................................. 24
Appendix 4 Fault finding, repair and installation skills ...................................................................... 25
Appendix 5
Training videos ................................................................................................................ 26
Training video links ........................................................................................................................... 27
Appendix 6 Case studies .................................................................................................................... 28
Appendix 7 Power Electronics 4 project ............................................................................................ 29
Appendix 8 Emergency plans and contacts ....................................................................................... 30
Appendix 9 First aid ............................................................................................................................ 31
First Aid video links ........................................................................................................................... 32
Appendix 10
Asset control management presentation and quiz ...................................................... 33Appendix 11 CIR Video ...................................................................................................................... 35
Appendix 12 Website design training ............................................................................................ 36
Appendix 13 Assertiveness video links and feedback .................................................................... 37
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Introduction
I have been a Laboratory Technician at CPUT since December 2009. I however
think of myself as an Electronic Technician. I have 6 years industry experience. My
specific areas of responsibility at CPUT are the Centre for Instrumentation Research
(CIR) laboratories and stores.
Figure 1 - CIR banner on display
My main duties are to manage the laboratories and assist staff and students with the
use of equipment, as well as ordering parts needed for research projects. Several
students also do their one year in-service training at CIR.
Since I started working at CPUT, I have not received any official job description.
There is no real guidance for what the trainees should do or how it should be done.
My finding is that the trainees lack motivation and they share my frustration of not
knowing what to do.
This year I made a commitment to myself to be the best that I can be. I looked at
areas of my life that I could improve. One area is definitely my job. Sure I do my job
well on many levels, but there is definitely room for improvement. In 2012 I decided
to really take on the role of mentoring the trainees, as well as improve my own skills
to better assist the CIR staff, students, identify short comings in the section and
possible ways to improve on it.
Feedback from trainees regarding the mentoring can be found in appendix 15. Also
included, are peer reviews, as well as a self-review. Reflection on the PBL workshop
can also be found in appendix 15.
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Teaching and learning activities
Figure 2 - Trainees watching a safety video
To include the trainees in the learning process, a learning contract was developed.
Here I included the essentials that needed to be done for their experiential training,
but also things they found interesting or wanted to learn about. The learning contract
really got them motivated and they were eager to adhere to what the contract
required. I personally found the contract useful, since I could focus on what the
trainees wanted to learn, in line with their studies and development as technicians,
and thus did not have to dwell on things they would not bother to learn about at all.
An example trainee contract can be found in appendix 1.
The first thing I decided to do with the trainees was to have a short meeting every
morning. I saw an opportunity to make them aware of safety in the workplace, with
the focus on them as future technicians and technologists. Reflecting on these
sessions, I realised that I will have to assess whether the trainees are learning,
therefore I decided to include a theory test, as well as have the trainees make safety
posters. These posters will then be displayed in the labs. Links to lesson plan, topics
discussed and theory test are in appendix 2.
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Figure 3 - Some of the safety topics discussed
The trainees have to present a presentation, at the end of their in-service training, to
the in-service training co-ordinator. I have also wanted to present a presentation to
the CIR students to welcome them to CIR, introduce the staff, new rules and
procedures that have come into effect as of 2012. Instead of working on the
presentation alone, I asked each trainee to prepare a short presentation too.
Figure 4 - Trainees doing presentations
I then gave them feedback on their presentations and asked them to make the
changes I advised. The second round of presentations was recorded and the focus
was really on the presenter.
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Figure 5 - Presentations being recorded
I wanted them each to see how they appear when they present. After this session
there was a peer assessment, as well as a group discussion on who should do the
presentation. Here I wanted to encourage decision-making, double checking facts
and teamwork. Reflecting on these sessions and having it all on video, I was able to
identify my own short comings. Things like grammar use, spelling mistakes and lack
of preparation. I was able to see how the trainees handled and resolved conflict,
which is advantageous to me in facilitating better in future work. These recordings
have been really advantageous. These videos also provided the opportunity for me
to have a one on one session with each trainee and to really identify the strengths
and weaknesses and to focus on those. The assessments and videos are in
appendix 3.
