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Letteratura scientifica selezionata sul tema "Work-based learning"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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Articoli di riviste sul tema "Work-based learning"

1

Baker, Shayne D., Neil Peach, and Malcolm Cathcart. "Work-based learning." Journal of Work-Applied Management 9, no. 1 (June 5, 2017): 70–82. http://dx.doi.org/10.1108/jwam-04-2017-0008.

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Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

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Walsh, Kieran. "Work based learning." BMJ 330, no. 7482 (January 6, 2005): 91. http://dx.doi.org/10.1136/bmj.330.7482.91.

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Garnett, Jonathan. "Work-based learning." Higher Education, Skills and Work-Based Learning 6, no. 3 (August 8, 2016): 305–14. http://dx.doi.org/10.1108/heswbl-04-2016-0023.

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Purpose – The purpose of this paper is to show how transdisciplinarity is woven into the key curriculum components of individually negotiated work-based learning (WBL) programmes and to focus upon the performative value of knowledge in the work context. Design/methodology/approach – This paper draws upon WBL academic literature and the authors 22 years operational experience of WBL. Findings – The paper suggests that while university-level WBL can enhance the performance of organizations and individuals it is also inherently challenging and challenged by the hegemony of subject disciplines and disciplinary-based university structures. WBL is concerned with knowledge which is often unsystematic, socially constructed and is action focused in order to achieve outcomes of significance to work. This contests the supremacy of the role of the university in curriculum design, delivery and validation of knowledge and means that work-based knowledge is often seen as transdisciplinary rather than conforming to traditional subject disciplines (Boud and Solomon, 2001). Research limitations/implications – Central to the distinctive nature of university WBL programmes is the role of the external organization as a partner with the university and the individual learner in the planning of learning activities which are intended to have significance for the workplace. For individual knowledge to become organizational knowledge, and thus fully contribute to the intellectual capital of the organization, it must be shared and accepted by others. It follows that a key concern for organizations must be the facilitation of the recognition of knowledge and this goes beyond using a transdisciplinary lens when guiding and assessing the work of individual higher education students. Practical implications – The paper has practical implications for the design and facilitation of WBL programmes at higher education level. Originality/value – Provides an informed and sustained examination of the concept of WBL and knowledge.

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Blass, Eddie. "Professional Learning and Work-Based Learning." International Journal of Learning: Annual Review 12, no. 9 (2007): 59–66. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45477.

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Charlton, Rodger. "Work-based learning (WBL)." Medical Education 35, no. 7 (July 2001): 709. http://dx.doi.org/10.1046/j.1365-2923.2001.01005.x.

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Schreurs, Bieke, and Maarten De Laat. "Work-Based Networked Learning." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 284–93. http://dx.doi.org/10.54337/nlc.v8.9099.

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Networked learning is an important driver for informal professional development and workplace learning based on social relationships. However powerful networked learning may be, there is a problem when it comes to making it a real asset within organizations. This may seem as a paradox, but networked learning activities are mostly invisible to others, sometimes the learners themselves might not even be aware of the learning that occurs. As a consequence networked learning in organizations goes undetected, remains off the radar of HR departments and is therefore hard to asses, manage and value (Wenger, Trayner, & De Laat, 2011). Bearing this in mind we acknowledge a great need for empirical research and tools that can raise awareness about networked learning activities to make it visible, amplify the benefits of it and strengthen the social relations through which it occurs. Through our research practice we have experimented with several visualization methods of informal learning networks (De Laat, 2011; Haythornthwaite & De Laat, 2012) and developed a research methodology around this practice, We will present the results of a descriptive study conducted with 22 teachers in a secondary school in the Netherlands alongside the design guidelines for a research practice to visualize (personal) professional development networks driven by networked learning issues. The goal of this paper is to increase our understanding of how we can make networked learning activities visible and as a consequence help organisations to support a bottom-up approach to stimulate professional development amongst teachers.

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van Rensburg, Estelle. "Evaluating Work-Based Learning." Industry and Higher Education 22, no. 4 (August 2008): 223–32. http://dx.doi.org/10.5367/000000008785201739.

