This paper will give an outline of the competences that are required from tutors and support staff to guide and support students within a Virtual Learning Environment to support a new paradigm of learning within the Dutch (upper) secondary and tertiary vocational education system: competence-based education. In particular, it will address the developments at the company the authors work for: a commercial Distance Education (DE) provider.
Training is the process by which researchers are triggered to learn additional skills, whereas team construction is the process by which researchers are triggered to complement their team to find additional, missing skills. The goal of training initiatives is to teach new skills to its participants in the hope that they will master them after finishing the program. The goal of team construction is to try to find a balance between technological capabilities and business expertise of the team members. The most difficult challenge within team formation is often to find the complementary business skills.
www.FITT-for-Innovation.eu
Prezentovao:
Helmut Celot, Evropska fondacija za obuke ETF
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
The document describes a training program for coaches working with older employees (50+). The first module discusses the benefits of retaining older workers, challenges related to stereotypes, and the importance of age-related policies within companies. Coaching is presented as an effective way to support older employees and help them develop further skills. The module aims to explore perceptions of older employees and the connection between age policies and coaching programs.
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
The Executive Master in Business Administration is a modular, advanced master in management degree, taught in English, by exceptional international faculty at the USI. Participants meet once a month in Lugano for four days, from Thursday to Sunday, over a period of fifteen months, except during August.
The program\'s flexible format allows managers and executives to complete all the courses while working full time.
The degree ends with the opportunity for participants to apply their new knowledge and skills, under the guidance of a professor, they carry out a three-month-long keystone consulting project.
www.emba.usi.ch
Training is the process by which researchers are triggered to learn additional skills, whereas team construction is the process by which researchers are triggered to complement their team to find additional, missing skills. The goal of training initiatives is to teach new skills to its participants in the hope that they will master them after finishing the program. The goal of team construction is to try to find a balance between technological capabilities and business expertise of the team members. The most difficult challenge within team formation is often to find the complementary business skills.
www.FITT-for-Innovation.eu
Prezentovao:
Helmut Celot, Evropska fondacija za obuke ETF
Ova prezentacija održana je u sklopu Euroguidance konferencije ,,Karijerno vođenje i savetovanje u Republici Srbiji'', održanoj 25. februara 2016. godine u hotelu ,,Metropol'' u Beogradu.
Joao Jose Saraiva Da Fonseca A microformação vista como mecanismo de apoio à aprendizagem informal
Microtraining as a support mechanism for informal learning
Pieter de Vries, Delft University of Technology, Netherlands
Stefan Brall, RWTH Aachen University, Germany
The document discusses several theoretical models of knowledge management (KM). It describes Nonaka and Takeuchi's model of knowledge conversion and the knowledge spiral, which presents knowledge creation as a continuous and interactive process between tacit and explicit knowledge. It also outlines Van Krogh and Roos' organizational epistemology model and Choos' sense-making model. The Nonaka and Takeuchi model is highlighted for its simplicity in both understanding the basic concepts and applying the KM principles.
We present and analyse a work experience, now in its fifth year, to help students in developing soft skills, through execution and reporting, during a period of six semesters, of extra-curricular activities that are validated and evaluated by the faculty and, in a certain way, integrated in the curriculum throughout in the form of a ‘Personal Portfolio’. The global objective of the Personal Portfolio is to develop the student’s soft skills through the practice of extra-curricular activities and the reflection on that practice. In this paper we clarify the initial design of the learning environment, the objectives and regulation of Personal Portfolio, the information system that supports the activities and the evolution of students’ numbers and of the faculty. We comment on the major activities that have been developed, the main results obtained, the differences between the experiences in two campuses and the evolution of the Portfolio concept resulting from the adoption of the Bologna Agreement.
The document describes a training program for coaches working with older employees (50+). The first module discusses the benefits of retaining older workers, challenges related to stereotypes, and the importance of age-related policies within companies. Coaching is presented as an effective way to support older employees and help them develop further skills. The module aims to explore perceptions of older employees and the connection between age policies and coaching programs.
This document provides an overview and case study of the Adult Enterprise project, which aimed to create an innovative new entrepreneurship curriculum and qualification framework for adults through collaboration between further education colleges, adult learning organizations, and other partners. The project developed blended learning curriculum materials and a sustainable model for ongoing sharing across institutions. It resulted in the formation of a not-for-profit social enterprise owned by member organizations to continue the work. The manual contained within the document provides guidance and lessons learned from the project to help others undertake similar collaborative curriculum development and innovation.
The Executive Master in Business Administration is a modular, advanced master in management degree, taught in English, by exceptional international faculty at the USI. Participants meet once a month in Lugano for four days, from Thursday to Sunday, over a period of fifteen months, except during August.
The program\'s flexible format allows managers and executives to complete all the courses while working full time.
The degree ends with the opportunity for participants to apply their new knowledge and skills, under the guidance of a professor, they carry out a three-month-long keystone consulting project.
www.emba.usi.ch
The document provides information about the Executive MBA program offered by Università della Svizzera italiana (USI). The 18-month part-time program consists of 14 core modules taught over 4-day sessions each month, plus a 3-month consulting project. The small class size of 15-20 participants allows for meaningful exchanges. The program is taught in English by international faculty with experience in both academia and business. It aims to help managers and executives apply new concepts while continuing to work full-time.
This document summarizes strategies developed by a Business Studies teacher, H. Seliet, to promote literacy in their subject area. The strategies were created in response to students having difficulty with the specialized language and terminology of Business Studies. Some key strategies discussed include developing a glossary of key terms, a business thesaurus exercise to practice comparing and contrasting terminology, and various student-centered activities centered around familiarizing students with subject vocabulary. The overall aim was to raise student achievement, engagement and exam performance by improving their literacy related to the Business Studies curriculum.
