LLND (Language, Literacy, Numeracy and Digital)
Updated Strategy for LLND Support in ICTDBS415 – Build a Database
1. Understanding & Identification of LLND Concepts
Approach:
- Understanding LLND Concepts: LLND challenges in this unit often stem from technical jargon (e.g., “primary keys,” “relational schema”).
- Trigger Words in the Core Unit: Identified terms requiring LLND support include:
- Language: “Entity relationship diagrams,” “Normalization,” “SQL Syntax.”
- Literacy: Reading and interpreting technical documentation.
- Numeracy: Calculating data sizes, table relationships, or indexing efficiency.
- Digital: Navigating database development tools like Microsoft Access or MySQL.
Justification:
- These trigger words represent foundational skills critical to the unit. Without proficiency in these areas, learners may struggle to apply database concepts effectively.
2. Connection to Australian Foundation Skill Frameworks
Mapping:
- ACSF (Australian Core Skills Framework):
- Learning: Applying new knowledge of database operations.
- Numeracy: Interpreting and creating tabular data, calculating relationships.
- CSfW (Core Skills for Work Developmental Framework):
- Problem-Solving: Debugging errors in database implementation.
- Communication: Articulating database solutions in group tasks.
- FSK (Foundation Skills Training Package):
- Digital Literacy: Using database software effectively.
Analysis:
- Patterns in foundational skills emphasize numeracy and digital literacy as core to database-building tasks. Language and literacy skills are critical for understanding instructions and documentation.
3. Reflection & Application of Personal Experience
Insight:
Drawing from my experience as a lecturer in database systems, students often face challenges in bridging theoretical knowledge with practical application. For instance:
- Some learners struggle to conceptualize how database relationships function without real-world analogies.
- Clear, hands-on examples (e.g., designing a database for a library system) help bridge this gap.
Implications as a Trainer:
- Regular formative assessments can address gaps early.
- Encouraging peer collaboration often reduces anxiety, particularly for LLND students, as they learn from others’ strengths.
4. Development of LLND Support Strategy
Tailored Strategies:
Face-to-Face Classroom Sessions
- Tactics: Use interactive whiteboards for entity-relationship diagrams, guided exercises, and peer feedback.
- Support: Provide glossaries and simplified instructions for LLND learners.
- Differentiation: Include targeted numeracy exercises to build confidence with data relationships.
Online Sessions via Microsoft Teams
- Tactics: Share recorded demonstrations, use polls and quizzes for engagement.
- Support: Use the chat for clarifications and break students into small groups for collaborative problem-solving.
- Differentiation: Offer additional one-on-one sessions to address specific LLND gaps.
Workplace-Based Group Training
- Tactics: Use workplace-relevant scenarios for training, like designing a small database for tracking office assets.
- Support: Provide real-world examples that align with workplace roles.
- Differentiation: Facilitate group mentoring, pairing LLND learners with advanced colleagues.
Adjustments Across Environments:
- Ensure all training formats provide accessible resources, like simplified guides and visual aids.
- Incorporate formative feedback loops to reinforce learning consistently.
Summary:
This strategy identifies core LLND challenges and aligns them with the Australian Foundation Skills Frameworks while leveraging personal experience to design actionable interventions. It ensures inclusivity and practical application across varied learning environments.
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LLND Support Strategy for ICTDBS415 – Build a Database (Condensed for Video Presentation)
1. Understanding & Identifying LLND Concepts
- LLND challenges include technical jargon (e.g., “Primary keys,” “SQL Syntax”) and interpreting documentation.
- Key skills:
- Language: Technical vocabulary.
- Literacy: Reading documentation.
- Numeracy: Understanding table relationships.
- Digital: Navigating database tools.
2. Connection to Australian Foundation Skill Frameworks
- ACSF: Numeracy and learning for database operations.
- CSfW: Problem-solving, debugging, and teamwork.
- FSK: Digital literacy for database software.
These frameworks highlight critical skills such as data interpretation, digital tool use, and communication.
3. Personal Reflection
- Based on experience, learners often struggle to connect theoretical database concepts to practical applications.
- Real-world examples, like creating a library database, simplify learning and build confidence.
4. Tailored LLND Support Strategies
Face-to-Face Training
- Use diagrams and hands-on activities.
- Offer glossaries and group work for peer learning.
Online via Microsoft Teams
- Use live demonstrations, breakout rooms, and recorded tutorials.
- Provide simple instructions and host Q&A sessions.
Workplace-Based Training
- Focus on workplace-relevant projects, e.g., asset tracking systems.
- Pair LLND learners with mentors for collaborative growth.
Conclusion
This strategy integrates LLND needs into diverse learning environments, ensuring students gain practical skills in building databases. By aligning with foundational skills frameworks and leveraging real-world applications, it creates an inclusive and impactful learning experience.
| Criteria | Satisfactory (S) | Judgement | Not Yet Satisfactory (NYS) | Judgement |
| Understanding & Identification of LLND Concepts | Demonstrated a clear understanding of LLND concepts. Accurately identified and justified trigger words in the chosen Core unit. | Struggled to understand LLND concepts. Made significant errors or omissions in identifying trigger words. | ||
| Connection to Australian Foundation Skill Frameworks | Skillfully connected identified trigger words to all three Australian frameworks. Demonstrated a clear analysis of patterns or emphases in foundation skills. | Failed to make meaningful connections between trigger words and the Australian frameworks or demonstrates significant misunderstandings. | ||
| Reflection & Application of Personal Experience | Provided insightful reflections rooted in personal industry experience. Related findings to implications for them as a trainer. | Offered limited or superficial reflections. Struggled to relate personal experience to the exercise. | ||
| Development of LLND Support Strategy | Proposed an effective LLND support strategy tailored to the chosen unit. Made appropriate adjustments for different training environments. | Proposed a vague or inappropriate LLND support strategy. Struggled to adjust the strategy for different environments or demonstrated misunderstandings. |