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This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its ‘instructional system’, its intended teaching arrangements, as well as its ‘learning milieu’, the actual sites of learning interaction. This results in a rich description of the programme that allows ‘matches’ and ‘mismatches’ between the instructional system and learning milieu to be uncovered. In this study, this approach provided useful information relevant to the quality assurance of the module, and also generated significant insights about the design and delivery of work-based learning in vocational qualifications in general.

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Naw, Naw. "Work-based learning: A learning strategy in support of the Myanmar education framework." Universal Academic Research Journal 4, no. 1 (January 1, 2022): 22–31. http://dx.doi.org/10.17220/tuara.2022.01.03.

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Rosser, Elizabeth. "Work-based learning using action learning sets." British Journal of Nursing 25, no. 19 (October 27, 2016): 1075. http://dx.doi.org/10.12968/bjon.2016.25.19.1075.

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Miao, Yongwu, and Heinz Ulrich Hoppe. "Applying learning design to work‐based learning." Learning, Media and Technology 36, no. 2 (April 14, 2011): 189–205. http://dx.doi.org/10.1080/17439884.2011.553624.

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Tesi sul tema "Work-based learning"

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Smith, Natalie L., Amanda E. Greene, and Charles Jones. "Work-Based Integrated Learning Workshop." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4949.

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Light, Barbara. "Growing work based learning in Europe." Thesis, Middlesex University, 2008. http://eprints.mdx.ac.uk/9117/.

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This doctoral project is a case study of how work based learning began to grow in Europe through the conceptualisation and development of a common European work based learning platform in a pan-European partnership. The partnership, known as DEWBLAM (Developing European Work Based Learning Approaches and Methods), was established in order to introduce higher education institutions to work based learning, enabling them to pilot their own programmes relevant to local needs and situations. The project was framed within European protocols, such as the Bologna Process that aims to modernise and transform different national higher education systems into a transparent and comparable European system. The methodological approach is interpretative and constructivist, enabling me to theorise the how and why of events, and allowing theories to emerge from the data. I use an explanatory case study, which is retrospective as the DEWBLAM project has ended and no further intervention is possible, test validity through action research indicators, and draw relatable inferences. I analyse the multi-layered ecology of the DEWBLAM project, identifying how changing postmodern epistemologies and internal/external environments affected the partnership, highlighting the need to establish a meta-narrative and drawing on my previous professional practice to support my role in facilitating the processes of knowledge creation. I then critically analyse the definitions and distinctive features of work based learning that were collectively conceptualised, referencing these within current thinking, and raising concerns at these definitions as job-related competences. I consider the case for meshing academic and work based knowledge with competence to form the concept of competent knowledge and analyse the bounded relationships of universities and the work place, proposing new ways of engagement that allow multi-directional knowledge flows. Finally, I give an overview of the doctoral project outcomes, evaluate the potential impact of DEWBLAM, highlighting the contribution to knowledge and local knowledge economies made by the platform and the ensuing pilot programmes. I reflect on my achievements and on my own practice, and conclude by recommending that, inter alia, the expert practitioners at Middlesex University need to contribute more to informing current debates on new European educational realities, in order to avoid the prevalence of too narrow interpretations of work based learning.

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Marcone, Valerio Massimo <1976&gt. "La formatività del work-based learning." Doctoral thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/12902.

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La Ricerca ha studiato le più significative “variabili formative” all’interno dei processi di apprendimento basato sul lavoro (work - based learning) in un’ ottica di qualità pedagogica, con un’attenzione particolare ai modelli duali di apprendistato e alternanza scuola-lavoro . L’idea della ricerca, è nata dalla consapevolezza che le esperienze formative dei giovani coinvolti nei processi “transizionali” scuola -lavoro, debbano essere “osservate” non solo nella prospettiva dell’occupabilità, ma anche considerando le caratteristiche peculiari dei processi cognitivi attivati, la partecipazione al processo di costruzione dei significati, e quindi - su un piano di lungo periodo - la trasferibilità della disponibilità ad apprendere dei soggetti in formazione. L’indagine empirica ha richiesto la costruzione di un dispositivo pedagogico denominato“ Tassonomia di Indicatori di qualità (TIQ)” relativa ai processi formativi dei principali modelli di WBL. Il risultato finale della ricerca è stata la costruzione del dispositivo pedagogico sopra descritto, la verifica della validazione empirica dello stesso , grazie all’indagine sul campo e la definizione di soluzioni pedagogiche e metodologiche con particolare riferimento all’interazione tra la scuola e il mondo del lavoro e al ruolo formativo della Tutorship .