Ideal quality of university business education curriculum required for succes...Alexander Decker
This document discusses the ideal qualities of a university business education curriculum as perceived by business education lecturers in South-South Nigeria. It finds that lecturers believe an ideal curriculum should be comprehensive in scope, varied in nature, correlate subjects, provide skills for employment, allow for individualized learning and dropping out/accelerating. It should also be constantly reviewed, technology-based, provide relevant skills and knowledge, maximize equipment use, be practical, and focus on career opportunities. Tests found no significant differences in these views between male/female or experienced/inexperienced lecturers or those at federal/state universities. The study aims to improve business education graduates' employment success.
Franchise opportunity from IIHT. Having pioneered most of the certification courses in India, IIHT has mastered the process of delivery of training on products and certification courses.
This document summarizes information about InnoOmnia, a collaborative learning solutions provider in Espoo, Finland. InnoOmnia provides initial and continuing vocational education and training to nearly 10,000 students across multiple sectors through various centers. It aims to promote innovative capacity building and lifelong learning skills for students, teachers, and entrepreneurs through new programs exploring technologies like augmented reality and gamification. InnoOmnia also serves as a professional development partner, providing tailored training to over 500 teachers annually to help develop 21st century skills through blended learning formats.
Deonita Damons & Linda Meyer Workplace RPLLinda Meyer
This document discusses recognition of prior learning (RPL) in South Africa. It defines RPL and outlines the four levels of competencies that should be assessed in the RPL process according to SAQA. New legislation is discussed, including the Quality Council for Trades and Occupations (QCTO) which is responsible for quality assurance of occupational qualifications. The document also examines catalysts like workplace competitiveness and inhibitors like cost that impact the RPL process.
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
Module 1 activity clil unit plan template pmoliner
This document outlines the steps for a CLIL (Content and Language Integrated Learning) unit plan on labor law for a 1st year business economics class. It includes defining the driving question, previewing unit content and vocabulary, identifying the easiest and hardest sections, connecting to LOMCE competencies, detailing activities, specifying unit competencies, listing relevant interdisciplinary subjects, and identifying included soft skills. The unit aims to have students understand labor frameworks, contracts, conflicts and their resolution through collaborative, research and digital activities conducted in English.
We at IIHT would like to introduce ourselves as India’s largest IT education organization & Asia’s leading technology training organization in IMS, offering high quality industry specific cost effective professional computer training at individual and corporate levels. We are based out of Bangalore, the IT capital of India. IIHT has a strong presence in the Indian market with over 300 plus centers and we are present in West Africa, East Africa, China, Turkey, Malaysia, Middle East and other countries.
This document discusses organizational culture and its relationship to knowledge management. It defines organizational culture as patterns of assumptions developed by a group to cope with problems. These assumptions are taught as correct ways to think and behave. The document outlines different types of organizational cultures and describes how culture can enable or obstruct knowledge sharing. An ideal culture for knowledge management is characterized by trust, open communication, and rewards for sharing knowledge. Changing organizational culture is difficult and requires efforts to help members understand and accept changes.
This document provides background information on life skills training institutes. It discusses how such institutes aim to develop human resources and prepare students for jobs through education and training programs. The document outlines the vision, mission, values, and operations of the proposed Life-skills Development Training Institute, including details on courses offered, competition, investments required, and management structure. The institute plans to offer training in English, computers, and hotel management to unemployed youth to develop skills for local and foreign job opportunities.
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
The document describes an EduTech Innovators Meetup taking place on Wednesday, December 7, 2011 in Denver. It discusses various topics that will be covered including the one laptop per child initiative, mobile money transfer apps in developing countries, and the S|A|C initiative which uses mobile and merit-based learning to provide education, employment, and enterprise opportunities. The meetup aims to help participants learn about emerging ed tech ventures in the area.
The document outlines the key roles and responsibilities of knowledge management professionals. It discusses the skills required for various KM roles like the Chief Knowledge Officer who heads the KM team and is responsible for developing the KM strategy and managing KM operations. Other roles include knowledge managers, navigators, and synthesizers. The document also examines the attributes and competencies needed for KM professionals, such as finding, evaluating, and applying knowledge. Senior management roles in KM include the Chief Learning Officer who focuses on organizational learning and transformation.
This report has been developed by deriving the responses to an online questionnaire circulated to key
L&D professionals at some of India’s top organisations.Grant Thornton India, in collaboration with 24x7 Learning and Indian Institute of Management, Kozhikode conducted surveys of large organisations to understand the learning and development initiatives being taken by dynamic businesses in India.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Need for Training".
Globalization refers to the increasing integration of economies, societies, and cultures around the world through increased communication and trade. It involves the integration of national economies into the global economy through trade, investment, capital flows, migration, and technology. Globalization is driven by economic, technological, sociocultural, political, and biological factors and can also refer to the spread of ideas, languages, and culture across national borders. While globalization creates many new jobs and opportunities through increased trade and profits, it also risks further wealth inequality between rich and poor nations and job losses in some modern economies.
Texting is an important form of communication for college students. It allows for quick exchanges to make plans, share stories, and maintain ambient social awareness. While text language breaks some grammar rules, it demonstrates underlying structure and meaning is rarely lost. Students communicate in ways that reflect their individual voices and social relationships through word choice, punctuation and other features of their digital discourse community.
Dreams impact our lives in several positive ways according to the document. Dreams give us goals to aim for, motivate us to progress, provide hope, encourage creative thinking, help with personal growth, spark new ideas, strengthen our beliefs, and allow us to see things from different perspectives. Dreams can push us forward and help us grow in various aspects of our lives.