Fault finding, repair and installation skills are an important part ofany technicians
job. I decided to share some of my own skills with the trainees. Here I really focused
on my industry experience. I decided to show the trainees several ways to go about
fault finding, how to manage repairs and key things to focus on when doing
installations. These took on the form of group or individual mentoring.
Reflecting on these training sessions, I noticed that I made several mistakes during
my demonstration of the BNC connection. I did not stop the demonstration, but
simply carried on. I was thinking about this and realised that it is because of what
happens in industry. That is how I followed the example of my much more
experienced colleagues. I understand now that if the trainees are to be correctly
informed and trained, it should start right here, with me. I should perhaps also look at
another session to remedy any unadvised shortcuts. This training video and links to
videos watched can be found in appendix 4.
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Figure 6 - Trainees doing project work and BNC crimping
During individual mentoring, the way I assessed the trainees were to let them
demonstrate what I showed them individually to the rest of the group. I also let the
trainees make short videos of the work they did - for example how to do surface
mount soldering or how to use the oscilloscope safely. These videos can then be
used for future training for CIR students. Once the trainees completed tasks, we
assessed the videos together. Here we got to really assess not only the project, but
the quality of the video in terms of delivery and clarity. This aided the trainees
confidence because they could see what they were doing and understood its
importance. These videos can be found in appendix 5.
Figure 7 - Trainees doing soldering - including surface mounted soldering.
Figure 8 - Trainees training with different equipment and tools
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For a deeper learning experience, I decided to give the trainees several case studies
to work on as a group at least once a week. These case studies again were based
on my own experience in industry. The challenges I faced as a new technician and
young person in an environment filled with people much more experienced and
almost twice my age.
My brother works in the IT department at a large retail corporation and my sister
manages stores at a government hospital. I asked them to prepare case studies
based on their experiences in their relevant fields. This really gave the opportunity to
bring the work environment to the trainee and get an idea of the challenges they will
face once they start to work. Reflecting on these, I realise that this really inspire the
trainees and they enjoy it. I however have to look at preparing better and doing
grammar and spelling checks. Also my questions need to be clearer. From feedback
from trainees, I see that a lot of terms or words I use are strange to them. Therefore I
will need to adapt my language use. A case study and feedback are in appendix 6.
Figure 9 - Case studies really got the debates going
To further encourage deeper learning, I asked that the trainees work on the Btech
level project for Power Electronics 4. With this task, I encouraged peer-to-peer
learning. When they could not get solutions, I would have discussions with them and
then give advice on what it is that they should explore.
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Figure 10 - One on one mentoring
Slowly (faster than expected really) we got the practical working. In future, I will be
able to better facilitate to the Power Electronics 4 students. These diploma students
have demonstrated a much deeper understanding of their studies, by completing a
Btech level project simply through research and asking the right questions. Part of
the video report is in appendix 7.
Figure 11 - Trainees really motivated and happy
I have to complete a monthly safety report for my supervisor. I decided to let the
trainees do the safety reports for specific labs and then to combine their reports into
one report for my supervisor. The common findings are always that there are no
emergency contacts in the lab and no emergency procedures in place. I have been
trying to get the trainees to develop emergency plans in the past, but with no
success. This time around, I decided to show them a video of emergencypreparedness.
That was followed by a discussion on their safety reports and then how we could go
about developing the plans. All labs now have the emergency contacts and there are
emergency procedures in place. The emergency procedures are in appendix 8. The
next phase of the project is to test its effectiveness.
As a result of this exercise, the trainees expressed that they would really like to learn
more about first aid. I welcomed this and decided to change the morning meetings to
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alternate between discussing safety and first aid. Again this took on the form of
watching videos and discussing them afterwards. Here again I realised that I will
have to assess the trainees understanding, therefore theory tests were conducted as
well as role plays that will be recorded and used for future trainees. To further
encourage and motivate the trainees, I enrolled them all for online accredited safety
and first-aid training courses. List and links to topics discussed are in appendix 9.
