企业微型学习的设计研究

随着计算机网络技术和移动通信技术的飞速发展,越来越多的企业机构期望更高效地组织员工学习新的技能和专业知识,以此提升企业的竞争力。而此时移动学习和娱乐学习的理念出现并广为流行,企业的学习者也越来越关注学习方式和知识管理的便捷性和实时性,企业微型学习的发展正是顺应了这一理念的需求,它是继数字化学习之后出现的一个新型的学习模式。     

Strategy for lifelong learning in vocational schools of tourism education

Learning is the accumulated knowledge acquired from the experiences of individuals. Lifelong learning concept for adult learners is vital to reveal and sustain their knowledge creation experience. Lifelong Learning can be defined as the ability to develop an individual’s skills, knowledge and skills social, individual, and professional. This study addresses the concept of lifelong education. Lifelong education is provided through informal, formal and non-formal education processes. This research relies on documentary analysis. It was applied the key arguments for the research focus. The relationship between technology and lifelong learning is becoming more important. The importance of lifelong learning in tourism education is increasing. The vocational school can create lifelong opportunities for the tourism industry. These research explained that some perspectives of lifelong learning; such as dimensions, benefits and barriers. Additionally, the chapter proposes a perspective on the lifelong learning strategy in tourism education and discuss concept of lifelong learning, in regard to the literature. It is the most important factor that reflects the training and professional development of the staff and the competitive power of the tourism product directly and indirectly. Vocational schools should develop programs in line with the expectations of tourism enterprises.     

Effect of mobile teaching on students who need special education

The purpose of this study is to test the mobile application designed for the teaching purposes of students who need special education. Many mobile applications and software are available for teaching, thus this study will point the effect of using such technologies in teaching activities as an assistive method to the teacher. The tests are done using our previously designed mobile application that is designed to teach the basic concepts. As it is indicated in the design, the process starts with the testing of the basic abilities of the children, therefore, our tests include these kind of pretests and after that testing phases that will measure the effect of the application to learning. Students who need special education are the focus of the study. The tests are carried out in a special education centre, in Nicosia, Northern Cyprus on two students. Test results show that the mobile application developed in its current form, is a good tool to assist the teachers to enhance and speed up the learning process.

     

重构高职数字电子技术课程体系的研究

针对职业教育技能应用型人才的培养目标,基于理实一体化的教学方式,本文打破原有数字电子技术课程体系,按项目为载体、任务驱动的理念,进行数字电子技术课程知识的解构及重构,研发出数字电子技术课程教、学、做的新体系。按基本、应用、综合三大能力,设置了八个项目、26个任务。使数字电子技术课程的理论知识和实践技能得到有机的融合。实践表明,按项目引导来实施任务教学,更有利于学习者掌握数字电子技术的基本理论知识及技术应用,提升分析、解决问题的实践技能。     

Learning power in the workplace: the effective lifelong learning inventory and its reliability and validity and implications for learning and development

An organisation's ability to learn, to harness collective intelligence and to translate that learning rapidly into action in response to environmental challenges is the ultimate competitive advantage in the constantly changing context of the information age. It is an indicator of the organisations' resilience and adaptability in the face of uncertainty and change. Improving an organisation's capacity to learn will only have the desired impact on performance if it improves employee engagement at the same time. In this paper, we introduce the concept of learning power into the context of the workplace, drawing on what has been learned from its application in education and recent studies in the corporate and community sector in the UK and beyond. The seven dimensions of learning power were identified by Deakin Crick, Broadfoot and Claxton (2004, Assessment in Education Principles Policy and Practice, 11, 247–272) in the development of the effective lifelong learning inventory (ELLI), an assessment tool designed to enable learners to become aware of their own learning power and to turn diagnosis into strategies for improvement. We present the psychometric properties and the validity and reliability statistics of ELLI as the Learning Power assessment tool for learners in the world of work and community, based on an adult workplace population of over 5000. Finally, we explore the implications of these ideas and practices for learning in corporate organisations.     

职业技术教育中的教师主导地位与教育质量的思考

职业技术教育的发展和面临的挑战,改变了从事职业技术教育的教师的教学思维方式和教学方法,这种改变对教学产生了积极影响。职业技术教育管理和教学方法的深刻变革,也产生一些值得商榷和探讨的教学方法和管理模式。尽管它们不是教学过程的主流,但是它们对教学活动和教学效果的影响是十分深远。如何让职业技术院校的学生通过几年理论知识和专业技能的学习获得适应社会的能力和技术,是从事职业技术教育的教师主要的课题。     

新一代信息技术在知识管理中的应用探索

新一代信息技术的发展,给知识管理带来新的机遇与挑战,针对知识管理将面对转变思维模式、学习应用新技术、知识的学习与应用不足等一系列问题,提出构建组织智商、构建知识库、提高组织有效性等加强知识管理的途径。     