This document welcomes the reader to India and discusses several aspects of Indian culture and history. It mentions Mark Twain praising India as "the only millionaire" country that people desire to see. It then lists important Hindu gods like Shiva. It discusses literacy and education in India and references two famous epics, the Ramayana and Mahabharata. It also mentions Panchatantra stories and quotes poets like Rudyard Kipling and Ruskin Bond praising Indian literature.
The document provides information about the Executive MBA program offered by Università della Svizzera italiana (USI). The 18-month part-time program consists of 14 core modules taught over 4-day sessions each month, plus a 3-month consulting project. The small class size of 15-20 participants allows for meaningful exchanges. The program is taught in English by international faculty with experience in both academia and business. It aims to help managers and executives apply new concepts while continuing to work full-time.
This document summarizes strategies developed by a Business Studies teacher, H. Seliet, to promote literacy in their subject area. The strategies were created in response to students having difficulty with the specialized language and terminology of Business Studies. Some key strategies discussed include developing a glossary of key terms, a business thesaurus exercise to practice comparing and contrasting terminology, and various student-centered activities centered around familiarizing students with subject vocabulary. The overall aim was to raise student achievement, engagement and exam performance by improving their literacy related to the Business Studies curriculum.
Ideal quality of university business education curriculum required for succes...Alexander Decker
This document discusses the ideal qualities of a university business education curriculum as perceived by business education lecturers in South-South Nigeria. It finds that lecturers believe an ideal curriculum should be comprehensive in scope, varied in nature, correlate subjects, provide skills for employment, allow for individualized learning and dropping out/accelerating. It should also be constantly reviewed, technology-based, provide relevant skills and knowledge, maximize equipment use, be practical, and focus on career opportunities. Tests found no significant differences in these views between male/female or experienced/inexperienced lecturers or those at federal/state universities. The study aims to improve business education graduates' employment success.
Franchise opportunity from IIHT. Having pioneered most of the certification courses in India, IIHT has mastered the process of delivery of training on products and certification courses.
This document summarizes information about InnoOmnia, a collaborative learning solutions provider in Espoo, Finland. InnoOmnia provides initial and continuing vocational education and training to nearly 10,000 students across multiple sectors through various centers. It aims to promote innovative capacity building and lifelong learning skills for students, teachers, and entrepreneurs through new programs exploring technologies like augmented reality and gamification. InnoOmnia also serves as a professional development partner, providing tailored training to over 500 teachers annually to help develop 21st century skills through blended learning formats.
Deonita Damons & Linda Meyer Workplace RPLLinda Meyer
This document discusses recognition of prior learning (RPL) in South Africa. It defines RPL and outlines the four levels of competencies that should be assessed in the RPL process according to SAQA. New legislation is discussed, including the Quality Council for Trades and Occupations (QCTO) which is responsible for quality assurance of occupational qualifications. The document also examines catalysts like workplace competitiveness and inhibitors like cost that impact the RPL process.
Accounting education in nigerian universities challenges and prospectsAlexander Decker
This document discusses the challenges facing accounting education in Nigerian universities. It notes that universities are tasked with developing quality human capital but face issues like inadequate curricula, understaffing, poor facilities, and lack of funding. The accounting programs aim to produce graduates with education, skills, and attitudes to meet business and government needs, but challenges include outdated curricula that do not reflect changes in the accounting profession or address issues like recent financial scandals. Recommendations are made to guide improvements through cooperation between universities, professional bodies, and other stakeholders.
Module 1 activity clil unit plan template pmoliner
This document outlines the steps for a CLIL (Content and Language Integrated Learning) unit plan on labor law for a 1st year business economics class. It includes defining the driving question, previewing unit content and vocabulary, identifying the easiest and hardest sections, connecting to LOMCE competencies, detailing activities, specifying unit competencies, listing relevant interdisciplinary subjects, and identifying included soft skills. The unit aims to have students understand labor frameworks, contracts, conflicts and their resolution through collaborative, research and digital activities conducted in English.
We at IIHT would like to introduce ourselves as India’s largest IT education organization & Asia’s leading technology training organization in IMS, offering high quality industry specific cost effective professional computer training at individual and corporate levels. We are based out of Bangalore, the IT capital of India. IIHT has a strong presence in the Indian market with over 300 plus centers and we are present in West Africa, East Africa, China, Turkey, Malaysia, Middle East and other countries.
This document discusses organizational culture and its relationship to knowledge management. It defines organizational culture as patterns of assumptions developed by a group to cope with problems. These assumptions are taught as correct ways to think and behave. The document outlines different types of organizational cultures and describes how culture can enable or obstruct knowledge sharing. An ideal culture for knowledge management is characterized by trust, open communication, and rewards for sharing knowledge. Changing organizational culture is difficult and requires efforts to help members understand and accept changes.
This document provides background information on life skills training institutes. It discusses how such institutes aim to develop human resources and prepare students for jobs through education and training programs. The document outlines the vision, mission, values, and operations of the proposed Life-skills Development Training Institute, including details on courses offered, competition, investments required, and management structure. The institute plans to offer training in English, computers, and hotel management to unemployed youth to develop skills for local and foreign job opportunities.
The document summarizes techniques for capturing tacit knowledge from individuals and organizations. It discusses interviewing experts, observing their work, and having them explain their processes and decisions. Capturing tacit knowledge involves extracting procedural knowledge from experts to create explicit representations like expert systems. It also discusses acquiring knowledge through organizational experiences like mergers or observing other firms. The goal of knowledge capture is to codify the knowledge into tangible, shareable documents and systems to disseminate it more easily within an organization.