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Houlbrook, Michael C. "The politics and practices of work-based learning." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.

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Thesis (PhD) -- University of Western Sydney, 2007.<br>A thesis submitted to the University of Western Sydney, College of Arts, School of Social Sciences, as a requirement for the degree of Doctor of Philosophy. Includes bibliography.

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Pemba, Senga Kali. "Competence and work-based learning : development and evaluation of a learning model." Thesis, University of Dundee, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393680.

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Hamilton, Ruth. "Work-based learning routes in social work education : an exploration of student experiences." Thesis, Open University, 2017. http://oro.open.ac.uk/50414/.

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This thesis is based upon a study involving 20 work-based learners undertaking social work degrees at two UK universities, one local face-to-face university and one national distance learning university. The aim of this thesis is to offer insights into the experience of work-based learners as they journey from unqualified to qualified practitioner. The thesis is underpinned by a structural symbolic interactionist approach to human behaviour, in particular the work of Stryker on identity theory, where the importance attached to identity and role in ‘identity change processes’ (2008:21) is central to understanding the meanings attributed by work-based learners to their journeys into and through higher education. In order to understand the meanings attributed by work based learners to their experience, narrative inquiry is used as the overarching methodological orientation; narratives of work-based learners’ journeys into and through higher education were collected via focus groups (3) and semi structured interviews (35) and analysed using Braun and Clark’s method of thematic analysis (2006). The data in this thesis highlight how identity impacts upon the educational journey of work-based learners making visible the challenges and opportunities that higher education presents to this group of students. The data also reveal how multiplicity of identity for work-based learners contributes to the complexity of both becoming and being a student. The dual concepts of salience and transition are applied to provide ways of understanding ‘identity change processes’ that occur as work-based learners accommodate multiple roles and corresponding identities within educational, occupational and domestic domains. In the rapidly changing landscape of social work education and a resurgence of work-based learning, this thesis provides an exploration of work-based learning provision within universities based on student experience. The implications of the findings from this study are considered for a range of stakeholders in social work education.

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Moore, Margaret Ann III. "Connecting School-Based Learning and Work-Based Learning: Perceptions of Students, Their Teachers, and Their Workplace Supervisors." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30747.

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Vocational educators are reexamining methods of preparing students for the transition from school to the workplace as employers from business and industry are looking to schools for help in meeting their human resource needs. The School-to-Work Opportunities Act (1994) has stimulated a number of approaches to link school-based learning and work-based learning to help students transition to the workplace. Research has been conducted in school settings and work settings but little is known about how the two link together. Thus, little is known about the ways that situated learning contributes to the linkages between school-based and work-based learning.To address this concern, the overall purpose of this study was to determine how work-based and school-based experiences of students enrolled in cooperative education are linked. More specifically, details of students' school-based experiences that they, their teachers, and their workplace supervisors perceive as linked to the workplace were sought. Additionally, details of students' work-based experiences that they, their teachers, and their workplace supervisors perceive as linked to school-based experiences and activities were examined. Participants were ten students enrolled in cooperative education, their cooperative business or marketing education teachers, and their workplace supervisors from ten school sites in southwest Virginia. Individual interviews were used to collect data for the study. The interview data was used to ascertain perceptions of instances in the students' work experiences that reflect how school-based learning gives context to their work-based learning and how work-based learning gives context to their school-based performance. Emphasis was on detailing situated learning experiences, where school-based learning and work-based experiences were interlinked.The interview protocols were designed to answer the following three research questions:1.What school-based experiences do students, teachers, and workplace supervisors perceive have provided learning in the context needed for the work-based experiences of students enrolled in cooperative education?2.What work-based experiences do students, teachers, and workplace supervisors perceive as providing context to school-based learning experiences of students enrolled in cooperative education?3.What additional school-based learning experiences can students, teachers, and workplace supervisors identify that would help students who are enrolled in cooperative education relate their school learning to the workplace?The findings of the study indicated that the foundational skills and the competencies identified in the Secretary's Commission on Achieving Necessary Skills (1991) report as necessary for workers were, also, identified by interviewees as school-based experiences that provided learning for the students in the context needed for work-based experiences. Further, they were identified as work-based learning activities that linked work with school.Based on the findings in this study a number of implications for school-based and work-based instruction were developed that focus on the importance of providing students experiences and activities in the context needed for the workplace. Implications for further research are also provided.<br>Ph. D.