Tolerance,equality and access in all levels of education quality management

Forming quality is the most important elements of higher education in the world. Even in countries where systems in higher education are fully succeed in performance, quality is under ongoing observation. Barrier-free campuses are among the most crucial criteria in quality development and evaluation. While such campuses are strictly considered in American and European higher education, it has been observed that awareness of this issue has become a focus point in Turkey and necessary measures are taken. It is a fact that the disabled learners need to get benefit from educational services less than others. All individuals in a community have equal rights. Therefore, higher education has great responsibilities for “raising awareness”, “adapting standards by the community”, “understanding”, and “meeting the needs” of the disabled learners. The disability in our country are facing several problems such as education, employment, transportation and communication. Parallel to developing technology, there are solutions to such problems. Universities are institutions where scientist, educationalists, doctors, lawyers, engineers, politicians etc. are educated to shape the future of a country. Young people learn at universities, broaden their horizon, produce new ideas, and shape their future. At this stage, undoubtedly, universities are not expected to ignore the learners with disabilities. They, too, have the right, as other individuals, to receive education in their interest areas and contribute to production, benefit from all the facilities provided by the university and be active members of the society.

     

Narrative pedagogy,technology, and curriculum transformation in nursing education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Transformative educational technologies: An interview with Chris Dede

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

The role of technology in transforming higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

New technologies,new pedagogies: Finding the grail in higher education

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Leadership in educational technology: Insights from the corporate world

More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion.     

Training trends: Macro,micro, and policy issues

The scope of the training enterprise is vast, the field is dynamic, and multi-level issues confront training researchers. After identifying three “mega trends” – globalization, technology, and demographic changes - this paper reviews training trends at the macro level, the micro level, and emerging policy issues and links each one to the mega trends. The macro-level trends - increasing demands for personal and professional development by job seekers and employees, the effects of digital technology on work, structural changes in labor markets, increasing training opportunities for non-standard workers, and training as an important aspect of an employer's brand - reflect broad trends in the economy. Micro-level trends - better understanding of requirements for effective learning; use of short, digital lessons; and options for optimizing learning and preventing skill and knowledge decay - each focus on improving the quality of training. Policy issues - training needs in small and medium-sized enterprises, the need for “middle skills”, and vocational education - raise vexing issues for all stakeholders. Together, macro, micro, and policy issues reflect ongoing challenges for researchers, practitioners, and policy makers everywhere.     

自主学习、自主测评教学模式的应用与实践

本科院校的计算机基础教育必须要紧跟技术的发展和社会的需要,传统的教学模式已经不能适应这一形式。辽宁对外经贸学院通过实施课程教学改革,推进自主学习、自主测评教学模式的应用与实践,实施网络评价,调动了学生学习积极性,增加、充实了教学内容,提高了教学效果,为本科人才培养提供了有力的支撑。     

临床实习生常见问题以及应对措施

临床实习是临床专业医学生教学的重要环节,是培养学生充分掌握基本理论、基本知识、基本技能,是理论联系实践、积累临床经验的基础阶段,培养他们分析及解决问题的能力及临床操作技能的最佳途径之一,也是培养临床医学生向一名合格医生转变的重要教育过程。但随着人们法律意识的增强和思维方式的改变,医学生临床实习正面临着一些挑战和冲击,也是我们临床带教老师需要关注及期待解决的问题,如何保证和提高临床实习质量,已成为当前深化医学教学改革的重要研究课题之一。     

Lifelong learning,partnership and modernization in the NHS

The research involves examination of trade union involvement in training and education in the NHS which is explicitly linked to skills development, career structures and underpinned by a lifelong learning framework. The data derive from case studies of seven NHS organizations in England. Previous research indicates how UNISON-employer learning partnerships provide high-quality education programmes for non-traditional learners and represent a process of institution building. This paper indicates the challenges for workplace activists to be involved in skills development in the context of workforce modernization and in the absence of formal learning partnerships.     

高职数字电子技术课程实践项目的研发与应用

针对职业教育技能应用型人才的培养目标,研发出了数字电子技术课程实践项目。数字电子技术是一门实践性很强的课程,为了打好专业理论知识和实践技能的基础,分四种类型设计了30个实践项目,其中功能认知型12个、技术应用型8个、仿真测试型6个、创新设计型4个。实际应用表明,四个层次的实践项目对学习掌握数字电子技术,提升实践技能起到了有效的强化作用。     

浅谈轻松导入成人专科生化绪论课

生物化学是一门非常重要的医学基础课,由于生物化学教学内容多,理论抽象难解,缺乏直观感,加之成人专科生化教学课时又一再缩减,使得教与学的难度都加大。针对这个"难"字,如何讲好生化的绪论课,帮助成人学员打消畏难情绪,激发学员学习兴趣,显得至关重要。结合成人学员的学习优势,选择适合的教学方法,通过绪论教学让复杂的生化知识走进现实生活、走进临床,才能使成人学员在有限的学习时间中掌握更多的内容。     

三维目标指引下微型移动学习材料的设计

随着移动设备的普及,微型移动学习正在慢慢成为远程教育中重要的学习方式之一。如何有效设计微型移动学习材料,成为目前面临的主要问题。因此,本文通过对微型学习理论和目标设置理论的分析,提出了目标设计、内容设计、媒体设计和通讯设计的具体方法,希望能为微型移动学习研究发展提供些有益的探索。