Figure 12 Images from first aid videos
CIR experienced a network failure that lasted two weeks. Staff could not access the
network drives, intranet or the internet. The CIR students suffered the most and they
are my main concern. IT could not resolve the problem, because they could not
identify which network line was the cause of the problem. I saw this as another great
learning opportunity for the trainees. None of us are in IT; neither do we work with
the equipment that tests the network ports and cables.
Figure 13 - Network tools and equipment
The equipment is however available at the Electrical engineering department. I did a
lot of network cabling and camera installations when we worked on the Strategic
Surveillance Unit (SSU) camera installations in and around the Cape Town CBD.
These cameras are visible in town and along the N1, N2, R300 and Sir Lowry pass. I
demonstrated how to do the connections and how to use the test equipment. The
whole exercise was then to identify all the network cables and to label them
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according to offices, labs, etc. This will in future make tracing problematic lines
easier.
Figure 14 - Trainees tracing all network lines
CIR has a vast range of electronic components and test equipment. All these are
freely available to the CIR students to complete their research projects. What I have
found in the past is that trainees tend to tell students that CIR does not have certain
components if they do not find it. This while there is ample stock. Also, they tend to
make the students wait for a long while just for a component or two.
This year I decided to make the learning process more interesting. I decided to have
several quizzes. The outcome of the quiz is to encourage the use of the CIR
database and also to familiarise the trainee with where the stock is located.
Figure 15 - Tools and equipment in CIR store room
I gave the trainees a presentation on asset control management. I adapted my
presentation to include a short video on asset control management and how the quiz
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will work and what the desired outcomes are, not only in terms of service delivery to
the students, but to the section and CPUT as a whole. I decided to show this video to
the trainees again to reinforce it. I reflected on the feedback and also on the video. I
realise that perhaps the video should be right at the end of the presentation. I also
see that I can use it to change the focus to really inspire the trainees to work towards
and achieve the goals of CIR. Instead of calling it a quiz, I changed it to a challenge.
This is really more appropriate and the quiz will then form part of the challenge. This
presentation, quiz and feedback are in appendix 10.
Figure 16 - CIR stock database
Figure 17 - Consumables and more equipment
I really want to encourage a harmonious working environment at CIR and in the
Electrical department as a whole. This includes the administrative, transport,
procurement, HR staff and industry. I thought the CIR video would really be perfect
for this. I also decided to really let the trainees be involved as much as possible. This
again was done to build their confidence and interpersonal skills. This is a rare
opportunity for them all to see all facets of a company and how all of these work
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together towards one united goal. It definitely aids the trainees to understand their
future roles better.
My time with the trainees has given me the opportunity to identify the stronger
candidates and of course the weaker. I looked at ways in which I could really help
them all to grow. To develop the weaker trainee I encouraged peer-to-peer learning,
as well as really working on my own with the trainee.
Figure 18 - Peer-to-peer learning
I identified that the problem really lies in communication, not only in speech and
writing, but also a lack of confidence. To work on the confidence and speech, I
decided to really focus on letting the trainee speak more. The group as a whole also
selected him to do the Btech presentation. I decided to assist him more by
encouraging him to speak more on the videos that they recorded and to really focus
on his pronunciation, volume, clarity and tone. I decided to give him an even bigger
challenge to be the narrator of the CIR video and also to let him appear as the host
in the CIR video taking us through the section, introducing us to staff, rules,
procedures and ultimately share with us what CIR means for South Africa and
beyond.
With the strongest I identified a real creativity and a love for people. He is also well
spoken and always presentable. I decided to only guide him and to let his own
creativity blossom. For his role in the video I asked him to go to all staff in the section
and to have them each contribute a Welcome to CIR. I also asked him to go to the
Mtech and Dtech students to have them explain their projects and what contribution
the research makes to South Africa and to have them demonstrate the use of the
more sophisticated equipment available at CIR. I also asked the trainees to go to
administrative, procurement, transport, human resources and maintenance staff. The
video was a chance to let them explain their role specifically focusing on the
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student as the client and the ways in which they contribute to make the students
studies as hassle free as possible. To provide an even bigger challenge to the
trainee, I encouraged him to speak to CIR suppliers and funds contributors in
industry. The purpose is for the trainees to get a better grasp and appreciation for
their position at CIR by letting industry explain why they think it is worthwhile to
invest in CIR. The industry response has also been positive and they are willing to
participate. Some even offered to give demonstrations on the use of the equipment
that was supplied by them. The trainee expressed that he really enjoys this and he
even offered to involve the weaker trainee with specifically this role in the video as
well. Parts of this video are in appendix 11.
