Work-Based Learning: Effectiveness in Information Systems Training and Development

The ability to use methodologies is an essential ingredient in the teaching of Information System techniques and approaches. One method to achieve this is to use a practical approach where students undertake ‘live’ projects with local client organisations. They can then reflect on the approach adopted with the aim of producing a ‘reflective methodological practitioner’. This paper focuses on the use of experiential learning in a modular course at the University of Central Lancashire to produce these ‘methodological practitioners’ and is based on the experiences of the authors in running this module. A model is presented which outlines three viewpoints of the project. This is in line with a ‘soft systems’ perspective in analysing the three views of the project or problem situation. It reports the results of investigations into one of those viewpoints [that of the students]. This is approached by a survey undertaken amongst students to obtain their views on the determinants of project success and failure.     

英国职业教育中的"业本学习"初探

随着经济全球化的发展，国际竞争日益激烈，终身教育与终身学习理念深入人心。在英国，职业技术教育倍受政府关注。本文主要介绍英国近年来推出的一项政府支持的培训项目--业本学习计划，这是在终身教育与终身学习理念指引之下英国职业教育改革中出现的又一新的举措。本文对业本学习实施情况进行了介绍和分析，并对我国目前的职业教育改革提出几点建议。     

高等教育的新模式：基于工作的学习

基于工作的学习项目是近年在大学中出现的一种新的学习模式。这种学习模式把大学和工作组织联系起来,为高等教育改革开辟了一个新的领地。基于工作的学习是通过从事和解决工作中的真实问题来学习的,强调在工作中学习,在学习中工作,因此更能反映学生与工作单位的实际需要,更能培养学生的综合素质。     

技术学习网站在工程训练中的定位与作用

机械制造工程训练课程中除了指导教师面对面的授课,提供相应的学习环境和学习资源以满足学生对各种机械设备加工过程的认知是提高教学质量优化教学内容的有效手段。网络化的教学资源整合可以更好地使学生理解和掌握相应机械设备的操作和加工技能,从而提高认识问题和解决问题的能力。通过技术学习网站的建设充分发挥网络学习资源在工程训练实践教学中的补充作用,使学生在学习中不断总结和自我提升、拓展知识面,为以后的学习打下基础。     

Didactical Concept of Work-Based Training in a Virtual Working Space

Future Technologies for Expertise Development （FuTEx） is a virtual company in which information technology （IT） workers can obtain a qualification towards an IT specialist certificate. The qualification addresses jobseekers, who naturally do not have an in-company workplace as a precondition for workflow-embedded learning and therefore cannot participate in a regular qualification according to Advanced IT Training System （AITTS）. FuTEx was conceptualized and implemented by the Federal Association for Information Technology, Telecommunications and New Media （BITKOM）, in cooperation with training providers. FuTEx is based on a virtual platform that provides a virtual work environment for the qualification of jobseekers according to the workflow-embedded method of AITTS. The German AITTS focuses on the development of professional competences through working experience. The individual working experience is enriched by a workplace which functions as a learning place and the real in-company job tasks which provide learning objectives. The main disadvantage of AITTS results from the exclusion ofjobseekers, who are willing to undertake a qualification, but cannot earn a certificate, due to the lack of a workplace, which is a fundamental requirement of the certification. This article will address the theoretical basis of work process integrated learning environments, the regulative frame set by AITTS, the practical concept of FuTEx as a virtual work environment, and present final research results following completion of the qualifications. An earlier publication about FuTEx in the German language is based on interim results with respect to development and research （Schroder, Bernhardt, ＆ Topfer, 2010）.     

