- Open University (10)
- Choy, Sarojni (5)
- National Center for Research in Vocational Education (U.S.) (NCRVE) (5)
- National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC) (5)
- Pithers, Robert T. (5)
- Adams, Samantha (4)
- Australian National Training Authority (ANTA) (4)
- Cummins, Michele (4)
- European Centre for the Development of Vocational Training (Cedefop) (4)
- Johnson, Laurence F. (4)
- National Institute of Adult Continuing Education (England and Wales) (NIACE) (4)
- Smith, Peter J. (4)
- Soden, Rebecca (4)
- Webb, Greg (4)
- Benseman, John (3)
- Issues and perspectives in combining career skills and life skills in education
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be academically competitive in global situations; good citizens within their community, country, and world; and effective within their workplace. It means that education must engage new technologies, equip students with rigorous academic coursework, and foster innovation and creativity. The present scenario in the Indian context is that, while addressing issues and perspectives in combining career skills and life skills in education, the most important facts to be comprehended are: (a) these issues have been arising out of the changing social ethos from 1990, i.e. post [liberalization, privatization and globalization] LPG era and policies; and (b) these issues are pertaining to striking a balance between social changes and the mandate of development before one of the largest democracies of the world. Considering these two important points, education - that too of combining life skills and career skills - is a major factor, which would go a long way towards achieving the objectives of higher education in India. This paper makes a sincere attempt to probe into these areas and proposes to examine the possibility of developing a model, which would be suitable for Indian learners and teachers initially and become adaptable to other developing societies in due course.
Education in the 21st century is a blend of career skills and life skills which involves enabling today's students to be ... Show Full Abstract
- Using blogging as a teaching/learning tool in a postgraduate teacher education programme at the University of the West Indies (UWI): an activity systems analysis
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher education programme that had traditionally been taught face-to-face. Since the 22 teachers of this unit met as a whole group only once a fortnight for most of the semester, blogging was used to introduce course content, to promote reflection and research, and to facilitate teacher interaction. Activity systems criteria such as use of tools, distribution of community learning, interplay of contradictions, and achievement of objectives were used to analyse comments posted to topics on the English Curriculum blog. Two post-blog questionnaires were also administered to gain feedback on interactivity and blog outcomes. Findings suggest that while blogging did promote course content dissemination, it promoted little self-generated research. Teacher interaction was highest on topics of current local concern, while reflection, critical thinking, and risk taking varied with length of teaching experience and individual teacher aptitude. Implications are that in transitioning to online learning in the Caribbean, teacher educators should pay attention to cultural issues and traditions of learning in Caribbean educational systems. With the rapid evolution of elearning resources and ongoing research in mixing traditional and online technologies, a blended learning approach that accommodates a 'flexible learning' philosophy might be best suited for the Caribbean as educators acclimatize to and indigenize technologies.
This paper analyses the impact of blogging on teaching/learning in the English Curriculum unit of a postgraduate teacher ... Show Full Abstract
- Virtual learning tools to support the practical learning requirements of brickwork apprenticeships
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical aspects of the trade. This challenges many students who have low literacy and numeracy levels. However Australian students, irrespective of their ability levels, are becoming more and more technology savvy. As a result students are less likely to engage as fully as is needed with paper based teaching methods. Tertiary education institutes in the UK have recognised this issue and have been developing ways to re-engage trade based students in the learning process. A number of UK colleges have developed interactive computer programs that simulate bricklaying techniques and reduce the reliance on the need to read, understand and follow written instructions. The author undertook a study tour of a number of UK colleges to understand how 'virtual bricklaying' learning methods are used to encourage students with low literacy levels to engage fully in the learning process. The Fellowship focused on the need to understand: the benefits of and opportunities to replace traditional teaching methods with technical based learning resources; how to successfully implement virtual learning resources into the trade classroom to realise all potential benefits; and the limitations of virtual learning resources (VLRs) and any lessons that have been learned from the UK experience. The author draws out a number of practical recommendations for relevant stakeholders to support the successful use of 'virtual bricklaying' learning methods within apprenticeship programs.
Brickwork education in Australia relies on the use of traditional learning techniques, particularly around the theoretical ... Show Full Abstract
- Annotated bibliography: workplace learning
This annotated bibliography about workplace learning includes online readings and resources, books and journals. It aims to answer the following questions: What is workplace learning? Why workplace learning and why now? How is workplace learning implemented? How has workplace learning been implemented?
