Resource 3 (Evaluation)

• This resource is purely a web page that summarises a report into the impact china is having in the automotive lighting supply business. Information gained by students would be categorised in the "nice to know" rather than "need to know".
• This type of information could support questions or conversations with regard to the quality of lighting, why some vehicle headlights look the same or why the packaging doesn't look manufacturer made.
• The material is factual and supplied by an independent research company.
• The information is very much up to date as being only August 2008.
• There is links available for more specific information of the report if students wish to undertake further investigation.
• The information is credible as it is supplied by one of the worlds largest market research companies.
• This type of information gives students perspective into the global impact and structure of component and vehicle manufacturing companies.

Evaluation

1* (poor), 5***** (Excellent)

1. Engagement of the resource. **
   
2. Usability of the resource. ***
   
3. Depth/appropriateness of the resource. ***
   
4. Currency of the resource. ****
   
5. Consistency with current teaching models/practices. **

Total: 14/25

Resource 2 (Evaluation)

• The content of this video stream is again very short (2.08 Min's) but is direct in supporting the safety aspect of automotive lighting.
  
• This video would sit comfortably within the training materials for the units AURE219531A Install ancillary electrical components and/or AURE318866A Repair electrical systems.
• The footage clearly shows both good and bad examples of lighting systems which would not be as effective using photos or diagrams and would be difficult to reproduce in reality during daylight hours.
• The resource is made with marketing in mind for the represented company which does overshadow valuable information somewhat.
• The date of the resource is displayed as January 1970 which is clearly inaccurate. The information shown is relevant to today's technology and the products would be currently available for purchase. There are many manufacturers that supply similar products to the ones shown.
• There is a written description to support the presentation.
• Safety information regarding poor visibility due to poor quality globes, incorrect headlamp alignment and having clean headlamp lenses is very relevant information for automotive trainees. This video could be more beneficial than written text as "multimedia elements like video, animation and interactive media have a high success rate in terms of boosting attention, motivation and interest" (Chan, Lee and McLoughlin, 2006, p. 112).
• The footage is American and thus shows driving on other side of road to Australia. This can be confusing for some students but on the positive side can open the door for clarification questions such as "are globes different between countries?" This seemingly simple question opens the door for further learning in regard to how the light is reflected in certain directions

Evaluation

1* (poor), 5***** (Excellent)

1. Engagement of the resource. ***
   
2. Usability of the resource. ****
   
3. Depth/appropriateness of the resource. **
   
4. Currency of the resource. ***
   
5. Consistency with current teaching models/practices. ***
   

Total: 15/25

References

Chan, A., Lee, M. J. W., & McLoughlin, C. (2006). Everyone's learning with podcasting: A Charles Sturt University experience. In L. Markauskaite, P. Goodyear, & P. Reimann. (Eds.), Proceedings from the 23rd Annual ASCILITE Conference: Who's Learning? Who's Technology? (111 - 120). Sydney University Press.

Resource 1 (Evaluation)

• This video is short (4 minutes) but has very specific and useful information based around changing light bulbs in motor vehicles. Containing both audio and video, it is engaging and without any more information would allow students to duplicate the tasks for themselves. "adult learning holds that we learn through an active process" (Vella, 2001, p. 51).
  
• The link to the video could have been to either "youtube" or "Haynes" websites but i chose this link as it provides opportunity for further exploration of information related to the subject.
• The source of the video is from Haynes.com. which are a "worldwide leader in automotive and motorcycle repair, maintenance and customizing manual with sales of well over 7 million manuals annually and over 150 million total sold globally" (Haynes Manuals, n.d.). Being an independent supplier of aftermarket manuals with a good reputation gives ground to the information being credible and without bias.
• The video could support materials used in the delivery of the unit AURE219331A Install, test and repair low voltage wiring/lighting systems.
• The video is aimed at DIY persons in supplement to the workshop manuals that Haynes sell. This information provided is at a level that is suitable for a level 2 subject.
• Some of the good points of the video are that is shows a variety of methods to access globes which are transferable to all types of vehicles, there is clear close up footage when needed and it shows a variety of types of globes that may require replacing.
• A poor point of the video is that it shows American vehicles which have different coloured lenses on their rear facing indicators, this information could be confusing to students if not clarified.
• The year of the video is shown as 2007 which shows students that the information is current which is important as technological changes can occur rapidly.
• The video covers information with regard to bulb handling and contact cleaning which is important information in context to the unit of competence. Key points are made efficiently in the time taken to view the video.

Evaluation

1* (poor), 5***** (Excellent)

1. Engagement of the resource. ****
   
2. Usability of the resource. ****
   
3. Depth/appropriateness of the resource. ***
   
4. Currency of the resource. ***
   
5. Consistency with current teaching models/practices. ***
   

Total: 17/25

References

Haynes Manuals...Save Money. Do It Yourself. Feel Good (n.d). Retrieved August 25, from http:/www.haynes.com/about.us.

Vella, J. (2001). Taking Learning To Task. Creative strategies for for teaching adults. San Francisco. John Wiley & Sons.

Resource 12 (Summary)

http://autorepair.about.com/library/illustrations/bl056a-lib.htm

http://www.bigcee.com/faq/KLR650-color-wiring-diagram.jpg

There is a variety of ways automotive lighting can be controlled. Wiring diagrams form an important role in any diagnostic or modification process. The ability to interpret and understand such diagrams is an important skill for students to learn.