The document describes an EduTech Innovators Meetup taking place on Wednesday, December 7, 2011 in Denver. It discusses various topics that will be covered including the one laptop per child initiative, mobile money transfer apps in developing countries, and the S|A|C initiative which uses mobile and merit-based learning to provide education, employment, and enterprise opportunities. The meetup aims to help participants learn about emerging ed tech ventures in the area.
The document outlines the key roles and responsibilities of knowledge management professionals. It discusses the skills required for various KM roles like the Chief Knowledge Officer who heads the KM team and is responsible for developing the KM strategy and managing KM operations. Other roles include knowledge managers, navigators, and synthesizers. The document also examines the attributes and competencies needed for KM professionals, such as finding, evaluating, and applying knowledge. Senior management roles in KM include the Chief Learning Officer who focuses on organizational learning and transformation.
This report has been developed by deriving the responses to an online questionnaire circulated to key
L&D professionals at some of India’s top organisations.Grant Thornton India, in collaboration with 24x7 Learning and Indian Institute of Management, Kozhikode conducted surveys of large organisations to understand the learning and development initiatives being taken by dynamic businesses in India.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Need for Training".
Globalization refers to the increasing integration of economies, societies, and cultures around the world through increased communication and trade. It involves the integration of national economies into the global economy through trade, investment, capital flows, migration, and technology. Globalization is driven by economic, technological, sociocultural, political, and biological factors and can also refer to the spread of ideas, languages, and culture across national borders. While globalization creates many new jobs and opportunities through increased trade and profits, it also risks further wealth inequality between rich and poor nations and job losses in some modern economies.
Texting is an important form of communication for college students. It allows for quick exchanges to make plans, share stories, and maintain ambient social awareness. While text language breaks some grammar rules, it demonstrates underlying structure and meaning is rarely lost. Students communicate in ways that reflect their individual voices and social relationships through word choice, punctuation and other features of their digital discourse community.
Dreams impact our lives in several positive ways according to the document. Dreams give us goals to aim for, motivate us to progress, provide hope, encourage creative thinking, help with personal growth, spark new ideas, strengthen our beliefs, and allow us to see things from different perspectives. Dreams can push us forward and help us grow in various aspects of our lives.
This document welcomes the reader to India and discusses several aspects of Indian culture and history. It mentions Mark Twain praising India as "the only millionaire" country that people desire to see. It then lists important Hindu gods like Shiva. It discusses literacy and education in India and references two famous epics, the Ramayana and Mahabharata. It also mentions Panchatantra stories and quotes poets like Rudyard Kipling and Ruskin Bond praising Indian literature.
Madame Tussauds in London is a wax museum that contains over 200 life-like figures of famous people grouped into different themed zones. Some of the zones include an A-List celebrity party room, sports figures, world leaders like Obama and Churchill, music icons, and scenes recreating Hollywood movies. The museum traces its origins to wax artist Madame Tussaud who began exhibiting her wax figures in London in 1802 and it has since become one of the most popular tourist attractions in the city.
The brain of a former professional football player with chronic traumatic encephalopathy (CTE) showed more brown protein tangles compared to healthy brains. Ted Johnson has CTE from an estimated 50 concussions during his NFL career. Youth sports teams may send concussed players back in too soon since they lack team doctors, worsening injuries. All leagues should implement rules to prevent concussions, like USA Hockey's "Heads Up Hockey" program.
Neanderthal men were first discovered in Germany in the 1800s by mine workers. Further excavations uncovered additional Neanderthal remains. Neanderthals lived in areas like Germany and Russia during the ice age and occupied caves for shelter and warmth. They made stone tools and hunted animals like reindeer. While physically strong with sturdy bones, Neanderthals also showed signs of injury and healed fractures, indicating they engaged in fights with other groups.
Dreams impact our lives in several positive ways according to the document. Dreams give us goals to aim for, motivate us to progress, provide hope, encourage creative thinking, help with personal growth, spark new ideas, strengthen our beliefs, and allow us to see things from different perspectives. Dreams can push us forward and help us grow in various aspects of our lives.
Dreams impact our lives in several positive ways according to the document. Dreams give us goals to aim for, motivate us to progress, and provide hope. They also stimulate thinking, help with personal growth, and inspire new ideas. Overall, dreams offer a different perspective and encourage us to believe in ourselves.
Comparison of two Pad layouts for well metering / Cравнение кустовых систем г...Mikhail Tuzovskiy
Comparison of two Pad layouts for well metering.
One system utilises multi-pipe layout and is typical for Russia's oilfield installations.
The other system utilises 2-pipe layout and is more typical for Western oilfield installations.
Pros and cons of the each system are discussed.
Neanderthals and Homo sapiens shared some cultural similarities like using fire and tools, hunting, and living in social groups. However, Neanderthals lacked symbolic thought and language. They buried their dead and had spirituality but no art or jewelry. Neanderthals had larger brains than Homo sapiens but lacked an advanced culture. While they could make grunts and screams, their voice boxes were smaller. Theories on Neanderthal extinction include that they were outcompeted by Homo sapiens who had advantages in communication and culture, or that the two species interbred until Neanderthal traits disappeared.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT classroom activities.
Students worked in groups to create a short story about poverty that was performed as a play, learning skills like leadership, teamwork and event planning. They also discussed programs to combat poverty, developing business plans and presenting their ideas in a debate, gaining skills in public speaking, marketing and finance. Integrating these practical skills helped prepare students for careers in business while meeting the ELT curriculum requirements.
