scholarly journals Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings

2021 ◽  
Vol 8 (2) ◽  
pp. 160-185
Author(s):  
Stig-Börje Asplund ◽  
Nina Kilbrink ◽  
Hamid Asghari
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Vocational School ◽  
General Nature ◽  
General Level ◽  
Variation Theory ◽  
Learning Content ◽  
The Future ◽  
Teachers And Students ◽  
Vocational Learning

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

Ideas on the Future of Intelligent Web-Based E-Learning

2018 ◽  
pp. 2274-2287
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

The German Industrial—Technical Vocational School of the Future

2000 ◽  
Vol 14 (2) ◽  
pp. 113-120 ◽  
Author(s):  
Friedhelm Eicker
Keyword(s):  
High School ◽  
Vocational Education ◽  
Dual System ◽  
Vocational School ◽  
The Future

The quality of vocational education immediately after high school in Germany depends on cooperation between schools and companies as partners in the vocational education ‘Dual System’. If this system is to remain efficient in the future, current problems need to be solved. Therefore, a new concept of cooperation is introduced. This concept considers regional potential and opportunities for development and incorporates other local investors besides the traditional partners of the ‘Dual System’.

Ideas on the Future of Intelligent Web-Based E-Learning

2015 ◽  
pp. 285-297
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

scholarly journals Appropriate and relevant humour in the university classroom: insights from teachers and students

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Farhana Abu Bakar
Keyword(s):  
Teaching And Learning ◽  
University Teaching ◽  
Teachers Perceptions ◽  
Learning Content ◽  
Daily Experiences ◽  
Award Winning ◽  
Teachers And Students ◽  
The University

When used for the purpose of teaching and learning, humour must be relevant and appropriate to the context. However, what constitutes appropriate and relevant humour is unclear. Past studies have focussed mostly on classifying appropriate and relevant types of humour. Additionally, students’ and teachers’ perceptions of what constitutes appropriate and relevant humour are likely to differ, meaning that the effectiveness of teachers’ humour use may vary depending on the context. With this in mind, it is important to consider teachers’ and students’ perceptions of the appropriateness and relevance of humour. For this paper, five award-winning teachers and 10 students were interviewed regarding their perceptions and experiences of the use of humour in university teaching. Four themes were identified that relate to teachers’ and students’ perceptions regarding the appropriateness of humour: Appropriate humour is relevant humour; Appropriate humour happens at a suitable time and in a suitable manner; Appropriate humour enhances teachers’ credibility; and Inappropriate humour is disrespectful humour. Three themes were identified related to the relevance of humour: Relevant humour is related to the learning content; Relevant humour is related to daily experiences in life; and Irrelevant humour is humour that students do not understand. On the basis of this study, this paper offers pedagogical suggestions for teachers who wish to use humour effectively by taking into consideration what humour is considered appropriate/inappropriate and relevant/irrelevant.

Ideas on the Future of Intelligent Web-Based E-Learning

2015 ◽  
pp. 2196-2208
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

Ideas on the Future of Intelligent Web-Based E-Learning

2016 ◽  
pp. 2241-2253
Author(s):  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Current Status ◽  
Learning Approaches ◽  
Learning Tools ◽  
Web Based ◽  
The Future ◽  
Teachers And Students ◽  
Important Approach ◽  
E Learning

With the outstanding improvements in technology, the number of e-learning applications has increased greatly. This increment is associated with awareness levels of educational institutions on the related improvements and the power of communication and computer technologies to ensure effective and efficient teaching and learning experiences for teachers and students. Consequently, there is a technological flow that changes the standards of e-learning processes and provides better ways to obtain desired educational objectives. When we consider today's widely used technological factors, Web-based e-learning approaches have a special role in directing the educational standards. Improvements among m-learning applications and the popularity of the Artificial Intelligence usage for educational works have given great momentum to this orientation. In this sense, this chapter provides some ideas on the future of intelligent Web-based e-learning applications by thinking on the current status of the literature. As it is known, current trends in developing Artificial Intelligence-supported e-learning tools continue to shape the future of e-learning. Therefore, it is an important approach to focus on the future. The author thinks that the chapter will be a brief but effective enough reference for similar works, which focus on the future of Artificial Intelligence-supported distance education and e-learning.

scholarly journals The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study

2021 ◽  
Vol 11 (2) ◽  
pp. 81
Author(s):  
Petra Poláková ◽  
Blanka Klímová
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Vocational School ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Educational Approach ◽  
Face To Face ◽  
Teachers And Students

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students’ perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.

scholarly journals In the Future, Learning in the Cloud Will be More Effective than Learning in A Physical University

2020 ◽  
Vol 4 (2) ◽  
pp. 42
Author(s):  
Zhou Jiayu
Keyword(s):  
Academic Performance ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Technology Learning ◽  
The Future ◽  
Teachers And Students ◽  
Future Learning ◽  
Traditional Class

With the progress of technology, learning in the cloud has becoming the new teaching and learning model in education. Compared with the traditional class, it influences on improving academic performance, stimulating learning motivation and saving time. However, most changeling of it is increased of dropout. What is more, the feeling of lacking interpersonal communication happened between the teachers and students.

scholarly journals Training of the future vocational education teachers in the conditions of student-centred learning and teaching

2019 ◽  
pp. 143-157
Author(s):  
Taras Melnyk ◽  
Iryna Dobroskok
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Positive Impact ◽  
Training System ◽  
Educational Process ◽  
Learning And Teaching ◽  
The Future ◽  
Teachers And Students ◽  
Student Centred Learning ◽  
Teachers Training

The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.

Culture, Identity, Difference

2010 ◽  
Vol 17 (2-3) ◽  
pp. 87-104
Author(s):  
Paul Basu ◽  
Simon Coleman
Keyword(s):  
Public Engagement ◽  
Teaching And Learning ◽  
University Education ◽  
Public Communication ◽  
Museum Collections ◽  
Learning Resource ◽  
The Public ◽  
Strategic Review ◽  
The Future ◽  
Teachers And Students

In its 2002-3 Strategic Review, the Royal Anthropological Institute reasserted the importance of the public communication of anthropology for the future of the discipline. Two significant venues for public engagement activity were identified: museums and pre-university education contexts. We present an account of the development and piloting of an anthropology teaching and learning resource that bridges these two arenas. Complementing efforts to introduce an anthropology A-Level, the Culture, Identity, Difference resource uses museum collections as a way of introducing anthropological perspectives on topics such as belief, ethnicity, gender and power to enhance students' studies across a range of different A-Level subjects. We reflect on some of the lessons learnt during the process, including the value of developing resources that can be used flexibly and creatively by teachers and students, and the need to approach the museum as a space of encounter, exploration and experimentation rather than as a didactic educational venue.

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