|
|
The traditional lecture approach to teaching is an
excellent way to transfer information from one notebook to another;
unfortunately, it's not necessarily an excellent way to develop a real
understanding of freight forwarding. You don't learn how to ride a bike
or speak French by listening to someone explain how to do it - you've
got to try it yourself. To learn any subject well, including freight
forwarding, you have to become actively involved in the learning
process. The format of this course is designed to encourage that
involvement by combining a problem-based, group-centered introduction to
concepts with whole class discussions and lectures. Participation is
encouraged and expected in all these activities, as befits a vocational
training course (please note the 20% (10+10) "participation" component
of the course grade!). To repeat an old but nonetheless accurate adage,
" the only stupid question is the one not asked" - if you have doubts
about something, I can assure you that there will be others with the
same question!
In problem-based learning, real or potential
problems and situations are used to introduce various ideas or topics
and to serve as focal points for learning new material. You may find
this a bit unusual, if you're accustomed to only working on problems
after all the pertinent material has already been thoroughly discussed
in class. The rationale here is to have the problem provide a context
and reason for learning the material: you're not expected to be able to
come up with a solution instantly - in fact, if you can, then it is a
poor problem! The problems are meant to encourage a discussion within
small groups of students about what knowledge or insights each person
can bring to the situation, what information you collectively still
lack, and where to find that information. Students in this course have a
wide range of backgrounds and experiences in freight forwarding, and
each can make a valuable contribution to the efforts of the group. Some
students may have more "content" knowledge than others and will be able
to test just how deep that knowledge is, by trying to explain an idea to
someone else. Others, by virtue of being unfamiliar with a particular
area, can often help their group see a situation from different
perspectives and, through their questions, make certain that all in the
group end up really understanding the material. To supplement the
students idea will be a core of professionals who will occasionally
“drop in” on discussions to impart some real life “savvy”
In this course, at least in the early stages, the course text will
generally be an adequate resource for the information or ideas you'll
need to deal with problems; We shall provide a collection of general
texts for all required modules for use in class, (as downloadable
material) You should be accustomed to viewing the whole text, not just
the most pertinent chapter, as a source of information; in addition, the
extra reading material library (located by the link that also has a
wealth of reference materials, including several additional general
articles that are placed on reserve for this course. The Internet is a
good source as well, particularly for more topical information, provided
that you take care to evaluate the reliability of any sites you consult.
You are encouraged to work together in this course - not just on formal
group assignments, but on other problem sets as well. If you've
collaborated with others in any way in preparing an individual
assignment, you are responsible for (1) preparing your own answers in
your own words, and (2) acknowledging your discussions with others by
citing your collaborators' names in your assignment. Work that appears
simply to have been copied from another's paper will not be accepted
from either student involved.
Assignments
In addition to quizzes, tests and exams, several problem sets will be
assigned during the course and collected for grading. There may be other
sporadic assignments as well - for example, group or individual reports
from your group's work on a problem, a short reflection paper on some
important issue that usually crops up once a while in this our industry
locally or internationally Formal "homework" is not assigned in the
class, but it is expected that your study routine for this course will
include reading the text and working problems at the end of the lesson.
The problems given for specific sections of the text are good for drills
for learning the basics; because they are often one-dimensional and
fairly simple, however, they are not what you should expect to see on
exams! Do enough of these to feel comfortable with different types of
question types.. The GIFF course site contains a collection of old exams
and problem sets which are invaluable study aids; you will find that
such problems are a much better reflection of what you can expect to see
on your own exams, than are most end-of-chapter exercises. (You will be
given the access password to the site once you have been registered.)
Group Work
In this course you will often be asked to work together in a group on
exercises or problems. Working in a group offers an excellent
opportunity for you to brainstorm, discuss ideas, try out solutions,
etc., in a nonthreatening atmosphere. A number of studies suggest that
students who work and study in groups generally come to a greater
understanding of the material than those who work solely on their own;
even students who initially feel that they will do better on their own,
find that trying to explain something to someone else is an excellent
way to test and reinforce that understanding. In addition, group work
can be a lot more fun, and in the process you develop the interpersonal
skills and practice in teamwork that future employers find very
valuable!
During an assignment each person in the group is expected to participate
fully; to ensure that, each member will be assigned a role to fulfill. A
lecturer will also be assigned for guidance purposes.These roles will
rotate with each assignment or activity. The descriptions of
responsibility for each of these roles follows:
Discussion leader : is responsible for moving the group forward in
accomplishing the assignment. Refocuses the group if discussion goes
astray. makes sure each person has a chance to “speak”. Aids the group
in summarizing conclusions.
Recorder : is responsible for recording notes on discussion.. Records
initial problem-solving strategies. Keeps track of questions raised.
Reporter : is responsible for writing up the group assignment, having
the other group members review it, and turning it in by the designated
time.
Resource Person : checks resource cart for appropriate materials to use;
locates and provides other resources needed.
Advocate: Checks group members on their understanding of concepts
involved in problems. Checks for alternative approaches and ideas.
Aids the group in summarizing conclusions.
Ground rules.
While it is to be understood that students will
treat one another with the concern and respect that they would wish for
themselves, it is also important to establish ground rules and
consequences for behavior when working in groups. Each group will decide
on the ground rules they will adopt; the following is a recommended
minimal list:
Attendance is mandatory - if you are absent, you are hurting your group.
Problems are designed to draw on the strengths of all members, with a
role assigned to each. If you do not attend, there is a gap in
responsibility.
Come to class prepared. It is your responsibility to be ready to
contribute to the group discussion
Fulfill the responsibility of your role. If you are the reporter, you
must prepare and turn in the assignment. If you are the resource
person/advocate, you must identify required texts and where to acces
them, and probe your classmates' understanding, etc.
If there is disagreement about problem-solving strategies, solutions,
conclusions, etc., the group should come to consensus before writing up
the assignment. The course lecturer will assist in such situations
However, if the group agrees, a "minority" report can be submitted with
the group assignment.
The groups agrees not to ignore infractions of the ground rules or the
attendant consequences.
Your group can establish other ground rules as long as everyone in the
group is in consensus. Your group should also discuss consequences:
i.e., how you want to deal with group members who do not carry their
share of the responsibility. Please note that you will be given the
opportunity to evaluate the contributions of each member of the group
(including yourself) to the group's progress; these comments, together
with the instructor's observations, will be used in evaluating the
"participation/group evaluation" component of the course grade.
Other Policies
Attendance. Attendance in this class is mandatory since the group
activities rely on every member being present. Because of time
constraints, a time limit should be places within which members are
required to submit contribution to the group discussion If you find you
need to be absent for any reason, you must notify the other members of
your group. It will also be necessary for you to contact them after the
missed class to find out your assignments for any project that might
have been initiated during that class.
|
|
