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This paper discusses a goal-oriented project called Distance Learning in Multimedia Networks (ETAKAMU) that was part of the Finnish Multimedia Programme. The project started in February 1996 and lasted until January 1999. The project combined the efforts of Finnish telecommunication companies, content providers, publishing houses, hardware companies, and educational institutions in the field of distance learning. This paper describes the background, goals and part of the results of the ETAKAMU project as well as its organisation. The main goals were to research, develop and evaluate open learning environments using computer networks and computers in learning. The pedagogical background of the project is based on seven qualities of meaningful learning that are applicable to lifelong learning independent of time and place. The ETAKAMU project arranged teaching experiments and user trials for various learners in different content areas and different learning environments. Some pilot areas and the main results are presented.

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In this paper, the impact of evaluation results, using data and experiences from the evaluation of the German pilot vocational education and training (VET) program 'New learning concepts in the dual vocational education and training' in producing innovative change in VET processes and institutions. These evaluations have been recently finalised and look at the impacts of over 20 pilot projects on curriculum redesign and teaching/learning processes throughout Germany. The authors evaluated the change processes on the program actors with a participative evaluation approach. A final questionnaire studied the impacts from the 25 evaluation sessions. To develop the argument, the authors first reflect on the relation of evaluation and learning. Next, they give a short description of the evaluation approach used. Then, different aspects enabling and constraining learning processes are discussed, using empirical data. Show less

Previous research has demonstrated that students’ participation in class is an important factor in their learning; yet, significant barriers exist to all students’ participation during whole group discussions. These barriers include dynamics related to class size and available time as well as personal dimensions such as gender, age, and learning preferences. The emergence of new forms of social media can help break down those barriers by enabling collaborative construction of understanding. The present study examined whether the concurrent use of a shared learning document during class might provide a means of enhancing participation and learning. Because of the natural tendency of students’ attention to wander over time, the study examined whether providing a parallel learning and sharing space might serve to ‘focus distraction’ in productive ways. During graduate and undergraduate courses in two different universities, the authors used a single Google document, open to every class member. Analysis of these collaborative documents and their use are described, along with student self-reports and videotapes. Data indicate that this approach created the type of participatory space we intended. Its use often broadened the numbers of students involved and increased the quality of spoken and virtual conversations as students negotiated meaning. When attention began to drift, the shared document created new opportunities for students to stay focused and explore course content through its use as an alternative back-channel. This approach also facilitated self-differentiation, as students determined which mix of available media best met their needs.

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Many in the National Training System have felt besieged and beset upon as they respond to the continuous change process which in its newest generation are at risk of being overtaken by exhaustion from the need to be innovative and creative, yet again. In 2000 the focus of Training Packages has moved to full implementation. To ensure the quality of vocational learning, implementation must be grounded, of high quality and based on sound teaching and learning practices. The position of learning will therefore increase and essential systems and processes will be needed more than ever in order to respond to the varying needs of clients and stakeholders for the reporting of outcomes. RMIT University has been working on a project which aims to raise the awareness of RTOs in Victoria to plan for the implementation of Training Packages with a full knowledge of the necessary support systems, resource management and, most importantly, the development of whole of organisation approaches. This workshop discusses the issues facing RTOs in this task, and highlights models which provide insights into their resolution.

Volumes of collected papers are indexed from TD/TNC 64.481 to TD/TNC 64.483. Individual papers are indexed from TD/TNC 62.625 to TD/TNC 62.632 and from TD/TNC 64.484 to TD/TNC 64.541. Show less

The program for this conference was structured around sub-sessions focusing on particular themes. This paper was part of the sixth theme: ‘Program standards’. This conference paper aims to present the concept of Socratic interactions and discovery learning of classic electrical machines principles. The theories of electrical machines are by nature quite boring and abstract although there are many experiments supporting these theories. Traditionally, students learnt the subject using the drill and practice approach with standard textbooks. In the past two decades, the computer has become the leading educational tool and the so-called ‘interactive’ approach has been applied to the learning process. The majority of this approach as applied to various subjects at different levels, is largely based on drill and practice. However, few packages have been developed for the electrical machine subject area. In this paper, two different approaches, ‘rote learning’ and ‘discovery learning’ as applied to the interactive computer aided learning package of classic electrical machines principles are discussed. In addition, the design of a discovery learning approach will be presented. This computer aided learning package has been developed to teach the subject of electrical machines at higher diploma level at the Hong Kong Institute of Vocational Education. The package supports classroom teaching and enables students to learn by discovery within simulations of real environments.