Integrating business skills into ktsp mierza mirantiMierza Miranti
The document discusses integrating business skills into the English Language Teaching (ELT) curriculum for secondary 12 students in Indonesia. The author integrated business skills like teamwork, communication, problem solving, and marketing into ELT lessons.
Students worked in groups to create a play about poverty, learning skills like human resources management and leadership. They also discussed programs to combat poverty, developing strategies and business plans. Students then presented their programs in a mock public hearing, practicing public speaking and persuasion.
The author found that integrating business skills enriched the ELT lessons and better prepared students for future careers in business, whether as employees or entrepreneurs. Students gained practical skills while fulfilling the ELT curriculum requirements.
A model for evaluation of business education programmesAlexander Decker
This document discusses a model called the Kernel of Truth for evaluating business education programs. It begins with definitions of business education and evaluation. It then examines several existing models for program evaluation before advocating for the Kernel of Truth model. This model evaluates a program by assessing the areas of consensus, or "kernel of truth", among the different perceptions of those involved in the program like administrators, developers, teachers, and students. It aims to provide an objective evaluation based on what all stakeholders agree is an accurate representation of the program's effectiveness.
The document discusses various teaching methods and their impact on student achievement. It begins by noting that there is ongoing debate around the best ways to educate students in the 21st century. Traditional lecture-based teaching is commonly used, but some argue it does not adequately prepare students. More modern student-centered approaches emphasize active learning, problem-solving skills, and real-world application. Research also shows teachers who connect with students and inspire deeper learning see higher student achievement. Overall, the document examines different factors that influence the effectiveness of teaching methods, from the needs of the students to teacher skills and situational contexts.
The document discusses a project called ICE House that aims to embed teaching methods that develop skills like innovation, creativity, and enterprise. It does this by redesigning teacher training programs to emphasize authentic problem solving and "soft skills". The goals are to benefit entrepreneurship, employability, and well-being in the 21st century. The project explores using these approaches across different education levels and with businesses. It focuses on skills like creative problem solving, developing a growth mindset, and emphasizing experiential learning.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
Contradictions and dilemmas - developing a framework for professional develop...GrahamAttwell
The document discusses the changing role of trainers and the need for their professional development. It notes the increasing diversity in who provides training and the contexts in which learning occurs. This has created contradictions between formal training structures and the realities of practice. There is a need to develop frameworks that recognize competencies and link professional development opportunities to workplace trainers' everyday practices and roles. The document explores characteristics of workplace trainers and potential models for their professional development.
Expertise Centres in the Netherlands were developed to restore relationships between vocational practice and vocational education. They intervene in different ways, such as improving professional relations, supporting companies to improve as learning environments, and translating qualification needs to vocational education. Educational advisors now fill the role of the Expertise Centres, having backgrounds in higher education rather than vocational practice. Their qualifications include knowledge of the labor market, advisory skills, and networking abilities rather than traditional teacher qualifications.
The document discusses the shift in Philippine education from a traditional, memorization-focused approach to one emphasizing higher-order thinking skills. It outlines the 7 domains of the National Competency-Based Teacher Standards framework developed by experts to transform Filipino teachers into globally competitive educators. The domains cover social regard for learning, learning environment, diversity of learners, curriculum, planning/assessment/reporting, community linkages, and personal/professional development. The standards aim to improve teaching quality by having teachers self-assess their competencies in these domains.
This document introduces a revised taxonomy and definitions for classifying K-12 blended learning models. It defines blended learning as a formal education program where students learn through both online and in-person means, with some student control over their learning experience. The taxonomy outlines 4 main blended learning models: Rotation, Flex, Self-Blend, and Enriched-Virtual. The document aims to develop flexible yet clear definitions that can accommodate ongoing innovation in blended models.
Classifying k-12-blended-learning- Clasificando el aprendizaje semi presencia...Itslearning México
The document defines and provides examples of four models of blended learning:
1) Rotation model - Students rotate between online and offline modalities on a fixed schedule. This includes Station Rotation, Lab Rotation, and Flipped Classroom models.
2) Flex model - Students learn partly online and can choose to attend on-campus sessions as needed.
3) Self-Blend model - Students choose to take one or more online courses to supplement their on-campus courses.
4) Enriched-Virtual model - Students learn part-time in an online environment provided by the virtual school and part-time in a brick-and-mortar school.
This document summarizes a journal article on the relevance of competency-based training in polytechnic education for national development in Ghana. It discusses Ghana's educational reforms over decades to improve the system and produce graduates for national development. The introduction of competency-based training at polytechnics aims to provide graduates with employable skills. The document defines key terms, outlines the structure and development of a competency-based training curriculum, assessment methods, uniqueness of CBT in polytechnic education, and challenges of implementing CBT. It concludes that CBT emphasizes practical skills training to ensure graduates acquire necessary competencies and recommends adequate funding, industry collaboration, and stakeholder support for CBT sustainability.
Successful implementation of e-Learning Pedagogical considerations.Thavamalar...eraser Juan José Calderón
Successful implementation of e-Learning Pedagogical considerations.Thavamalar Govindasamy
Traxmedia Sdn Berhad, 17-1, Jalan Mewah 2/2B, Regalia Business Center, 47500 Subang Mewah,
Petaling Jaya, Selangor, Malaysia
Abstract
Many institutions of Higher Education and Corporate Training Institutes are resorting to e-Learning
as a means of solving authentic learning and performance problems, while other institutions are hopping
onto the bandwagon simply because they do not want to be left behind. Success is crucial because an
unsuccessful effort to implement e-Learning will be clearly reflected in terms of the return of investment.