Whenever I go on leave or have to take off due to illness, there are always some
challenges faced during my absence. Whether this be orders piling up, suppliers not
being paid due to invoices not submitted or locating certain documents perhaps
needed by my supervisor. I have always made sure that all previous trainees are
aware of all procedures so that they could assist in all areas of my job, in case I
should not be there. The trainees in the past have really not taken this to heart. This
year I decided to rather have regular talks and exercises regarding the procedures
and I focussed more on the use of the ITS integrator.
Figure 19 - Trainee creating a requisition with the ITS Integrator
Since I started working at CIR, I have wanted to make a database with all equipment
and components available at CIR, but in terms of a website that students could
access themselves. I decided to involve the computer stream trainee with this project
to further develop his creativity and encourage deeper learning since it required lots
of research and study of programming. To assist the trainee, I enrolled us both for
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online training courses for specifically website design. A link to the training can be
found in appendix 12. The trainee also involved some of the programming lecturing
staff. The trainee has been really excited and the prospect of leaving behind a legacy
at CPUT has really motivated him more
Conclusion
The plan is to continue with what we have been doing. The latest challenge for me is
to assist the trainees with their writing skills. Report writing is essential for a
technician and even more so a technologist. Not only in the reporting, but the
appropriate use of technical terms as well as grammar and spelling. The feedback I
have had from trainees regarding all activities I have done with them, have really
given me the opportunity to identify the problems in their writing. Based on their
feedback, I plan to give them exercises to really work on their language short
comings. This will be in the form of writing reports and to have exercises on the
correct use of technical terms and how to adapt the report in order for it to be
understood by people that might not have the technical background or knowledge,
for example a health and safety worker involved in a safety investigation.
Figure 20 - Khaleel presentation on presentation skills
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I plan to really prepare my work and to really explore practical ways to assess the
things we do, rather than have it be a test, or simply something I mention and do not
assess at all.
I plan to further introduce assertiveness skills to the trainees and the plan is to really
have lots of exercises outside the workplace as well. Links to some assertiveness
training videos watched are in appendix 13. Email etiquette and customer service
are also things we focussed on. Links to videos watched are in appendix 14.
Reflecting on specifically this, I find that the trainees are fascinated by how they can
affect people. This really built their confidence more and inspired a sense of
responsibility and accountability.
I believe my role as a mentor should be to be involved. I realise now that I have to
adapt my style. I find the trainees learn through being challenged. I realise they enjoy
watching movies and listening to music. I stumbled upon the music to the Asset
control management challenge on my computer. The music is what they listen to.
They must have loaded it because I allow them to use my computer whenever they
need to.
They thrive during debates. I have to adapt to that and incorporate that into my futurework with them. I notice that I sound like them in ways. I think therefore that perhaps
language adaption is vital; for you as the mentor to speak the language of the
trainee.
I will need to do research, do homework, be better prepared, watch my own
language use and I need to maintain control. I need to look at the way I state things.
For example should I say highest and lowest scorer instead of best and weakest
scorer. The latter can perhaps break the trainee down. These need to be focused on
because I am here to build up, not break down.Also perhaps praising the best
might lead to arrogance.
I have been considering the tasks for TDP (Teaching Development Programme)
where evidence of blackboard should be present. I have reflected on our exercises
and saw an opportunity to make use of technology. I have created a Dropbox
account and shared a lot of procedures and work there. I also encouraged the
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trainees to join the Dropbox and to submit their reports there. We will really look at
using technology more efficiently.