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The volume of collected papers is indexed at TD/TNC 62.1018. Show less

In this article, the author suggests that creativity is becoming an important objective in lifelong learning, with the knowledge society demanding people with better education and the ability to work with ideas. It is argued that education systems have difficulty adapting to the need for including innovation and creativity in current teaching and learning processes. Knowledge and innovation are claimed to be the main sources of progress in modern knowledge-based economies and knowledge plays a key role in increasing human capital and understandings of sustainable development. Show less

The article concerns fidelity in relation to using mannequins in simulation-based training in social- and healthcare education. The article addresses two issues. What influences fidelity, and how does the degree of fidelity influence the students' learning processes? Simulation-based training is organized in three phases; briefing, scenario, and debriefing. The article focuses on the scenario phase. A central issue in relation to the scenario phase is fidelity; i.e. the degree to which the scenario matches the practice it is intended to simulate. The article deals with the factors that influence the students' perception of fidelity and with the impact of degree of fidelity on the students' learning processes. The empirical data include obser-views, combining observations with interviews with students and teachers in social- and healthcare colleges. The analysis shows that a high degree of fidelity simulation in the sense of employing a mannequin has advantages, such as engaging students in learning and enabling them to try out practical skills. Moreover, the degree of fidelity should be adjusted to the students' practical experiences in order to optimize their learning process. Lower degrees of fidelity may have a positive impact on developing creative thinking and reducing the students' anxiety. The implication for developing practice is that the social- and healthcare colleges employ a multifaceted approach to fidelity based on ensuring optimal learning conditions for the students. The implication for further research is to specify and systematize the interrelation of learning outcome targets, students' qualifications and the usages of different degrees of fidelity.

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Traditionally, nursing students learn medical subjects and nursing separately, which makes it difficult to develop an integrated understanding. This study aimed to explore nursing students' experiences of participating in a case seminar integrating medical and nursing sciences and if, and how, it contributed to their learning. A case seminar divided into a 'laboratory session' and a 'follow-up session' was developed. The case seminar was evaluated by group interviews and an open-ended questionnaire. Forty-four third-year nursing students agreed to participate. Themes of motivation, authenticity, professional development, collaboration and integration were identified. The case seminars help nursing students to integrate medical science with nursing science, which supports them in their professional development and role as registered nurses.

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Due to the constant development of technologies, the concept and the characteristics of the fourth industrial revolution are still being defined, because the future evolution of the phenomenon and its implications are not clear yet. Consequently, it is important for [vocational education and training] VET systems to stay up-to-date on this phenomenon so that they can keep the trainers' teaching practices and the students' curricula in line with technological evolutions. The present contribution aims at collecting and systematizing useful information to better profile the set of direct and indirect consequences of the industry 4.0 phenomenon on training processes, training methods and training contexts. The study consists of an exploratory literature review performed on three wide databases, following the guidelines proposed by Petticrew and Roberts, (2006) for systematic review. According to the provisional results, a propensity to integrate continuous training models and practices in order to foster experiential learning was found in most of the contributions. Furthermore, a set of frequently used teaching methods, models and industry 4.0 technologies were identified. According to the preliminary results, experiential methodologies enhanced by the use of ad-hoc technologies are at the centre of the contributions analysed. Research, both in the technological and educational spheres, thus seems to have high expectations of the potential of technological innovation to support learning processes.

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This paper presents an outline of a successful experiential learning program. The overall objective is to share the conceptual framework of the competency-based education approach, elaborate on curriculum development and validation, explain the roles of instructors, program team, student assessment and the concept of mastery. Show less