远程教育“工作本位学习”模式研究与实践

分析了远程教育中工科专业教学实施过程的困难点．提出应用和实施“工作本位学习”理论．结合当地社会经济发展实际,概括总结了加工制造业常见的四种工作类型典型岗位职业特征,分析了它们需完成的常见任务,找出岗位职业技能和相对应的知识点．建立“校企联动”学习情景,构建专业课程群和知识点集团,设计相应学习单元．按照以学习者为主要服务对象的理念构建与当地成人学习者实际情况相适应的学习活动方案．采用“任务引导”的方式进行学习活动．实践证明,在以无锡市电大数控专业为样例的实证研究中,学习者的学习效果显著改善．学习者的满意度得到增强．     

美国工作本位学习的实践及技能价值分析

工作本位学习是美国职业教育心理学研究和职业教育实践的热点之一。工作本位学习是指将学校与工作组织结合起来以便在工作现场为学生创造新的学习机会的教育方式。美国职业教育的工作本位学习项目主要包括合作教育、青年学徒制、校办企业等形式。工作本位学习能够从多个方面促进学生的技能发展,如推动学习者的职业探索和规划、学习某一行业的所有方面等。     

Becoming Globally Competent Citizens: A Learning Journey of Two Classrooms in an Interconnected World

Globally competent people are aware of world issues, take perspective, are engaged and know how to communicate to different people. This article portraits a story of two kindergarten classrooms, one in the United States and the other in Greece, both working with culturally diverse children and, in the case of the American classroom, English Language learners. The teachers shared philosophical foundations reflected in their practice and discourse in the classroom as they took a learning journey through Harvard Project Zero’s Out of Eden Learn project. Out of Eden Learn serves as a platform to engage children from both settings in exploring their own neighborhoods, investigating contemporary global issues, and reflecting on how they as individuals fit into a broader geographical and historical context. Through meaningful hands-on experiences, the children in these two classrooms gained deep understandings of themselves and their surroundings, made personal connections and developed empathy as they heard stories of children around the world. In their learning journey, the two teachers used thinking routines to help the children slow down and observe the world around them. The experience not only helped the teachers comply with curriculum standards, but also allowed them to keep alive the children’s capacity to be curious and promote parental involvement. The children developed a sense of self-understanding and self-identity as a point of reference to develop perspective and understanding of other cultures.     

Becoming Counselors Through Growth and Learning: The Entry Transition Process

This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and Interacting With Feedback.     

The Role of Emotion in Informal Science Learning: Testing an Exploratory Model

Although there is substantial research on the effect of emotions on educational outcomes in the classroom, relatively little is known about how emotion affects learning in informal science contexts. We examined the role of emotion in the context of an informal science learning experience by utilizing a path model to investigate the relationships among emotional arousal, valence, attention, environmental values and learning outcomes. Sixty undergraduate and graduate students participated in one of two treatments consisting of watching an exciting or neutral nature documentary video, reading an associated narrative, and taking a post‐test. Our findings suggested that higher emotional arousal, less pleasant feelings about the content, and stronger environmental values led to greater short‐term learning outcomes. We discuss our findings in relation to current understandings of emotion and learning in informal science education settings.     

试述自主学练在体育教学过程中的重要作用

体育教学作为一种塑造和培养人才及人格的重要教学手段和形式,在当今知识与经济不断腾飞发展的21世纪,知识作为经济的基础,科学技术作为第一生产力要素,这就要求我们的学生在增强和不断提高运动技术能力的同时,还必须开发学生的智力水平,促进学生个性发展的需求及人与人之间必要的、过硬的交往能力。自主学练是建立在自我控制的基础上,只有做到具有良好的自我控制力,才能充分有效地体现自我能力。     

工作本位学习视域下英国学位学徒制的实践路径

工作本位学习通常被视为职业学习的基本模式,英国学位学徒制的发展意味着工作本位学习逐渐成为高等教育的一种重要学习模式.参与学位学徒制的工作本位学习有助于为雇主培养高层次技术技能型人才,提升学徒的职业和就业能力,并为高等教育机构注入大量经费.英国学位学徒制建立了互利共赢的合作伙伴关系,整合学术模块和实践模块、设置跨学科模块化课程方案,培养跨学科复合型技术技能型人才,针对不同考核内容开发了多种类型的学徒评估方式,坚守了雇主主导和工作本位相结合的学位学徒制的基本路线.     

