Modifying Teachers’ Practices: The Case of a European Training Course on Modelling and Applications

2011 ◽  
pp. 569-578 ◽  
Author(s):  
Fco. Javier García ◽  
Luisa Ruiz-Higueras
Keyword(s):  
Training Course ◽  
European Training

scholarly journals European Training Course

2000 ◽  
Vol 21 (7) ◽  
pp. 488-488
Author(s):  
Andreas Voss ◽  
William R. Jarvis
Keyword(s):  
Training Course ◽  
European Training

COMET – Communication for European Training Managers

2014 ◽  
Author(s):  
Dora Fazekas ◽  
Bárbara Veloso
Keyword(s):  
Training Programme ◽  
Training Course ◽  
Staff Members ◽  
Life Long Learning ◽  
Communication Processes ◽  
Training Materials ◽  
Innovative Learning ◽  
Training Managers ◽  
Group B ◽  
European Training

The adult educational and learning systems occupy a complex and important role in terms of socio-economic growth, ative citizenship and social responsibility. In this sense, effective internal and external communication processes of training organisations are considered fundamental as they contribute to the development of innovative learning products and services and to the increase of their attractiveness for potential beneficiaries. The communication in this setor is carried out internally, between the various staff members within a training organisation, and externally, between the training organisation and other stakeholders at various levels, as well as the adult learners. Sociedade Portuguesa de Inovação is a partner in the COMET – Communication for European Training Managers project, co-funded by the EC under the Life-long Learning Programme (www.spi.pt/comet). The project, based on the above assumptions, aims to strengthen the Lifelong Learning Organizations by helping managers to gain ownership of a set of communication tools to be applied for reaching personal, company and community goals through the development of a training programme for them. The project activities include: (a) Training needs analysis of the project target group; (b) Design of training curriculum, training materials and didactical methodology for the COMET training course; (c) Testing of the training course in Italy and in Portugal; (d) Quality and evaluation plan; (e) Dissemination Plan; e (f) Delivering of two final Training Courses in Italy and in Portugal.

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe
Keyword(s):  
Professional Competence ◽  
Professional Psychology ◽  
European Standard ◽  
Course Content ◽  
Training Course ◽  
And Training ◽  
Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

Hard and light gamification in education: Which one to choose?

2020 ◽  
Vol 1 (1) ◽  
pp. 20-27
Author(s):  
E. V. Karmanova ◽  
V. A. Shelemetyeva
Keyword(s):  
Computer Games ◽  
Educational Process ◽  
Course Development ◽  
Learning Technology ◽  
Training Course ◽  
Resource Requirements ◽  
E Learning ◽  
Characteristic Features ◽  
Game Elements

The article is devoted to the implementation of gamification methods in the educational process. The characteristic features of light and hard gamification are presented. The appropriateness of using gamification when applying e-learning technology is considered. Classification of courses based on hard gamification taking into account the technological features of development is proposed: courses-presentations, courses — computer games, VR/AR courses. The article also illustrates the use of various game elements of easy gamification using the example of the module “Level up! — Gamification” of the Moodle LMS. The capabilities of this module can be used in an electronic course by any teacher who has the skills of working with the Moodle.The authors present the analysis of the development of a training course in sales techniques using hard and light gamification technologies, where the course development was assessed for its complexity, manufacturability, and resource requirements. The results of the analysis showed that the development of courses using hard gamification requires much more financial and time-consuming than the development of courses using light gamification.The article evaluates the results of the educational intensiveness intense “Island 10–22”, held in July 2019 in Skolkovo, in which 100 university teams, teams of research and educational centers, teams of schoolchildren — winners of competitions, olympiads, hackathons (“Young Talents”) participated. The results of the intense confirmed the effectiveness of the use of light gamification methods in adult training. Thus, the conclusions presented in the article reveal a number of advantages that light gamification has in comparison with hard gamification.

Methodological Aspects of the Training Course "Modern Economic Conceptions"

2012 ◽  
pp. 154-157
Author(s):  
V. Vasilenok ◽  
N. Shapiro
Keyword(s):  
Methodological Issues ◽  
Training Course ◽  
Modern Economic ◽  
Methodological Aspects

Methodological and methodological issues of the meaningful construction of a new training course for master's training "Modern Economic Concepts" are discussed in the article. A number of concrete proposals have been made to improve the teaching of the course.

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