Trainees have stated regarding the reward, for contributing to the challenges set out
in the asset control management challenge, that the training itself has been reward
enough. They are learning new skills every day and discovering things about
themselves and others as well. I have decided however that the reward will be a
DVD collection of all their recorded work detailing their skills and growth. This will
be accompanied by a reference letter by me. These both can then aid them when
looking for employment.
I also advise looking at getting job descriptions for the trainees. This will prepare
them for job descriptions that they will receive in industry; what it entails and how it
affects their roles. With this there should also be a uniform. All this will aid the trainee
in building his identity in the workplace.
I find that the trainees are more motivated doing tasks of importance, benefit or
interest, rather than performing the odd job and mundane tasks. Also I will have to
look at providing training material like tools, components, projects, etc.
Most importantly I have learned that as the mentor, I need to believe in what I do and
be able to show that I believe. It is only then that I can inspire and motivate. It is also
important for the mentor to establish himself as the mentor; so that he will maintain
control and that he develops trust and mutual respect with the trainee.
If I had this change in attitude and guidance earlier, then the first two groups of in-
service trainees would havewell, lets just say things could have been much
easier and less frustrating. I could have been much better in facilitating to them. The
TDP has really helped me to really become a better mentor. All activities that have
been dealt with till thus far has made a huge difference and has really fuelled my
own desire to push myself and be the best that I can be. It has really inspired and
motivated me to really make a conscious effort to the Vision and Mission of CPUT.
I wish to acknowledge the guidance of the TDP and the contributions made by the
Electrical engineering department and language centre in terms of cameras, training
material and advice.
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Appendix 1- Learning Contract
This is a learning contract between
Khaleel Jooste
(From here forth referred to as Mentor)
and
Athenkosi Maxengana
(From here forth referred to as Trainee)
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Deadlines
Project: P2 (Report)
Due Date25 May 2012
Draft due date23rd
May 2012, it must be returned on the 24th
of May 2012 with critic notes and suggestions.
Project: P2 (Presentation)
Due Date26th
October 2012
Draft and mock presentation due date19th
October 2012; trainee must get feedback of both on 22nd
October 2012.
Trainee must provide constant updates of the project to the Mentor, and Mentor must provideconstant input, criticism and suggestions throughout.
Student name: Athenkosi Maxengana Mentor: Khaleel Jooste
Date: 18 May 2012 Date: 18 May 2012
Staff number: 30088381 Staff number: 30084321
Learning objectives Strategies & Resourcesrequired to meet theobjectives
Evidence Criteria for evaluation &means of validation
CPUT rules and guidelines
Safety
First aid
Assertiveness
Asset control management
Procurement sourcing, ordering,completion
Training fault finding, installation,repair, equipment, skills.
Projects Hardware, software
Reporting Memo, proposal, report
Presentation skills
Email etiquette
Interpersonal skills, team work
Time management and job planning
Notes, training
Videos / case studies
Videos / case studies
Videos / case studies
Observe mentor / t raining,quiz, notes
Demonstrations by mentor /to peers, videos
Research library, internet,experience, one-on-one withmentor, peer-to-peer
Lectures, examples
Presentation notes, recordsessions
Training, notes, case studies
Peer-to-peer, students, staff,case studies
Provide duties, set priorities,set dead lines
Verbal sharing with peers /mentor, adhering to rules,videos, posters
Demonstrations to mentor /peers safety, first aid, produceposters,
Observe assertiveness
Stock taking, use of database,adherence to procedures
Source parts, request quotes,
produce ITS requisitions
Produce evidence of workprojects, boards, videos, posters
Produce proposal, memo, report
Presentation
Email example to supervisor,peer, supplier and admin staff
Observation
Agree on schedule
Verbal Feedback, tests
Demonstrate Good eyecontact, speak clearly and beaudible, use appropriate toneand body language, bepresentable, good hygienepractices.
