scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

Lebenslanges Lernen 2.0

2017 ◽  
Vol 58 (2) ◽  
pp. 27-32
Author(s):  
Anja Ebert-Steinhübel
Keyword(s):  
Organizational Change ◽  
Lifelong Learning ◽  
Workplace Learning ◽  
Lebenslanges Lernen ◽  
Digital Learning ◽  
Corporate Learning ◽  
New Learning ◽  
Training Standards ◽  
E Learning ◽  
And Training

Die schöne neue Bildungswelt liefert eine Fülle von Optionen für die Neuerfindung des individuellen und organisationalen Lernens in Schule, Ausbildung und Beruf. Digitale Lehr- und Lernformate eröffnen Zugangschancen über alle Lebens- und Bildungsphasen sowie über gesellschaftliche, ökonomische, zeitliche und räumliche Grenzen hinweg. Voraussetzung dafür ist die Vermittlung einer digitalen Schlüsselkompetenz. Wie und was also müssen wir künftig lernen, um im Umfeld einer ständig sich verändernden Lern- und Arbeitswelt erfolgreich handeln und gut leben zu können? Jenseits der digitalen Euphorie bedeutet lebenslanges Lernen 2.0 immer auch die Chance auf Veränderung und die Entscheidung darüber, wie viel des Digitalen jeweils zumutbar erscheint. Digitalisierung ist daher Antrieb, Begründung, Inhalt und Voraussetzung für das neue lebenslange Lernen 2.0 zugleich. Lifelong Learning means both, opportunity and challenge in the digital age. The new competencies to cope with the rising ambiguity, volatility and change afford new learning methods and, moreover, a complete change of mind concerning education and training standards for personal and professional skills. Whether analogue or digital; learning in the modern workplace has to be promoted as a permanent and interactive, strategically led company program. Keywords: workplace learning, organizational change, e learning, digitalisierung, digitale kompetenz, corporate learning, aus und weiterbildung

Innovative Tools and Models for E-Learning in Romania

2012 ◽  
pp. 105-122
Author(s):  
Liviu Moldovan
Keyword(s):  
Vocational Education ◽  
Digital Media ◽  
Vocational Training ◽  
State Of The Art ◽  
Vocational Education And Training ◽  
High Definition ◽  
Training Quality ◽  
E Learning ◽  
Pedagogical Innovations ◽  
And Training

This article reports examples from new, ongoing distance learning activities in Romania that utilize state of the art digital media, tools, and methods. Examples include state of the art video tools, design of video infrastructure, and training courses employed for classroom modernisation, to address technological and pedagogical innovations in vocational education and training. The objective is to renovate the teaching infrastructure used by specialists in vocational education, and improve vocational training quality by providing more flexible trainings paths to the Romanian labor market. The latter includes dissemination of a new model for organizing and delivering professional vocational training comprising of competence transfer, competence export, building networks, and development of contacts with vocational schools within a regional development perspective. The training delivery utilizes state of the art ICT solutions, high definition video services, and blended learning frameworks.

Sequential schooling or lifelong learning? International frameworks through the lens of English higher professional and vocational education

2018 ◽  
Vol 60 (2) ◽  
pp. 213-224 ◽  
Author(s):  
Stan Lester
Keyword(s):  
Vocational Education ◽  
Lifelong Learning ◽  
Professional Education ◽  
Vocational Education And Training ◽  
Content Type ◽  
Work Related ◽  
Standard Classification ◽  
And Training ◽  
Practical Implications

Purpose The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s higher professional and vocational education system. Design/methodology/approach The frameworks were examined in the context of English higher work-related education, and areas of mismatch identified. These were investigated to identify the extent to which they were due to weaknesses in the national system or to limiting assumptions contained in the frameworks. Findings Assumptions based on stages of education are problematic in the context of lifelong higher and professional education, while more open, lifelong-learning oriented assumptions can be too skeletal to aid comparisons between systems of initial vocational education and training. Particular problems are identified with assumptions contained in the ISCED that do not reflect the reality of professional education. Practical implications International frameworks need to take account of patterns of learning that take place outside of formal institutions and throughout life, but which lead to equivalent outcomes. Nevertheless, it is not adequate to substitute assumptions based only on the level of achievement. Social implications The assumptions underpinning the ISCED in particular mean that equivalent achievements in different systems can be classified differently, leading to under-reporting of individual achievements, a lack of comparability in international statistics, and potential for policy distortion. Originality/value The paper builds on the work of Hippach-Schneider et al. by providing additional evidence, from a different national context, for issues relating to the ISCED in the context of higher professional and vocational education, and extends this analysis to the two major European frameworks.

scholarly journals The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches

2018 ◽  
Vol 7 (5) ◽  
pp. 92 ◽  
Author(s):  
Vera Belaya
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Theoretical Approaches ◽  
E Learning ◽  
Pros And Cons ◽  
And Training

Vocational education and training (VET) has been facing a lot of challenges lately in the context of geostrategic forces that are shaping our world. Recent technological changes, combined with shifts in global economic power, accelerating urbanization, and demographic changes have put pressure on the VET to become more responsive to the needs of the labour market and society. E-learning has been seen as an effective way of improving the quality of teaching and learning in VET schools due to its various forms. Nevertheless, there has been some disagreement in the litearture on the advantages and disadvantages of the use of of e-learning in VET. Besides, some studies recently reported a decline in enthusiasm about the effects of e-learning in companies. In order to closely examine the effects of e-learning in VET, we conduct a literature review. We then carry out a discussion of the pros and cons with the aim of developing suggestions for the better use of e-learning in VET. The results of the litearture review show that learners and providers of e-learning benefit from it in different ways. In order to minimise the risks involved in using e-learning, a mixture of online and face-to-face events could be used, and adjusted pedagogical concepts should be designed and developed explicitly for e-learning.

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