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Margaryan, Anoush. "Work-based learning: a blend of pedagogy and technology." Enschede : University of Twente [Host], 2006. http://doc.utwente.nl/55449.

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Doherty, Oran. "The impact of organisational culture on work-based learning." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32558/.

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Higher education institutes (HEIs) and external employer organisations are increasingly recognising the benefits of engaging in work-based learning (WBL) partnerships. However, significant challenges associated with this form of engagement have meant such partnerships are not as widespread as they could be. One of the major challenges identified relates to organisational culture. The purpose of this study is to consider how WBL partnerships between an Irish HEI (HEI X) and external employer organisations can be enhanced by a deeper understanding of organisational culture. An ethnographic methodology combining a number of different data-gathering methods, including observation, reviewing of documents and interviews with eight HEI X staff, eight WBL learners and five employer representatives, was adopted. The findings reveal how cultural differences in relation to assumptions, timeframes, languages, objectives and general attitudes can be a source of difficulty for the three stakeholders (learner, employer and HEI). According to the findings, cultural issues within the HEI and external employer organisation can also create significant challenges when attempts are being made to initiate or coordinate a WBL partnership. Johnson’s cultural web (1988) is used as a framework to present the findings. The study makes a valuable contribution to knowledge by recognising the requirements of all three stakeholders and discussing the usefulness of the cultural web as a framework for considering organisational culture in WBL partnerships. The study also makes a valuable contribution to practice by presenting recommendations to the HEI and external employer organisation. The recommendations for the HEI involve a change in the “way we do things around here” due to the unique characteristics of WBL programmes, which may mean adapting existing policies, procedures and systems. Recommendations for the employer organisation include providing support to the learner, understanding and respecting the HEI’s requirements, and ensuring that internal policies, procedures, practices and priorities support WBL.

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Cooner, Tarsem Singh. "Researching enquiry-based blended learning in social work education." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5316/.

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Enquiry-based blended learning (EBBL) research in social work education forms the basis of this submission. The core EBBL theme is defined, developed and analysed through four avenues of research, namely, scenario-planning, teaching and learning using EBBL, researching students’ experiences of EBBL and embedding EBBL practices in interdisciplinary higher education. One software publication is submitted illustrating how the author’s ability to work at the intersection of social work practice experience, learning design innovation and digital technology development has enabled him to present a unique perspective in this area of research. Two written and two software publications set the context for the scenario-planning themes that have influenced the EBBL research. Four themed written publications explore the development of teaching and learning approaches using EBBL, and lessons from students’ experiences of engaging with these EBBL designs. Two written publications explore the barriers and enablers to embedding EBBL practices in interdisciplinary higher education. Using enquiry, a mixture of face-to-face and online teaching methods, life-like learning scenarios and opportunities to engage in independent and group-based learning, the research illustrates that EBBL approaches can help educators to enable learners to meet and, where possible, exceed the requirements of pre-qualifying social work education.

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Libri sul tema "Work-based learning"

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Work-based learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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Helyer, Ruth, ed. Facilitating Work-based Learning. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4.

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Unit, California School-to-Career. Work-based learning guide. Sacramento: California Dept. of Education, 1998.

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Dobbins, Mark. Assessment of work-based learning. Newcastle upon Tyne: University of Northumbria at Newcastle, 1993.

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Farrelly, Penny, ed. Early Years Work-Based Learning. UK: Learning Matters Limited, 2010.

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Terry, Bergeson, ed. Work-based learning program standards. [Olympia, WA (Old Capitol Bldg., PO Box 47200, Olympia 98504-7200): State Superintendent of Public Instruction, 1997.

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Brenda, Little, ed. Employability and work-based learning. York: The Higher Education Academy, 2004.

