ARLA/CLUSTER: Como os principiantes se podem tornar radioamadores?

[Sérgio Rasteiro - CS7AJS]

Se esse senhor soubesse o que se passa em Portugal, dava-lhe um enfarte...


73 de CS7AJS - Sérgio Rasteiro

On Mon, Mar 12, 2018 at 12:08 PM, João Costa > CT1FBF <ct1fbf  gmail.com>
wrote:

> How do newcomers become radio amateurs?
>
> WIA Board Director *Brian VK2GCE* recalls how a visit by *Geoffrey Booth
> G8DZJ* in 2002 helped put Australia on the road to the Foundation license
>
> At the 2002 WIA Convention, a visitor from the RSGB, Geoffrey Booth G8DZJ
> as I recall, described the RSGB's new education system. At that time, the
> Australian system had 5 levels. Morse was on its way out world-wide;
> without Morse, the Australian system would devolve to three levels. The
> RSGB system had three levels, and its lowest level was below Australia's
> entry level - a ready-made, new, entry course, Woo Hoo!
>
> Education in the UK is based on the Education Act of 1870, which was
> really a way of saving children from death by factory. It is a competitive
> system, based on Teaching Objectives. Your achievement was measured by
> closed-book responses in a fixed time - so, it measured recall and
> literacy, rather than technical knowledge. You got graded outcome levels,
> like FAIL, PASS, CREDIT …
>
> In 1990, TAFE was pioneering Competency-based Training (CBT); it was
> another form of competitive education, this time with only two outcomes -
> Competent or Not Yet Competent. Assessment did not require a fixed time.
> Competence was demonstrated by your getting a certain percentage of the
> Learning Outcomes correct.
>
> Note: Teaching Objectives are what the teacher wants to achieve; Learning
> Outcomes are what students want to achieve. They're seldom the same.
>
> Ron Smith, VK4AGS (now SK) was also at that 2002 Convention. He was the
> WIA Federal Education Co-ordinator and ran the Education column in AR mag
> for several years till his untimely death. As a senior lecturer in
> engineering at UCQ, Ron had hands-on experience with Problem-Based Learning
> (PBL). He sent me many PBL research papers from teaching colleagues around
> the world - I found strong resonance:
>
> For my motor vehicle racing licence, my peers, on the track at the same
> time as me, assessed me. When doing my MBA at UNSW, my fellow students
> assessed me in some subjects. During my research in hospitals, I saw
> budding clinicians assessed by their peers. While training to be a Lawn
> Tennis coach, once again, I was assessed by my peers.
>
> Under PBL, the 'teacher' is really a facilitator; students decide their
> own learning outcomes and methods, and their peers assess them - hence, the
> Learning and Assessment go together; PBL is a co-operative system. Research
> shows that students set and attain higher levels of competence than in the
> monolithic-classroom model. Another beauty of PBL is that students can
> choose their own areas of expertise - whether EME, ATV, SatComms, SDR,
> FT-8, JT65, Morse, RTTY, construction ... or ... camouflaged back-hand
> top-spin lob??
>
> By 2004 we had three models - the RSGB's, TAFE's CBT and PBL. Whether due
> diligence was done on any, I don't know, but the WIA bought the RSGB's
> system and persuaded the ACA, it was a 'good thing'. The WIA set up a
> Registered Training Organisation to administer this new system of Education
> and Assessment - allegedly along CBT lines, but with the UK notion of
> knowledge questions answered closed-book within a fixed time.
>
> Any modern-day teacher can tell you that the present syllabus – really
> just lists of teaching plan topics - is not equivalent to CBT Learning
> Outcomes.
>
> The present three-tier, linear model offers a single path to a hilltop
> that few new radio amateurs seek. Just look at the conversion rates from
> Foundation to Standard or Advanced. Some believe that 3 levels provide an
> incentive for candidates to access more bands and use more power. Did
> anyone ask candidates whether they saw graded levels as an incentive, or
> wanted the extra bands and power??
>
> The ‘theory’ in the present Foundation learning material pre-dates
> Einstein, Bohr, Heisenberg and Planck - but who needs atomic theory anyway?
> Is a radio amateur going to design a BJT, a FET or an IC? And there is not
> a skerrick of computing or digital comms at any AOCP level.
>
> The new system has one benefit - new candidates for all levels must
> demonstrate practical ability to connect up a radio, and proper
> communication protocols. However, along with these safety-style items are
> open-book Regulations knowledge items that pen and paper, multi-guess could
> test, rather than invigilated surveillance of page turning.
>
> In summary, I believe that we need to change the Learning Outcomes and the
> modes of Learning and Assessment:
>
> The present antediluvian syllabus needs flexibility and relevance.
> Learning and Assessment must go hand in hand.
>
> 73 from *Brian, VK2GCE*
>
> Source WIA News
> http://www.wia.org.au/members/broadcast/wianews/
> display.php?file_id=wianews-2018-03-11
>
>
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