According to the European Aviation Safety Agency (EASA), “the objective of practical [aircraft maintenance engineer] training is to gain the required competence in performing safe maintenance, inspections and routine work” (EASA, 2017, p566). Notice that it focuses on the summative (final) aspects of WHAT the engineer should be able to DO, rather than explaining HOW these skills should be (formatively) taught. This presents a problem for the training organisation since rigorous compliance with the law does not ‘automatically’ result in competent, confident, qualified aircraft engineers. Indeed, the assessment types specified (multiple choice and short answer essay questions) are generally considered neither suitable nor “oriented toward measurement and evaluation of skills” (Usanmaz, 2011).
Here at IT Carlow, the approach to training aircraft engineers has been gradually refined for well over a decade. The earlier, heavily paper-based framework has evolved into a more flexible, Technology Enhancing Learning (TEL) version, thus leading students towards a career working safely and confidently within the aviation industry (O'Brien & Bates, 2015).
By employing a wide-variety of increasingly complex practical tasks coupled with clear, immediate feedback, student engagement is enhanced (Zimbardi et al., 2016). The current status of all tasks are prominently displayed within in the hangar/training environment, thus allowing observers (students/staff) to monitor overall progress. Thus, it is easily confirmed what has been/needs to be done, comparisons can be made between individuals/groups and most importantly, empowering students as they coordinate themselves and their own efforts/resources during teamwork tasks. The instructor now becomes a supervisor/facilitator as students actively become ‘risk competent’, working safely on their ‘own’ (Dekker, 2015, p. 271).
This presentation will demonstrate how using various TEL methods (e.g., case studies and screen casting (Cranny, 2016; Shallcross, 2013)) helps to enhance this form of student “knowledge and acquisition of [practical] experience” (Dalkilic, 2017).
Cranny, D. (2016). Screencasting, A Tool To Facilitate Engagement With Formative Feedback? All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 8(3).
Dalkilic, S. (2017). Improving aircraft safety and reliability by aircraft maintenance technician training. Engineering Failure Analysis, 82, 687-694. doi:10.1016/j.engfailanal.2017.06.008
Dekker, S. (2015). Safety Differently - Human Factors for a New Era. Florida, USA: CRC Press.
EASA - European Aviation Safety Agency. 2017. Easy Access Rules for Continuing Airworthiness. (EASA), Regulation (EU) No 1321/2014.
O'Brien, W., & Bates, P. (2015). “Looking and feeling the part”: developing aviation students' professional identity through a community of practice. Teaching in Higher Education, 20(8), 821-832. doi:10.1080/13562517.2015.1087998
Shallcross, D. C. (2013). Safety education through case study presentations. Education for Chemical Engineers, 8(1), e12-e30. doi:10.1016/j.ece.2012.10.002
Usanmaz, O. (2011). Training of the maintenance personnel to prevent failures in aircraft systems. Engineering Failure Analysis, 18(7), 1683-1688. doi:10.1016/j.engfailanal.2011.02.010
Zimbardi, K., Colthorpe, K., Dekker, A., Engstrom, C., Bugarcic, A., Worthy, P., Long, P. (2016). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education, 42(4), 625-644. doi:10.1080/02602938.2016.1174187
Topics: Digital Technologies in Disciplinary Contexts , Topics: TEL Policy and Strategy