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Terry, Bergeson, and Washington (State). Superintendent of Public Instruction., eds. Work-based learning program standards. [Olympia, WA (Old Capitol Bldg., PO Box 47200, Olympia 98504-7200): State Superintendent of Public Instruction, 1997.

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London, Focus Central, ed. Work based learning for adults. London: Focus Central London, 1999.

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Academy, Higher Education, ed. Employability and work-based learning. York: Higher Education Academy, 2004.

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Capitoli di libri sul tema "Work-based learning"

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Morris, Clare, and David Blaney. "Work-based learning." In Understanding Medical Education, 97–109. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch7.

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Morris, Clare, and David Blaney. "Work-Based Learning." In Understanding Medical Education, 69–82. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch5.

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Dallal, Jo, and Caroline Jones. "Work-based learning." In The Early Years Handbook for Students and Practitioners, 34–50. 2nd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003154853-4.

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Morris, Clare. "Work-based Learning." In Understanding Medical Education, 163–77. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch12.

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Warner, Catherine. "Work-based learning." In Contemporary Issues in Music Therapy Training, 78–98. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003517962-6.

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Workman, Barbara, and Ruth Helyer. "Learning, teaching and assessment in work-based learning." In Facilitating Work-based Learning, 33–51. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_3.

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Helyer, Ruth, and Andy Price. "Learning to learn." In Facilitating Work-based Learning, 207–26. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_12.

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Minton, Ann, and Anita Walsh. "Supporting work-based learners." In Facilitating Work-based Learning, 135–52. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_8.

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Billett, Stephen. "Promoting learning through work-based experience: Mimetic learning in action." In Facilitating Work-based Learning, 247–63. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_14.

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Crawley, Jim. "Work-based learning (WBL)." In Understanding the Further Education Sector, 37–49. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003468455-4.

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Atti di convegni sul tema "Work-based learning"

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Westner, Markus, Irene Cuesta Gorostidi, Uxue Gutierrez Rodriguez, Aitor Oyarbide-Zubillaga, and Isabel Fernández Rodríguez. "ENHANCING WORK-BASED LEARNING THROUGH THE I-WOBAL PROJECT AND ITS DIGITAL SCHOOL OF WORK-BASED LEARNING (WBL) FACILITATORS." In 17th annual International Conference of Education, Research and Innovation, 142–51. IATED, 2024. https://doi.org/10.21125/iceri.2024.0092.

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Jang, Sunho, Yongjun Lee, Yongjunjin Cho, Hyingil Hong, Haeyong Yun, and Myotaeg Lim. "WOW : Reinforcement Learning-based GPS Waypoint Optimization Work." In 2024 24th International Conference on Control, Automation and Systems (ICCAS), 49–50. IEEE, 2024. https://doi.org/10.23919/iccas63016.2024.10773239.

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Oberer, Birgit, and Alptekin Erkollar. "The Impact of Cybernetic Relationships Between Education and Work-Based Learning." In 16th International Conference on Society and Information Technologies, 166–70. Winter Garden, Florida, United States: International Institute of Informatics and Cybernetics, 2025. https://doi.org/10.54808/icsit2025.01.166.

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Camarinha, Ana Paula, Maria José Angélico, António José Abreu, and M. Inês Braga. "ALE - ADVANCED LEARNING ENVIRONMENTS: WORK-BASED LEARNING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1137.

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Ayinde, Roufiyat, Zeina Rihawi, and Freeha Azmat. "WORK BASED LEARNING IN ENGINEERING EDUCATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0664.

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Moccozet, Laurent, Camille Tardy, Wanda Opprecht, and Michel Leonard. "Gamification-based assessment of group work." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644565.

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Molodchik, Natalia, Galina Ostapenko, and Natalia Nagibina. "Internship Platforms for Work-Based Learning." In “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200324.051.

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Murtazin, Kristina, Oleg Shvets, and Gunnar Piho. "Literature Review on Work-Based Learning." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274264.

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Kuoppala, Eeva. "MODELLING WORK-BASED PEDAGOGY FOR EXPANSIVE LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0641.