Quiz
Successful delivery
Tests, demonstrations
Feedback from mentor / peers
Assessment by mentor then co-ordinator, peers
Feedback from mentor / peers
Adhere to schedule
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Appendix 2 Safety
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Safety video links
1. 10 Commandments of workplace safety -
http://www.youtube.com/watch?v=08yxsNnzwnY
2. Risk assessment -http://www.youtube.com/watch?v=jZlu-O1s9So
3. Personal protective equipment -http://www.youtube.com/watch?v=1-
GEltJlgXw
4. Hand tools -
http://www.youtube.com/watch?v=qkse0OBDIVQ&feature=related;
http://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfu
5. Confined spaces -
http://www.youtube.com/watch?v=1DoDdjS10bU&feature=related
6. Working at heights -http://www.youtube.com/watch?v=Kwh8wGWLMrs
7. Safety starts with me short clip -http://www.youtube.com/watch?v=KdS5zOLG4T4&feature=related
8. Safety begins with YOU -
http://www.youtube.com/watch?v=NYF7uJZsBOI&feature=related
9. Accident prevention -
http://www.americasrestorationsystems.com/osha/APP/accident%20preventio
n.htm
10. Emergency preparedness -
http://www.americasrestorationsystems.com/Emergency_Preparedness_traini
ng_video.html
11. Eye protection -
http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1
Electrical safety training course -http://www.oshatrain.org/
http://www.youtube.com/watch?v=08yxsNnzwnYhttp://www.youtube.com/watch?v=08yxsNnzwnYhttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.oshatrain.org/http://www.oshatrain.org/http://www.oshatrain.org/http://www.oshatrain.org/http://www.youtube.com/watch?v=q4kK9w0QWa4&feature=endscreen&NR=1http://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/Emergency_Preparedness_training_video.htmlhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.americasrestorationsystems.com/osha/APP/accident%20prevention.htmhttp://www.youtube.com/watch?v=NYF7uJZsBOI&feature=relatedhttp://www.youtube.com/watch?v=KdS5zOLG4T4&feature=relatedhttp://www.youtube.com/watch?v=Kwh8wGWLMrshttp://www.youtube.com/watch?v=1DoDdjS10bU&feature=relatedhttp://www.youtube.com/watch?v=OC4_VUvIgig&feature=relmfuhttp://www.youtube.com/watch?v=qkse0OBDIVQ&feature=relatedhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=1-GEltJlgXwhttp://www.youtube.com/watch?v=jZlu-O1s9Sohttp://www.youtube.com/watch?v=08yxsNnzwnY7/31/2019 Teaching and Learning Portfolio Final
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Appendix 3 Presentations
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Appendix 4 Fault finding, repair and installation skills
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Appendix 5 Training videos
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Training video links
1. Soldering lesson -
http://www.sciencekids.co.nz/lessonplans/technology/soldering.html
2. Surface mount soldering -
http://www.youtube.com/watch?v=3NN7UGWYmBY
3. Electrical safety checks -http://www.youtube.com/watch?v=HTAhM5gQlIM
4. Ungrounded and neutral grounded -
http://www.youtube.com/watch?v=ZL8zrkahuL0&feature=related
5. Assertiveness -
http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related;
http://www.youtube.com/watch?v=Ymm86c6DAF4
http://www.sciencekids.co.nz/lessonplans/technology/soldering.htmlhttp://www.sciencekids.co.nz/lessonplans/technology/soldering.htmlhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=ZL8zrkahuL0&feature=relatedhttp://www.youtube.com/watch?v=HTAhM5gQlIMhttp://www.youtube.com/watch?v=3NN7UGWYmBYhttp://www.sciencekids.co.nz/lessonplans/technology/soldering.html7/31/2019 Teaching and Learning Portfolio Final
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Appendix 6 Case study and feedback
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Appendix 7 Power Electronics 4 project
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Appendix 8 Emergency plans and contacts
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Appendix 9 First aid
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First Aid video links
1. First aid training -
http://www.youtube.com/watch?v=iL0m5XRkdtg&feature=related;
