Delivery of Vocational Computing at Level 3

1. Delivery of Vocational Computing at Level 3 Paul Simmons & Paul Tanner Newcastle-under-Lyme College

2. About NULC • General FE college with 6th form centre – around 3500 full timers. • New build opened 5 years ago. • Have seen rise in numbers in computing (around 220 learners expected next year). • Wide catchment area – all north Staffordshire and areas surrounding. • Some students still have low expectations – some challenges involved. • Area doesn’t have the tradition of further study etc.

3. Paul Tanner • 11 years at NULC in range of roles • Leader for L3 BTEC & HND • Involved in delivery of GCSE ICT and Specialist Diploma. • Cisco Academy Instructor (previously CCNP) • 7 years industrial experience • Network support & maintenance • Lead project engineer • Some internal training • Degree in Computing Science

4. Paul Simmons • 7 years at NULC • Leader for L1 and L2 Computing Courses • Specialisms • Software development in Python • Web Development using HTML5, CSS3 and PHP • Degree in Software Development • Currently studying MSc in Computing

5. Vocational Computing at NULC • Last academic year (2013-2014): • 12 students on ITQ Level 1 • 36 students on First Diploma IT • 130 L3 students across the 2 years. • Max group size around 20 - 23 • 8 staff with various specialisms across computing and IT spectrum

6. Subjects covered by our courses. • Software and games development • Website development • System analysis and design • Networking • Computer hardware and maintenance • Graphics and animation • Database design and Development • Communication and employability skills • General office skills at lower levels

7. General Issues seen • Problem solving skills • Technical knowledge – should be addressed by new curriculum (not just programming though). • Resources • Expectations of what computing actually means! • Scenario selection • Employer contact

8. Positives • Most students want to learn • Most completing go on to excellent careers. • Over 50% go to Uni / HE courses. • Wide range of options • Vast majority of students want to attend and enjoy their time on the course. • Good outcomes – most exceed targets set.

9. Delivery of programming • Choice of language • Python • VB • MiT App Inventor (To be used in 2014-2015) • Methods of delivery • Tutorials • Videos

10. Lesson learned in teaching programming this year • Use of more detailed examples of code • Delivery of tutorials • Smaller chunks of delivery • Checking understanding of Maths • A lot of code written relied on knowledge of Maths • Use of visual aid, analogy and metaphor to help with syntax and concepts. • E.g. Explanation of { } within programming languages • Use of consistent scenario

11. Year 1 of using Raspberry Pi to teach Level 3 • Used for teaching controlling systems • Primarily practical approach, used RPi to simulate control systems. Used tutorials • Final Project – Simulated home control system for disabled user

12. Home Control System for Disabled user • Brief: You have been asked to design a home control system for a disabled user. The system should automate processes such as turning on lights and opening curtains. You should consider a range of different processes you could automate using several different types of sensor (e.g. Temperature).

13. End Result

14. Outcomes/thoughts of 1st year of Raspberry Pi • Total set-up cost including components for the project: £2700 • Project was “a bit abstract” but gave students a good opportunity to explore sensors • Some technical issues with Raspberry Pi • Interference of motors • Wiring circuit to available outputs • Problems with connecting Pi to display • HDMI to VGA • HDMI to DVI

15. Next Year’s Project • You are working for a household appliance manufacturer who are looking to get into the automatic vacuum cleaner market and have asked you to design and create a prototype for their device. Using the Raspberry Pi as a base, you have to make a prototype for the device. • Company has asked for two versions: • A manually controlled version using a GUI based application to control the device. This should allow the user to control the device by entering instructions into a form using text boxes, drop down lists and buttons. • An automated version which can navigate itself. This should use at-least 2 sensors (e.g. Distance sensor, Light sensor) and outputs (e.g. Motors, LEDs) and should be able to navigate a space.

16. Raspberry Jams • 3 Raspberry Jam run so far • 60 people at first • Approx 30 people at 2nd and 3rd • Used EventBrite, Facebook and Twitter to promote • General structure: • Lightning talks • Demos • Tutorials • Issues arisen so far: • Encouraging speakers and demos • Timing issues

17. Some Raspberry Pi Resources • MagPi Magazine - http://www.themagpi.com/ • Raspberry Pi Geek - http://www.medialinx-shop.com/uk/magazines/raspberry-pi-geek.html • PiWeekly - http://piweekly.net/ • Python - http://www.python.org/ • Raspberry Pi User Guide (Eben Upton) • Learning Python (Mark Lutz) • Programming the Raspberry Pi: Getting Started with Python (Simon Monk)

18. Delivery of Networking & Hardware Modules • Range of units at all levels covering: • Hardware aspects • Tech support • Networking and communications • Popular options – not just for those wanting tech support roles. • Can lead to Uni and Apprenticeship opportunities. • One main “lab”. • Latest kit not really needed. • Raspberry Pi can be used in these areas also.

19. Kit requirements • Basic tools + UTP cable making kit. • Screens, base units, mice, keyboards. • Does not need to be the latest, greatest, most expensive kit. • Have seen these units delivered in spaces in “normal” computer rooms. • Networking – some kit available on eBay if you can purchase through this method. • Again, doesn’t need to be latest.

20. Topics • Hardware – elements of systems, connectivity. • Health & Safety – safe use of electrical devices, ergonomics • Software – installing, updating, removing, licencing. • Networks – basic terms such as bandwidth. • Protocols and models – OSI v TCP/IP, IPv4, IPv6. • Services and types of networks – WiFi, Ethernet, 3G, 4G. • Availability and use of different networks in differing situations.

21. Cisco Academy • BTECs allow vendor units to be included • Cisco units included this year for first time – but Cisco have now changed their curriculum. • Access to Packet Tracer simulation tool. • IT Essentials programme would not fit better. • Units available to accommodate Microsoft vendor modules also. • Currently working with company to develop these options to investigate opportunities for delivery.

22. Progression routes • L2 students • 50 – 75% progress to other courses in organisation. • Most progressing to L3 computing do well – exceed target grades. • L3 Students • 50% progress to further study at HE • Some move to other L3 subjects (5 - 10%) • 20 – 30% progress to apprenticeships.

23. Our challenges? • Maintain success & numbers as more offerings. • Improve figures and offer where possible and appropriate. • New assessment guidelines • Changing curriculum • maybe some of our courses won’t see changes in time to meet needs of those studying new school curriculum.

24. To summarise • Popular courses • “Computing” seems a more popular term than ICT?

25. Any questions and contact info • Tel: 01782 715111 • eMail: • paul.tanner@nulc.ac.uk • paul.simmons@nulc.ac.uk • Twitter: • @NULC_Computing • No Facebook presence for courses with students under 18 – one group for HND. • Questions?