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Senderek, Roman, and Volker Stich. "Work-based-Learning in the Digital Age." In 7th International Conference on Knowledge Management and Information Sharing. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005641002680273.

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Rapporti di organizzazioni sul tema "Work-based learning"

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Scoular, Claire. Essential skills for learning. Australian Council for Educational Research, January 2025. https://doi.org/10.37517/978-1-74286-748-9.

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This document outlines work by the Australian Council for Educational Research (ACER) to identify a set of five essential skills for learning. As a result of an ongoing research program ACER has identified the skills of critical thinking, creative thinking, collaboration, communication, and self-regulation, and this overview document describes the building of evidence-based skill frameworks that include levels of skill development.

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Kolgatin, Oleksandr H., Larisa S. Kolgatina, Nadiia S. Ponomareva, and Ekaterina O. Shmeltser. Systematicity of students’ independent work in cloud learning environment. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3247.

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The paper deals with the problem of out-of-class students’ independent work in information and communication learning environment based on cloud technologies. Results of appropriate survey among students of pedagogical university are discussed. The students answered the questions about systematicity of their learning activity and propositions for its improving. It is determined that the leading problems are needs in more careful instruction according to features of the task completing, insufficient experience in self-management, the lack of internal motivation. Most of all, students recommend to provide the tasks with detail instruction (oral or written) and to pay attention to careful planning the time that is necessary for full completion of the task. It is pointed that such complicated requirements can be satisfied only by complex use of information and communication technologies as well as the automated system of pedagogical diagnostics. Some requirements for management of students’ out-of-classroom independent work are formulated as a result of this discussion.

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Apgar, Marina, Mieke Snijder, Sukanta Paul, Giel Ton, Pedro Prieto Martin, Helen Veitch, Forhad Uddin, and Shanta Karki. Evaluating CLARISSA: Evidence, Learning, and Practice. Institute of Development Studies, July 2024. http://dx.doi.org/10.19088/clarissa.2024.050.

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This research and evidence paper presents a synthesis of the findings from the embedded theory-based evaluation of the CLARISSA programme. It is structured around the three main impact pathways of the programme. The evaluation found that the Systemic Action Research intervention led to participating children and business owners building agency, expanding power, and driving change in systems. An innovative Social Protection intervention in Bangladesh using unconditional and universal cash transfer with case work and community support was found to have potential to reduce children’s engagement with paid work. Child-led advocacy activities in Nepal were found to be effective in influencing decision makers, especially when children used evidence they had generated themselves through Action Research. The evaluation of CLARISSA’s ways of working found that consortium partnerships are not static entities but rather ones that move and change over time and require constant relational work and input to be sustained. Finally, the synergy created through using Participatory Action Research as an implementation modality as well as an approach to Adaptive Management led to empowerment and effective complexity‑aware programming.

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Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.

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This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.

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Paranjape, Ujjwala, and Shivali Tukdeo. Learning, Livelihood and Possibilities of Socially Just Pedagogy. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1907.2024.

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This report reflects our ongoing collaborative research and action engagements in education. Three overlapping interests are at the centre of our inquiry: (a) the relationship between education and work; (b) the transformation of small towns in Maharashtra and the changing role of education therein; and (c) vocational and skill-based programmes in small towns. Anchored in the south-western town of Sangli, Maharashtra, our work focuses on various institutional arrangements in vocational and skill-based education. By mapping the educational landscape, the report also highlights the experiences of students who traverse the domains of work and education. Scholars of diverse disciplinary persuasions have pointed out the intensification of economic and social changes that have occurred since the late 1980s in India. Driven by the imperatives of the global economy, economic liberalisation severely affected a number of domestic sectors. Agriculture and related sectors saw large-scale movement of labour towards non-agrarian livelihoods that also resulted in a consistent increase in short-term, circuitous and at times long-term migration to urban and semi-urban locales. Similarly, there have also been significant shifts that have occurred in education over the course of the past three decades, propelling a change in the social, cultural and economic realms. The desire and demand for quality education has become apparent, while state provisioning of education has gone down and privatisation has occurred at a fast pace.

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Canto, Patricia, ed. Learning Modes, Types of Innovation and Economic Performance. Universidad de Deusto, 2012. http://dx.doi.org/10.18543/xebj1954.

