Well, lessee, there are several options here if changing the course over to pass/fail (or graded with a cutoff level):
1. Keep the course exactly the same, don't change the amount of material or the duration.
2. Lessen the amount of material, keep the duration the same.
3. Keep the amount of material the same, increase the duration of the course.
My opinions:
#1 results in adding a lot of extra stress to an experience that already demands a high amount of patience and willpower in order to succeed. (Read SeaJay's post if you doubt this).
#2 keeps the course convenient and less-stressful for students, as it can fit into a weekend timeframe and there is less information to absorb, but it results in a "watered-down" version of the current DIRF course. Many people (including myself) would probably be opponents of this happening.
#3 keeps the integrity of the course high, but makes it more inconvenient for the students, as it will require more time off from work -- and potentially away from home. Plus, what if you fail? You have to go through ANOTHER week of DIRF? (some would say this is not a bad thing). Not the greatest solution, but a plausible one, anyway.
My main opinion:
I think that the course should be separated into two sections -- the "lecture" and the "practical".
The lecture and testing of gained information can be taught in a variety of ways (classroom, over the Net, mail-in, whatever). Make it smart, make it hard, make people have to study for it. You can take the lecture course over and over until you pass.
Once you've made the grade, then you can move on to the practical section, but you must schedule the practical to be taken by a certain amount of time, or else you have to pass the lecture test again. This ensures that the information stays fresh in the students' brains.
Now, the instructors can focus directly on teaching ALL of the required skills. They would be assured that their students understand the concepts and science behind the skills they are trying to teach, because the students will have recently proven so.
The duration of the course would not need to be changed, and students would be "smarter" because they would have had the ability to take in all of the information at their own speed. It makes it easier for the organization to schedule classes (if needed) and practicals.
Educational facilities have been doing this for a while now. I don't see why the model couldn't work for GUE, or any other certifying organization, for that matter.
Matt
1. Keep the course exactly the same, don't change the amount of material or the duration.
2. Lessen the amount of material, keep the duration the same.
3. Keep the amount of material the same, increase the duration of the course.
My opinions:
#1 results in adding a lot of extra stress to an experience that already demands a high amount of patience and willpower in order to succeed. (Read SeaJay's post if you doubt this).
#2 keeps the course convenient and less-stressful for students, as it can fit into a weekend timeframe and there is less information to absorb, but it results in a "watered-down" version of the current DIRF course. Many people (including myself) would probably be opponents of this happening.
#3 keeps the integrity of the course high, but makes it more inconvenient for the students, as it will require more time off from work -- and potentially away from home. Plus, what if you fail? You have to go through ANOTHER week of DIRF? (some would say this is not a bad thing). Not the greatest solution, but a plausible one, anyway.
My main opinion:
I think that the course should be separated into two sections -- the "lecture" and the "practical".
The lecture and testing of gained information can be taught in a variety of ways (classroom, over the Net, mail-in, whatever). Make it smart, make it hard, make people have to study for it. You can take the lecture course over and over until you pass.
Once you've made the grade, then you can move on to the practical section, but you must schedule the practical to be taken by a certain amount of time, or else you have to pass the lecture test again. This ensures that the information stays fresh in the students' brains.
Now, the instructors can focus directly on teaching ALL of the required skills. They would be assured that their students understand the concepts and science behind the skills they are trying to teach, because the students will have recently proven so.
The duration of the course would not need to be changed, and students would be "smarter" because they would have had the ability to take in all of the information at their own speed. It makes it easier for the organization to schedule classes (if needed) and practicals.
Educational facilities have been doing this for a while now. I don't see why the model couldn't work for GUE, or any other certifying organization, for that matter.
Matt