E-Learning: Liberation of Education and Training with Evolving Library and Technology Support

2009 ◽  
Vol 29 (1) ◽  
pp. 14-22 ◽  
Author(s):  
Vivek Patkar
Keyword(s):  
Education And Training ◽  
Technology Support ◽  
E Learning ◽  
And Training

i-DERASSA: e-learning Platform based on Augmented and Virtual Reality interaction for Education and Training

2021 ◽  
Author(s):  
Kahina Amara ◽  
Nadia Zenati ◽  
Oualid Djekoune ◽  
Mohamed Anane ◽  
Ilhem Kheira Aissaoui ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Education And Training ◽  
Learning Platform ◽  
E Learning ◽  
And Training

scholarly journals Towards the use of ICT in the training of human resources working in the field of education and training

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mohamed Baidada
Keyword(s):  
Human Resources ◽  
Continuing Education ◽  
Information Technologies ◽  
Education And Training ◽  
Teaching Staff ◽  
New Information ◽  
Human Resources Managers ◽  
E Learning ◽  
Training Courses ◽  
And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

eSurgery - Digital Transformation in Surgery, Surgical Edu-cation and Training: Survey Analysis of the Status Quo in Germany. (Preprint)

2021 ◽  
Author(s):  
Juliane Kröplin ◽  
Tobias Huber ◽  
Christian Geis ◽  
Benedikt Braun ◽  
Tobias Fritz
Keyword(s):  
Big Data ◽  
Patient Care ◽  
Data Protection ◽  
Surgical Education ◽  
Education And Training ◽  
Simulator Training ◽  
Special Focus ◽  
Teaching Content ◽  
E Learning ◽  
And Training

UNSTRUCTURED Objective In surgery electronic healthcare systems offer numerous options to improve patient care. Aim of this study was to analyse the current status of digitalisation and its influence in surgery, with a special focus on surgical education and training. Methods An individually created questionnaire was used to analyse the subjective assessment of the digitalisation processes in clinical surgery. The online questionnaire consisted of 16 questions regarding the importance and the corresponding implementation of the teaching contents: big data, health apps, messenger apps, telemedicine, data protection/IT security, ethics, simulator training, economics and e-learning were included. The participation link was sent to members of the German Society of Surgery via the e-mail distribution list. Results In total, 119 surgeons (response rate = 19.8 %) took part in the survey. 18.5 % of them were trainees (TR). 81.5 % had already completed specialist training (SP). 66.4 % confirm a positive influence of digitalisation on the quality of patient care. The presence of a surgical robot was confirmed by 47.9 % of the participants. 22.0 % (n=26) of the participants confirm the possibil-ity of using virtual simulators. According to 79.0 % of the participants, the integration of digital technologies in surgical education for basic and advanced stage surgeons should be aimed for. Data protection (1.7) and e-Learning (1.7) were rated as the most important teaching content. The greatest discrepancy between importance and implementation was seen in the teaching content of big data (mean: 2.2 to 3.8). Conclusion The results of the survey reveal the particular importance of digitalisation content for surgery, surgical education and training. At the same time, the results underline the desire for in-creased integration of digital competence teaching. The data also show an overall more pro-gressive and optimistic perception of TR. In order to meet the challenges of the digital trans-formation, the implementation of suitable curricula, including virtual simulation-based training and blended-learning teaching concepts should be emphasized.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2014 ◽  
pp. 2026-2042
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated' space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

Standards for Learning Objects and Learning Designs

2011 ◽  
pp. 827-850
Author(s):  
Morag Munro ◽  
Claire Kenny
Keyword(s):  
Future Development ◽  
Education And Training ◽  
Learning Objects ◽  
Design And Development ◽  
Learning Standards ◽  
E Learning ◽  
Critical Overview ◽  
And Training ◽  
Current Standards

E-learning standards are a contentious topic amongst educators, designers, and researchers engaged in the development of learning objects and learning designs. There is disagreement regarding the relative benefits and limitations of standards, while the relevance of standards to some education and training contexts has been questioned. It may be difficult for designers and educators to be sure that they need to implement standards, let alone to choose the most appropriate one from the plethora available. This chapter aims to provide individuals involved in the design and development of learning objects and learning designs with a wide-ranging critical overview of e-learning standards. It first traces the evolution of standards, and then examines their application in the present day. Finally, the chapter considers some of the limitations and criticisms of current standards, and suggests some possible directions for future development.

Towards More Socio-Culturally Sensitive Research and Study of Workplace E-Learning

2010 ◽  
Vol 1 (3) ◽  
pp. 27-45
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Career And Technical Education ◽  
Education And Training ◽  
Career And Technical ◽  
Culturally Informed ◽  
E Learning ◽  
Learning Research ◽  
And Training

This article advocates workplace adult education and training researchers and scholar practitioners interested in career and technical education (CTE), adult education and technology, and who are attempting social and cultural critiques of workplace e-learning. The emphasis on the technological and artefactual in workplace e-learning research and study are not producing the expected learning outcomes from workplace adult education and training to the degree anticipated. Given increasingly global and diverse workforces, the research and study of workplace e-learning as a socio-culturally ‘negotiated’ space may be an alternate approach toward a more socially and culturally informed understanding of adult learning from workplace e-learning.

scholarly journals Education in Biomedical and Health Informatics in the Web 3.0 Era: Standards for Data, Curricula, and Activities

2011 ◽  
Vol 20 (01) ◽  
pp. 139-141
Author(s):  
W. Hersh ◽  
P. Otero
Keyword(s):  
Health Informatics ◽  
Reference Model ◽  
Education And Training ◽  
Open Educational Resources ◽  
Web 3.0 ◽  
Ontology Language ◽  
Knowledge Infrastructure ◽  
E Learning ◽  
Content Object ◽  
And Training

SummaryWeb 3.0 is transforming the World Wide Web by allowing knowledge and reasoning to be gleaned from its content.Describe a new scenario in education and training known as “Education 3.0” that can help in the promotion of learning in health informatics in a collaborative way.Review of the current standards available for curricula and learning activities in in Biomedical and Health Informatics (BMHI) for a Web 3.0 scenario.A new scenario known as “Education 3.0” can provide open educational resources created and reused throughout different institutions and improved by means of an international collaborative knowledge powered by the use of E-learning. Currently there are standards that could be used in identifying and deliver content in education in BMHI in the semantic web era such as Resource Description Format (RDF), Web Ontology Language (OWL) and Sharable Content Object Reference Model (SCORM). In addition, there are other standards to support healthcare education and training. There are few experiences in the use of standards in e-learning in BMHI published in the literature.Web 3.0 can propose new approaches to building the BMHI workforce so there is a need to build tools as knowledge infrastructure to leverage it. The usefulness of standards in the content and competencies of training programs in BMHI needs more experience and research so as to promote the interoperability and sharing of resources in this growing discipline.

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