One of the most crucial prerequisites for successful implementation of e-Learning is the need for careful
consideration of the underlying pedagogy, or how learning takes place online. In practice, however, this
is often the most neglected aspect in any effort to implement e-Learning. The purpose of this paper is to
identify the pedagogical principles underlying the teaching and learning activities that constitute
effective e-Learning. An analysis and synthesis of the principles and ideas by the practicing e-Learning
company employing the author will also be presented, in the perspective of deploying an effective
Learning Management Systems (LMS). D 2002 Published by Elsevier Science Inc.
Keywords: Pedagogy; Learning Management Systems; Learning Content Management System; Learning objects;
Quality of content; Formative assessment; Summative assessment; Instructional design model
Vocational Disciplines - What could a general framework look like?Ghazally Spahat
The International Framework for Master’s degree programmes in Technical and Vocational Education and Training (TVET), which was adopted during the Hangzhou
Conference in November 2004 (Veal, Dittrich, Kämäräinen 2005), proposed a set of twelve vocational disciplines.
Online Assignment on Techno-Pedagogic Content Analysisfathimashaja
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Similar to Staff Competence Profiles Distance Education_EDEN 2007 (20)
1. 1
““In der Beschränkung zeigt sich erst der Meister””
Staff competence profiles in commercial, competence-based distance education
Ellis Nieveen
Gertrude Dudink
NTI/Thomson Education International
The Netherlands
Introduction
This paper will give an outline of the competences that are required from tutors and support
staff to guide and support students within a Virtual Learning Environment to support a new
paradigm of learning within the Dutch (upper) secondary and tertiary vocational education
system: competence-based education. In particular, it will address the developments at the
company the authors work for: a commercial Distance Education (DE) provider.
In order to give this outline, several issues will be explored to provide the background of the
paper. The definition of competence and competence-based education will be discussed. This
definition will be followed by a description of the challenges that competence-based
education at a distance poses for tutors and support staff, that will help identify core
competences.
The competences for tutors and support staff in our commercial Distance Education (DE)
company are based on the competences for teachers in secondary education and VET in the
‘‘Wet BIO’’ (Law on Professions in Education), described by the Dutch government. However,
in the process of formulating our competence profiles, we have taken the realities of
commercial distance education into account. We will provide a rationale for the major
adaptations we have made to the national profile from this point of view.
The paper will summarize the competence profiles for Head and Subject Tutors, Mentors,
Workshop Teachers and Traineeship Advisors. The full profiles will be supplied as an annex.
Background
Factors such as globalization, rapid changes in technology, the knowledge
economy/information society, and changing demographics causing the need to reform
education and training (e.g. Leney, 2004). Given these rapid changes in today’’s society, the
European Union has set itself the goal ‘‘to make Europe the most dynamic and competitive
region in the world’’, the so-called Lisbon goal of 2000 (NA Leonardo da Vinci brochure,
2003, p. 3). One of the 8 priorities is the goal to pay more attention to the learning needs of
teachers and trainers (NA Leonardo da Vinci brochure, 2003, p. 3).
In line with the Lisbon goal, the Dutch government has described competences for teachers in
primary and secondary education and VET in the ‘‘Wet BIO’’ (Law on Professions in
Education). These have been worked out by the Stichting Beroepskwaliteit Leraren en ander
onderwijspersoneel [Foundation for professional quality of teachers and other educational
personnel]. A full description in English for VET can be found at
http://www.lerarenweb.nl/bijlagen/SBLcompetence_s_and_v.pdf.
2. 2
Current situation
The company in question, NTI, has a considerable history of over 60 years in providing
primarily course-based distance education. It started out as a (language) course provider in the
1940s. But the shift from being a course provider to becoming a recognized provider of
education programs has resulted in a considerable culture change, especially in a considerable
need for professional development of tutors and support staff.
The introduction of a new type of education requires new competences of the people
responsible for its delivery. At our company, we are faced with a number of questions. Tutors
and mentors need (new) competences in the field of facilitating CBE, of facilitating CBE at a
distance, and of working with a new virtual learning environment.
Current roles
A description of current roles will serve as the starting point into an exploration of new
competencies to be acquired. It is important to keep in mind that in commercial distance
education, many roles tend to be free lance positions. In NTI’’s case, only the mentor role is
carried out from within the organization.
1. Head Tutor: the position of Head Tutor has been introduced in 2005. This person
supervises and/or develops one or more programs and its faculty in one domain at one
level (either VET or HE).
2. (Subject) Tutor: until now, tutor roles have been limited and isolated. The main task of
the tutor has been to correct and, if necessary, comment on homework of individual
students. Recently, a reactive role in computer conferencing has been added.
3. Traineeship Advisor: with a growing number of our students entering their traineeship
period, this role was created in 2004. The advisor is the company’’s representative
during the student’’s practical training.
4. Workshop Teacher: the person responsible for carrying out the face-to-face parts of
the program. They either combine this role with one of the above, or are only available
for the workshop component.
5. Mentor: the Mentor role has only been introduced in 2004. It was decided that NTI’’s
students in VET or HE programs should have a personal mentor to solve any
administrative problems. Questions on content would be directed to the student’’s
tutor. Mentors have also fulfilled roles in student induction. Currently, an initiative is
being worked out to give the mentor a more substantial role in student support and
counselling.
Concept of Competence
Before we can actually formulate the desired (new) competence profiles, we need to define
what competence and competence based education mean. Competence in itself is an elusive
concept. Weinert (2001, pp. 46-51) identifies seven conceptual approaches in the social
sciences alone. Of these, that of action competence comes closest to the definition that is
promoted by COLO (the Dutch organization of Centres of Expertise on Vocational Education,
Training and the Labour Market):
3. 3
Competences are capacities, capable of development, of people to act in an adequate,
purposeful and motivated manner in certain situations, i.e. to choose and apply
appropriate procedures to achieve the desired results. Competences are complex by
nature, refer to underlying skill, knowledge and attitudinal domains, and are applied
and developed in a context. The contents of competences have several dimensions.