学习的迁移在体育教学与训练中的运用

学习的迁移在体育教学与训练中普遍存在，各运动项目巳获得的运动技能可以影响另一种新运动技能的掌握，教学训练中，教师要重视解决新旧技术之间的矛盾，创造条件，促进运动技能的积极迁移，防止相互干扰。     

Becoming an academic: international perspectives

Stress during doctoral study is common; however, its presence is of concern to students as it has a deleterious impact on well-being and performance, and to the university which has a duty of care to students and the desire to promote a supportive research environment. This article reports on the qualitative findings from an online survey that sought to identify students’ experiences related to stress during the early-stage doctoral study. All newly enrolled PhD students at the University of Otago (New Zealand) received invitations to participate and respond to two questions related to stress during the early-stage doctoral study. In total, 152 survey responses were acquired from 352 first-year PhD students (response rate 43.2%). Nine main areas of concern were identified from an inductive thematic analysis of participants’ responses. Key stressors were time pressure, uncertainty about doctoral processes, sense of belonging in scholarly communities, and financial pressures. Some findings are contrary to previous research with novel perceptions on the student–supervisor relationship, different financial issues, and transition stresses contrary to previous research; this may reflect the changed academic landscape of doctoral studies. Findings provide insight into potential support strategies to better support early-stage PhD students.     

论团队学习在林业部门职工培训中的作用

知识经济时代的林业是以人为本、全面协调可持续发展的林业,其发展道路必然是由传统的资源依赖型转向知识依赖型,因此采用团队学习的新方式大力开展林业职工培训尤为重要。当前林业职工培训在培训观念、技术人员、学习氛围和激励机制等方面较为欠缺,应采取措施推进林业单位团队学习和职工培训。     

成为一名合格教师应具备的因素

从心理因素、个人能力、课程设计和课堂管理、语言表达能力等方面进行讲解和阐述成为一名合格教师的因素,意在帮助毕业生从事教师职业后,如何去应对和克服在教学过程中出现的问题,如何选择教学的艺术性和科学性,如何去设计课程和进行课堂管理、建立良好的课堂秩序,如何与人沟通,（其中包括学生、学生家长及与同事间）等方面的问题。     

Academic Studying: The Role of Learning Strategies

The phenomena of studying in academic domains are characterized and analyzed with special reference to the role of learning strategies. Characteristics peculiar to studying for academic purposes are described, and an autonomous learning model of studying is presented. Derived from selected theory and research, the major components of the model are study outcomes, study activities, course characteristics (including the nature of criterion performance), and student characteristics. In accord with the model, four principles hypothesized as determinants of the effectiveness of studying are proposed: specificity, generativity, executive monitoring, and personal efficacy. The kinds of additional evidence needed to verify the principles are specified.     

Lifelong Learning: Becoming Computer Savvy at a Later Age

Senior citizens represent the fastest growing demographic worldwide. As indicated in the Year 2000 U.S. Census, there are 35 million people 65 or older in the United States (U.S.). By 2030, it is estimated that there will be about 70 million older adults in the U.S. alone (Chadwick-Dias, McNulty, & Tullis, 2003 Bean , C. & Laven M. (2003). Adapting to seniors: Computer training for older adults. Florida Libraries , 46(2). [Google Scholar]). With the older population growing rapidly and being increasingly exposed to computer technology, it is important that they become informed of what computers can do for them, (e.g., e-mail, document creation, games, and access to information via the Internet) (Shapira, Barak, & Gal, 2007 Parvate , V. & Speicher , S. ( 2004 ). Learning to communicate via the Internet: How senior citizens develop an understanding of electronic communication: A cognitive design study proposal . [Google Scholar]; White, McConnell, Clipp, Branch, Sloane et al., 2002 White , H. , McConnell , E. , Clipp , E. , Branch , L. G. , Sloane , R. , Pieper , C. , & Box , T. ( 2002 ). A randomized controlled trial of the psychosocial impact of providing Internet training and access to older adults . Aging & Mental Health , 6 , 213 – 221 .[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The longitudinal study presented employs a mixed method data collection and analysis approach that includes the use of standardized surveys, measures of physical fitness and physiology, observations in the retirement community, and structured interviews. Drawing upon Auburn University faculty in the College of Engineering, senior citizens participated in workshops designed to develop their skills in computing. The potential significance of the project was to create a valid and reliable model for outreach to retirement and assisted living communities and other centers for senior citizens.