This annotated bibliography about workplace learning includes online readings and resources, books and journals. It aims to ... Show Full Abstract
Corporate authors: United States. Department of Justice. National Institute of Corrections
Resource type: Report
Subjects: Workforce development; Research; Teaching and learning
- The Team Leader Model: an alternative to preceptorship
The objective of this study was to improve the clinical practice environment for student nurses through an increased understanding of the relationships and of the situations in which that practice occurs. This project sought to assess a new model of supervision and support based on a team approach, the team being a registered nurse, graduate nurse and a student nurse, that supported students, graduates and staff. Results indicate that the Team Leader Model demonstrated provided an improved allocation model of student supervisors, students felt a greater sense of reality of practice, and graduates appreciated the support of the Team Leader. The model has been perceived by staff and students as a practice that can provide for a better clinical practice placement for the student.
The objective of this study was to improve the clinical practice environment for student nurses through an increased ... Show Full Abstract
- Progress for adult literacy learners: research report
This report examines three strategies (phonics, oral reading fluency and sentence combining) used by teachers in the project being reported on. These three teaching strategies had been identified as being 'promising' in terms of their potential to assist in the progress of adult literacy learners, and therefore, worth investigating via evidence-based research. This study also found that a high quality of teaching correlated with students' progress and would indicate a case for continuing professional development for adult literacy teachers. The report concludes with recommendations for adult literacy theory, policy, practice and further research.
This report examines three strategies (phonics, oral reading fluency and sentence combining) used by teachers in the project ... Show Full Abstract
- The benefits of debriefing as formative feedback in nurse education
Formative feedback is important in experiential learning and is often applied in nursing in the form of facilitated structured debriefing. Debriefing is most commonly reported in relation to clinical skills development and as part of individual and team-based simulation training. Educational outcomes are dependent upon the skills of the facilitator in offering feedback in accordance with best practice. Although a key component of higher level education, there is a lack of published evidence with regard to the effectiveness of debriefing techniques in nurse education. However, the literature does show that structured facilitated debriefing is an important strategy to engage students in learning and is essential in simulation training. A framework for debriefing practice is presented in this paper as it explores the literature surrounding undergraduate, postgraduate and professional development in nursing and midwifery.
Formative feedback is important in experiential learning and is often applied in nursing in the form of facilitated ... Show Full Abstract
- Description, and pilot evaluation, of novel staff education to improve care of confused older inpatients
The objective of this pre/post qualitative study, set in a tertiary teaching hospital with clinical staff in two geriatric medicine wards, was to determine feasibility of novel staff education with the aim of optimising care for confused older people. Participants used self-directed learning modules, and were given access to an education resource officer to reinforce learning in real time.
The objective of this pre/post qualitative study, set in a tertiary teaching hospital with clinical staff in two geriatric ... Show Full Abstract
- Towards a profile of the Jamaican literacy specialist
Jamaican policy makers have prioritized literacy improvement as a matter of urgency within the educational milieu with initiatives being mandated and implemented to promote this cause. One such initiative is to prepare a special group of teachers to extend literacy improvement efforts in Jamaican schools. The name 'literacy specialist' has been commonly used to describe the trainees. This article is seen as an initial step in providing a coherent profile of the literacy specialist for Jamaican schools based on the views of selected stakeholders. The article also seeks to position literacy specialists within the context of the literature and consider other realities of the Jamaican situation.
Jamaican policy makers have prioritized literacy improvement as a matter of urgency within the educational milieu with ... Show Full Abstract
- The reform of vocational education and training in Bulgaria: the impact of recent innovations in teaching and learning
Much has been written over recent years questioning the value of exporting systems of [vocational education and training] VET from developed countries and expecting them to meet the needs and demands of developing countries. Most recently, the main recipients of development aid, particularly from the [European Union] EU, have been the countries of the former 'eastern bloc'. As a consultant working on an EU project to upgrade VET in Bulgaria, the author was involved in delivering staff development seminars concentrating on 'new' teaching and learning strategies to teachers within the secondary vocational sector.
Much has been written over recent years questioning the value of exporting systems of [vocational education and training] ... Show Full Abstract