These are: the vocational-methodic dimension, the administrative-organisational and
strategic dimension, the social-communicative dimension and the developmental
dimension. (www.colo.nl/begrip.php?C; translated from Dutch)
This definition is similar to Weinert’’s (2001) description of action competence in that a
competence is defined as a complex system including cognitive, attitudinal, social and skill-
related aspects. Also, both refer to people (individuals or possibly groups) as the ‘‘carriers’’ of
competence, and the fact that a (professional) context is implied.
As the member organizations of COLO have been made responsible for the development of
the occupational competence profiles required for the current reform in the Netherlands, the
use of the term ‘‘competence’’ in this paper will refer to the concept of competence as defined
above.
Competence based education
In the development of the Dutch national CBE-framework for VET, the work of Onstenk
(1997) has been of particular influence. His ‘‘fields of competence’’ (2001) can be recognized
in the dimensions of competence in the COLO-definition:
vocational and methodical competences
organisational and strategic competences
social, communicative, normative and cultural competences
learning and shaping competences
(p. 39)
Rather than using a ‘‘backward mapping’’ approach that standardizes curriculum development
ands leads to a ‘‘disintegrative approach’’ (Biemans et al., 2004), Onstenk proposes to start by
looking at ‘‘core problems’’, which are ‘‘problems and dilemmas that are of central importance
for occupational performance. Core problems occur regularly as part of occupational practice,
and they are characteristic of the profession’’ (Onstenk & Brown, 2002, p. 95). These core
problems, and the core tasks associated with them, will now guide curriculum development in
the educational reform towards competence-based vocational education.
In the following section, we will use the concept of core problems and core tasks to explore
the desired competences of our staff.
Challenges for tutors and support staff in (commercial) CB distance education
Both in regular education and in DE, the introduction of CBE causes changes that require
different or new competences from the teaching and support staff. What challenges does the
Dutch concept of CBE pose for tutors and support staff within (commercial) DE? The table
below summarizes a number of core problems, based on the shift from more traditional DE
towards CBE. The second column describes the (new) core tasks for different roles in the
company.
4. 4
Core problems Core tasks
Home-study vs. workplace learning
With its origin in traditional correspondence Various activities must be developed
education, DE has long relied on the development of (by Head tutor) and carried out in the
self-study materials, with correction of homework virtual learning environment (by
and ‘‘internal didactic conversation’’ (Holmberg, Subject tutor) to guide and support
1995) as the main link to the outside world. students while working, and to help
With the great emphasis in CBE on the practical part them reflect on and give meaning to
of learning, on authentic situations and on integration the experiences gained. The Work
in practice of knowledge, skills and attitudes, it is placement advisor will fulfil an
expected that work placement will take up more increasingly important role within
space in the curriculum. CBE.
Individual vs. collaborative study
The tradition in correspondence education has caused Collaborative activities can be
an emphasis on individual learning, whereas CBE facilitated in DE, particularly through
places more emphasis on developing collaboration, the implementation of ICT in the
teamwork and social competences etc. learning activities. However, the
DE’’s traditional concept of ‘‘studying in your own Head tutor must take into account that
time and place, at your own pace, in your own way’’ since the main target group of the
will no longer be valid throughout the study program. company is between 25 and 45 years
A serious attempt needs to be made to reconcile of age, and therefore has not grown
individual flexibility with the need to train a socially up as a member of the Net Generation
flexible workforce. Student autonomy will change (Oblinger & Oblinger, 2005),
from autonomy in choosing time, place and pace students may be more apprehensive
towards autonomy in choosing learning content. about using ICTs. Subject tutors will
have the task (and challenge) to
stimulate these students within a
Forum.
Theory vs. practice and attitude
Some parts of education have traditionally been more In order to integrate knowledge, skills
easily achieved through DE than others. According to and attitudes, the Workshop teacher
Driscoll (2002), ‘‘cognitive skills are best suited for will fulfil an increasingly important
delivery via Web-based training……’’ (p. 105). Though role within CBE. For DE, this refers
certain elements of practice and attitude can be mainly to the development of a
trained at a distance (Driscoll, pp. 103-106), it seems professional identity. The Workshop
likely a ‘‘blended solution’’ (p. 106), such as a teacher gives an impulse to this
combination of web-based learning with face-to-face process during workshop activities.
sessions or self-study, offers better perspectives.
Integration of knowledge, skills and attitudes needs
to be strived for in every part of the blend, if we take
CBE seriously, but different parts of the blend will
have a different emphasis.
Modularity vs. integration
The formulation of competences may offer a new Main task for the Head tutor is to
perspective on modularity. If competences are the work in a more integrated way, in
object of gradual development, continuing learning order to offer the students the
and development streams imply a certain sequence guidance that is needed to be able to
and connectedness between elements in the program view ‘‘the whole picture’’. This may
that contradict the concept of self-contained modules. also mean an expansion of tasks
5. 5
Therefore, a new balance needs to be found between (Dochy & Nickmans, 2005).
an attractive offer of modularized programs and of Within DE, the Mentor can play a
separate modules, and the developmental approach considerable role in guiding students
prominent in some of the more outspoken CBE in viewing the whole picture.
concepts (Dochy and Nickmans, 2005).