http://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfu;
http://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfu
2. Burns -http://www.youtube.com/watch?v=v2mY1h0BdTw&feature=related
3. CPR training video -http://www.youtube.com/watch?v=5r7haVfZXek
4. Eye injuries -
http://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfu
5. Choking (child) -
http://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfu
6. Unconscious child choking -
http://www.youtube.com/watch?v=aoLzcnvQpQA&feature=relmfu7. Choking (adult & child) -
http://www.youtube.com/watch?v=SwJlZnu05Cw&feature=related
8. Head, neck and back injuries -
http://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfu
9. Knife wounds -http://www.youtube.com/watch?v=po2iLU4Ur9w
10. ABCs of CPR -http://www.ehow.com/video_4397918_abc_s-cpr.html
First-aid on-line training -http://www.procpr.org/en/
http://www.youtube.com/watch?v=iL0m5XRkdtg&feature=relatedhttp://www.youtube.com/watch?v=iL0m5XRkdtg&feature=relatedhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.procpr.org/en/http://www.procpr.org/en/http://www.procpr.org/en/http://www.procpr.org/en/http://www.ehow.com/video_4397918_abc_s-cpr.htmlhttp://www.youtube.com/watch?v=po2iLU4Ur9whttp://www.youtube.com/watch?v=G_d5w48lz74&feature=relmfuhttp://www.youtube.com/watch?v=SwJlZnu05Cw&feature=relatedhttp://www.youtube.com/watch?v=ZjmbD7aIaf0&feature=relmfuhttp://www.youtube.com/watch?v=AP4_rmZ6tOo&feature=relmfuhttp://www.youtube.com/watch?v=5r7haVfZXekhttp://www.youtube.com/watch?v=v2mY1h0BdTw&feature=relatedhttp://www.youtube.com/watch?v=5yJzVPqTPng&feature=relmfuhttp://www.youtube.com/watch?v=PqBbkK2Qeuw&feature=relmfuhttp://www.youtube.com/watch?v=iL0m5XRkdtg&feature=related7/31/2019 Teaching and Learning Portfolio Final
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Appendix 10
Asset control management presentation and quiz
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Appendix 11 CIR Video
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Appendix 12 Website design training
1. http://www.htmltutorials.ca/
http://www.htmltutorials.ca/http://www.htmltutorials.ca/http://www.htmltutorials.ca/7/31/2019 Teaching and Learning Portfolio Final
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Appendix 13 Assertiveness video links and feedback
1. http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related
2. http://www.youtube.com/watch?v=Ymm86c6DAF4
3. http://www.youtube.com/watch?v=FYZSjHnNa6c&feature=related
http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=DfpVNOHwxUo&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=FYZSjHnNa6c&feature=relatedhttp://www.youtube.com/watch?v=Ymm86c6DAF4http://www.youtube.com/watch?v=DfpVNOHwxUo&feature=related7/31/2019 Teaching and Learning Portfolio Final
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Appendix 14 Email etiquette and customer service
1. Email etiquette.
http://www.youtube.com/watch?v=bNKR3LhlzSM
http://www.youtube.com/watch?v=LwpJl_7vaj0&feature=related
2. Customer service telephone
http://www.youtube.com/watch?v=t5KibZuz6Kk&feature=related
http://www.youtube.com/watch?v=parwarCy7Vk&feature=related
3. Angry customer
http://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedangry
customer
http://www.youtube.com/watch?v=bNKR3LhlzSMhttp://www.youtube.com/watch?v=bNKR3LhlzSMhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=ybCxN86n61k&feature=relatedhttp://www.youtube.com/watch?v=parwarCy7Vk&feature=relatedhttp://www.youtube.com/watch?v=t5KibZuz6Kk&feature=relatedhttp://www.youtube.com/watch?v=LwpJl_7vaj0&feature=relatedhttp://www.youtube.com/watch?v=bNKR3LhlzSM7/31/2019 Teaching and Learning Portfolio Final
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Appendix 15 Trainees feedback, peer review, self-review and PBL reflection
http://search.babylon.com/imageres.php?iu=http://ohiocitizen.org/wp-content/uploads/2012/01/feedback.jpg&ir=http://ohiocitizen.org/?p=11713&ig=http://t1.gstatic.com/images?q=tbn:ANd9GcQ5dkhzte18YJ4xmQmZvUjYhsOOftO3p9ovS4ZPFUH6nhI2AKMt1-c7zg&h=322&w=354&q=feedback&babsrc=HP_Prot