Resource 11 (Summary)

www.aa1car.com/

This website has some very practical tips and easy to follow diagnostic procedures related to motor vehicles. It also has some articles that are well written that summarise the various car systems including lighting systems.

Resource 10 (Summary)

http://forums.roadfly.com/forums/lighting/

This message board environment allows student interaction and provides information that may be otherwise difficult to find. Examples of this are discussions between people modifying standard headlights with modern technologies such as HID or Xenon.

Resource 9 (Summary)

http://www.al-lighting.de/index.php?id=1024 good website

This company website is provided from a big supplier of lighting to the vehicle manufacturing market. Their products are of cutting edge technology and are currently used by manufacturers that include BMW, Daimler, Porsche, VW, Fiat, Ford, GM, Renault and Nissan.

Recent achievements by this company include winning of the red dot design 2008 and Best suppliers of the year award 2007 awards.

Resource 8 (Summary)

http://teachertube.com/view_video.php?viewkey=faa7b8049fcb713afb2b

This is a video broadcast of a demonstration of how to test automotive relays which are commonly used in automotive lighting circuits.

The information provided is specific enough (eg relays terminal numbers) for students to replicate in their own learning environment.

Resource 7 (Summary)

http://wapedia.mobi/en/Automotive_Lighting

This excellent adaption of a wiki provides endless information related to automotive lighting that can be accessed via a mobile phone or PDA. The topics cover all aspects of lighting from the history of lighting through to the current technologies.

The information is easily accessed with good use of links, well written information and timely use of photographs.

Resource 6 (Summary)

www.sae.org/rss/SEOE_LED_lamps_coming_06-17-08.mp3

This short audio broadcast is related to a specific and upcoming trend in LED lighting technology. The advantages, colour and applications are all discussed.

Resource 5 (Summary)

www.narva.com.au/

This website is provided by a large supplier of lighting products and is specific to the Australian market. This ensures that all the products listed are compliant to our Australian Design Rules. The website provides excellent information including product listings, part numbers, descriptions and suppliers Australia wide.

Another valuable part of this website is a monthly edition of "narva news" which assists the automotive industry to keep up to date with product development and technical information.

Resource 4 (Summary)

www.hella.com/produktion/HellaAU/Website/Channels/Home/Home.jsp

This is a very informative and interactive website that contains a range of information relating to the automotive industry. Because automotive lighting is only a part of what they offer, this website allows students to research further products if necessary.

Product catalogs, supplier information and product variations are just a few of the valuable information available. This website also houses some excellent videos which demonstrate some of the latest in technologies including cornering lights.

Resource 3 (Summary)

www.businesswire.com/portal/site/google/?ndmViewId=news_view&newsId=20080808005368&newsLang=en

This provides a summary of a report into china's increasing impact and market share of the automotive lighting industry. The report investigates the variety of lighting that manufacturers are producing which include headlights, taillights, auxiliary lighting, halogen bulbs, HID bulbs and LED bulbs.

Reading this report can give students perspective to the manufacturing processes and the sourcing of components that effect the automotive industry.

Resource 2 (Summary)

www.dailymotion.com/video/x5lgkg_osram-sylvania-offers-tips-and-head_auto

This vodcast allows the learner to focus on the safety side of automotive lights and in particular the importance of good headlights. Safety aspects in relation to poor visibility are mentioned which links to the current trend of using new technology halogen bulbs which have a much improved light output. Although the presentation is company driven, the relevance to any brand name of globe can be made.

Resource 1 (Summary)

www.wonderhowto.com/how-to/video/how-to-change-light-bulbs-in-your-automobile-203677/

This short video clip provides easy to follow instructions on how to replace automotive globes in a wide variety of applications. The topics covered include how to access and replace bulbs, handling instructions and bulb holder cleaning techniques.

In context of a training resource, the content is short, straight to the point and shows clear close up vision of the topics as well as audible instruction. The information is very relevant to students undertaking automotive training and would be suitable for certificate I or certificate II levels. The clip is able to be replayed easily if necessary.

Introduction

I will be evaluating a variety of online resources relating to Automotive lighting systems. The context of the evaluation will be from general, student and teacher perspectives. I will provide the link to the source, an evaluation of the information provided and an opinion of the benefits of using the resource. The evaluation will be based on but not limited to the following criteria.

• Why the resource would be used
• From what literature/notes is it based from
• Is it consistent with current teaching models
• Is it appropriate for the learners
• The usability of the resource
• The purpose that the resource was made available
• Who is the resource aimed at
• Who created the resource & is it sponsored
• How current is the resource
• Is the resource accurate, reliable, original or copy
• How in depth is the coverage of information
• If/how the resource was recommended

As a supplementary evaluation i will be allocating scores for each resource against the following criteria that i feel relevant to the teaching context.

1. Engagement of the resource.
2. Usability of the resource.
3. Depth/appropriateness of the resource.
4. Currency of the resource.
5. Consistency with current teaching models/practices.

The scores given will be on a scale from 1* (Poor) through to 5***** (Excellent). I will also give a total at then end of the evaluation.