One size fits all vs. personalized model
As to differences in prior knowledge, regular The student will more and more be
education experiences a shift away from the ‘‘one size the center of attention. Students are
fits all’’ model described by Banathy (1993) towards a encouraged to voice their need for
more personalized model. An important factor in this more support and tutors work more as
shift is the Recognition of Prior Learning (RPL), assessors rather than as homework
which is also a main policy priority in the EU in the correctors.
context of stimulating lifelong learning (Leney, And in the RPL procedure, the
2004). Subject tutor and Mentor will play a
The competence model implies assessment leading role. The former as assessor,
independent of learning path (Dochy & Nickmans, the latter as screener of the student
2005). Therefore, if a person can prove the portfolios.
‘‘possession’’ of certain competencies, the proposed
learning path can be adapted to suit his/her personal
needs.
Print oriented vs. ICT integration
The virtual learning environment offers a number of Tutors have to learn to balance
opportunities for collaborative learning and up to date individual and collective feedback by
learning content. choosing the appropriate tool
Asynchronous computer conferencing allows a group (portfolio for individual feedback,
of learners to exchange and share messages while not forum for collective feedback).
being online all at the same time (Hülsmann, 2003). Collective feedback may help
This allows for ‘‘community building’’, strengthening students become more aware of their
relationships to form a ‘‘community of learners’’ that own progress as compared to that of
will stimulate and support its members in their others.
learning endeavour. This means that students need to
be offered the space and tools to engage in relating to
other students.
Assessment of learning vs. assessment for learning
In competence-based education, assessment is The current emphasis within DE is on
shifting from assessment of learning to assessment individual assessment. But in relation
for learning (Dochy & Nickmans, 2005). Formative to CBE, instructional designers (Head
assessment is becoming an integral part of the tutors) need to be made aware of the
learning process. As a consequence, formative possibility to build in joint activities
assessment becomes an integrated activity to make a in the field of problem solving,
student’’s progress transparent, both for the learner decision making, designing, inquiry
and the teacher. and research and meaning
construction, while at the same time
individual assessment needs to
remain possible.
(Adapted from Dudink, 2006)
6. 6
Competence profiles tutors and support staff
This section will explore and give a rationale for the changes we have deemed necessary to
the competence profiles - as defined in the Wet BIO - to adapt to a distance education
situation. The Wet BIO includes seven main competences for teaching staff which are
oriented at the relationship between the professional roles (interpersonal, pedagogical, subject
related & didactical, organizational), the professional situations (with students, colleagues,
working environment and self), and the required competences (1 to 7) (www.lerarenweb.nl).
A distinguishing feature of distance education has traditionally been the division of labour
(Peters, 1998). ‘‘Regular’’ teacher tasks can be spread over any number of specialists, e.g.
content developer, homework corrector, personal tutor etc. Several of such roles have been
thoroughly described by O’’Rourke (1993). As described above, this division is also
characteristic of the situation at NTI. Furthermore, the introduction of CBE in regular
education is expected to bring about the same kind of division (Huisman, 2001).
Therefore, we have found it somewhat surprising that the Stichting Beroepskwaliteit Leraren
en ander Onderwijspersoneel have chosen to differentiate their competence profiles across
levels of education (primary, secondary (and) vocational, upper secondary), rather than across
the envisioned specialized roles of teaching and support staff.
This is the main change we have made in the original profile based on the Wet BIO: since we
do not offer all mentioned levels, we have chosen to eliminate the difference between levels
of education, and sought to make the profiles applicable to secondary, secondary vocational
as well as higher education. At the same time, we have distinguished between the roles that
have been described above. For each of the different roles, an emphasis on certain
competences as well as certain indicators distinguishes it from the others.
Another important change was to shift the focus from working with groups to working with
individuals and providing individual student support. Individuals are at the center of our
company’’s philosophy and are therefore placed before groups in the profiles.
Additionally, it has to be mentioned that the above competence profile does not explicitly take
into account the ICT-skills that are necessary for our distance education staff. This should not
be regarded as a separate competence, nor as an add-on, but as an integrated part of each of
the relevant competences (Fransen, 2005). Therefore, where necessary, the original indicators
have been adapted to reflect this.
Other changes refer to the characteristics of our target group. References to ‘‘teenagers’’ were
deleted, as our target group consists mainly of adults and adolescents. Consequently, we have
changed the word ‘‘pedagogic’’ into ‘‘andragogic’’, to better reflect the difference in target
groups between distance education in our situation and regular education.
The same goes for the cultural determination of certain types of student behaviour. Although
culture is to be taken into account in distance education as well as regular education (Sanchez
& Gunawardena, 1998), we feel that this competence in its current formulation refers more to
regular classroom education and the political hot issue of ““black”” and ““white”” schools.
7. 7
What we did include, after some hesitation, was the issue of language acquisition and its
influence on learning. An incident happened where one of our students had apparently
qualified for a work placement period (as a class assistant), even though she hardly had any
command of the language. We feel that it is our duty to at least signal such issues and guide
such students towards supporting learning opportunities.
Conclusion
As a commercial distance education provider, offering recognized vocational and higher
education programs to the market, our company needs to comply with various laws and
regulations. As regular education changes, so does the form and content of our offering. The
introduction of Competence Based Education into the vocational education sector leads to a
number of changes, not only in our educational products and services, but also in the
capabilities we look for in our staff. As the title implies, we aim for mastery by specialization.
This paper has explored the particular changes in DE staff competences necessary to
implement competence based education at a distance in a commercial setting. The translated
profile from the Wet BIO, the full profiles of the different tutor roles in DE, and a summary
table of these profiles can be found as an annex to the paper. We hope they may inspire other
DE institutions.
8. 8
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