Resource 8 (Evaluation)

• This resource is a short video demonstrating the procedures for testing automotive relays.Relays are commonly used throughout vehicles including lighting circuits.
• The original source is from an American college and has been uploaded to the website TeacherTube.
• The video is short (under 2 minutes), specific and engaging.
• The information provided is specific enough for students to be able to replicate the procedure in a practical task. Information regarding relay terminal numbers are relevant to all relays used worldwide.
• The person in the video has a strong American accent, whilst it is easily understood, some students may see this as being irrelevant to Australian vehicles.
• The video is basic in its production and could easily be replicated in our own teaching environment as a stand alone video or maybe provided as a vodcast.
• This type of practical exercise could be learnt completely by students in remote locations or in the workplace. "Distance education has the potential to significantly decrease the costs associated with providing access to online tuition" (Hosie & Schibeci, 2005, p. 886).
  
• The work area shown in the video is not very clean which could also send poor messages to students.
• The information provided could be aimed at students undertaking low level training as well as being "refresher" information to students that may have forgotten the procedure and are requires to test relays involved in more advanced units.
• Relays are used extensively in electrical systems and thus this resource would be relevant to units AURE218708A - Carry out repairs to single electrical circuits, AURE219331A - Install, test and repair low voltage wiring/lighting systems, AURE219531A - Install ancillary electrical components, AURE318866A - Repair electrical systems.
• Although the information was posted this year (2008) the information does not age as relay construction has not changed.

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

Hosie, P., & Schibeci, R. (2005). Checklist and context-bound evaluations of online learning in higher education. British Journal of Educational Technology, 36(5), 881 - 895.