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This contribution focuses on a current heated debate on learning modes employed by the firms, and their impact on innovation and economic output. The interactive approach developed by the Scandinavian school on innovation systems characterized two key learning modes as „science and technology-based innovation? (STI) and „learning-by-doing, by-using and by-interacting-based innovation (DUI). This work analyzes first the separate and combined impact of such modes of learning and innovation on two types of innovation output: product and process. In this operation, this work produces interesting and challenging results. Moreover, this paper offers the original hypothesis that these learning modes have a differentiated impact on product and process innovation. Simultaneously, this contribution adds a further analytical element, which is the explicit connection to the capacity of firms to transform innovation output (product and process) in economic performance. A two-stage mode is formulated and applied in the context of an extensive database of Spanish manufacturing and service firms (PITEC). This allows implementing an original time-series analysis that leads to obtaining insightful results that question former analyses and might heat further the debate on the most effective learning and innovation modes applied by firms as a means to gain competitiveness in open markets.

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Young, Stephen, Jessica Diaz, Bert De Coutere, and Holly Downs. Leadership Development in the Flow of Work: Leveraging Technology to Accelerate Learning. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2047.

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"A recent industry trend survey of CEOs found that only 11% of organizations report having a strong enough bench to fill leadership roles (Rhyne, 2021). As such, effective leadership development is an imperative for any high-performing organization. Rather than focusing time, money, and energy on only a small subset of “high-potential” employees, organizations can realize the full potential of their entire workforce by providing tech-enabled leadership development to leaders at all levels. This paper shares the following insights for Chief Learning Officers interested in leveraging evidence-based practices to accelerate leader development at scale and unlock the collective potential of their workforce: • A brief overview of why we need new ways to develop leaders and a high-level description of the new digital assessment and development tools that meet individuals where they are – offering a highly personalized approach to development in-the-flow of work. • A review of eight research-based learning practices that provide a foundation for leveraging technology to make in-the-flow leadership development better, faster, and more accessible to leaders at all levels. For every learning practice, we provide implementation tips and discuss illustrative example tools. • We conclude with a discussion around the strategic use of the eight learning practices for enabling better organization-wide development outcomes. "

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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Orbeta, Aniceto Jr, Anna Rita Vargas, and Aubrey Tabuga. Learning from Labor Market Outcome Changes Overtime: A Study of a Panel of 4Ps Beneficiaries. Philippine Institute for Development Studies, December 2023. http://dx.doi.org/10.62986/dp2023.41.

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This study analyzes the dynamic labor market outcomes of 4Ps beneficiaries, utilizing panel data from three waves of a Randomized Controlled Trial (RCT) cohort (2011, 2013, and 2017). Employing the categorization of Tabuga et al. (2021), labor market states were classified into stable, improving, worsening, and chronic categories. The study focused on four key labor market outcomes: work status, permanent work, full-time employment based on work hours, and full-time employment based on the desire for additional work. Ordered logistic regression was used to identify the correlates of these outcomes, considering individual, household, and community characteristics. The study found that nearly half of the 4Ps beneficiaries consistently held jobs, but less than a third were in permanent employment. Most worked over 40 hours per week, and a significant majority were not seeking additional work. Key correlates influencing these outcomes included age, education, household head status, gender, solo parenthood, marital status, hunger experience, indigenous group membership, IRA per capita, and poverty incidence. Based on these findings, the study recommends targeted interventions for vulnerable groups, enhanced education and skill development, broader economic and community development strategies, income improvement strategies, better public services support, addressing poverty and population density issues, and continuous monitoring and adaptation of policies. These recommendations aim to improve employment stability and overall economic well-being for 4Ps beneficiaries. Future research comparing these dynamics with the broader labor force could provide further insights.

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Romero Juárez, Mireya, and Luis Merino Cabañas. Hand gesture identification for the implementation in social robots using machine learning techniques. Fundación Avanza, May 2024. http://dx.doi.org/10.60096/fundacionavanza/4672024.

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This work explores the methodology employed to find an optimal machine learning algorithm to differentiate 5 hand gestures based on their 3d coordinates, and analyzes different features and models to find the most accurate utilizing python 3.

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