Relatório ASTEP D2.1:

Sumário:

This document addresses the user needs for the ASTEP project and starts to define the framework to build a system to support delivery of remote teaching for microelectronics in the workplace.
The ASTEP project has as its target to define a framework for the use of network-based learning technology for work-based microelectronics training. This will be achieved by preparing and delivering five modules from the partners of the project. While a specific aim of this document is to use the framework to match the needs of users to the ASTEP module covering the Generic Process, examples are also provided from other modules under development within ASTEP (the HLD and TEST modules).

Índice:

1 - USER NEEDS FOR TECHNOLOGY SUPPORTED TRAINING IN THE MICRO-ELECTRONICS  INDUSTRY

Review: Shortfalls in training
    Distance-based learning as a government tool for inward investment
    Training needs in multinational semiconductor companies
    The company policy about methods of delivery
    Training in the micro-electronics industry
    University and Colleges
    Accreditation and Qualification 
    Inadequacy of academic training 
Rationale and needs for the high-level design module
    Background
    Identification of Needs 
    Previous Experience

2 - FRAMEWORK

Model 
    Do not overvalue delivery
    Learning theory 
    Framework summary
    Stages of Learning
Instructional design (task definition)
    Active tasks 
    Reflective tasks
    Collaborative tasks
    Dialogue tasks 
Support technology – Computer-mediated communication
    Asynchronous communication
    Synchronous communication
    Communication Theory 
Framework technology
    Management layer 
    Other tools 

3 - EXEMPLARS OF APPROACH

Exemplar 1: Communication and collaborative work issues for training in the D&T community
    Early approaches - The Design for Testability (DfT) paradigm
    Weakness aspects in the DfT paradigm 
    The importance of emerging communication and collaborative work technologies for training 
Exemplar 2: Interactive Student Views in the TEST materials
    Hot Spots (HSs) in ISVs
Exemplar 3: Adaptation of HDL to the ASTEP framework
    HDL course structure 
    Using the framework with the High Level Design module 
Exemplar 4: Users view from the autoline process, SensoNor
    Common references
    Discussion with users and designer

4 - APPLICATION TO THE GENERIC PROCESS

User needs
    Trainees 
    Trainers 
    Company and Learning Institution
Benefits
    Efficiency of training 
    Standardisation of quality of delivery and of material
    Evaluation and simulation
    Capture of expert knowledge 
    Company specific material
    Standardisation of communication
    Identification of trainee-specific relevant material
    Link with existing software 
Structuring of Generic and Motorola specific material
    Identifying Generic Training Tasks
    Identifying learning tasks