Performance Assessment of Food Safety Training Programme: Use of Tools

2015 ◽  
Vol 7 (1) ◽  
pp. 19-21
Author(s):  
Ramona Maria Iancu ◽  
Mihaela Adriana Tiţa ◽  
Hakan Çalap
Keyword(s):  
Food Safety ◽  
Training Program ◽  
Training Programme ◽  
Easy Access ◽  
Learning Material ◽  
Learning Tools ◽  
Safety Policy ◽  
Unemployed People ◽  
E Learning

Abstract The objective of the European Union's food safety policy is to protect consumer health and interests. The existing education systems in EU are in need of innovative learning tools, in order to provide a quality training of future staff, from food sector, to be able to put European food safety policy into practice. The structure of this study is a vocational e-learning training program which aims to develop learning tools by which students, unemployed people and young workers would acquire the key competencies in the field of food services and food industry. The participants to this vocational e-learning training program were from Sibiu area. In this project there were enrolled 137 participants, 52 students and 85 unemployed people and workers. At the end, we evaluate the knowledge gained for each participant by applying tests and questionnaires. The results were positive due to the good quality of the content provided by the learning material, and the easy access to information. The purpose of this training was to understand the participant’s needs and how the quality of their knowledge influences purchasing choice regarding the food safety

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR infrastructure. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 300 training courses were carried out with about 6,000 participants and these courses received recommendation rates of almost 90% (status as of July 2020). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

scholarly journals ON THE WAY TO THE IDEAL TEXTBOOK OF CHEMISTRY

2013 ◽  
Vol 10 (1) ◽  
pp. 41-60
Author(s):  
Sergey Teleshov
Keyword(s):  
Quality Criteria ◽  
History Textbooks ◽  
Learning Tools ◽  
Electronic Textbooks ◽  
E Learning ◽  
The Russian Empire ◽  
Types Of Information ◽  
The 19Th Century ◽  
The Ideal

History school textbook on chemistry in the Russian Empire beginning in the first half of the 19th century. Which textbooks in chemistry were the first? Who were their authors? What do You know about first stable tutorials in 1930-ies? All of this is briefly reflected in proposed to Your attention. You will learn about the first criteria that guided the first authors of textbooks in 1803 and 1840 уу. You can read also about the pedagogical censorship, which appeared in 1869. Finally, You will be offered to current approaches to assessing the quality of the texts. The first formulation of this issue was started in the last decades of the 20th century. The author presents a comparative description of modern Russian textbooks, per-formed on the basis of the proposed criteria. Any teacher can evaluate themselves in accord-ance with these views and, on that basis, selective tutoring for his school. Seemingly has everything You need to create the ideal textbook, but it has not yet been established. At the same time in education appeared e-learning tools, including e-learning textbook. In addition to traditional types of information - text, tables, pictures etc. - electronic textbooks may use and new – speech, music, movie videos, animations and other colored. It is possible to use multiple document, presenting system information, hypertext links. Now, authors and consumers will face two challenges: the quality of these tests and their correlation with classical, i.e. paper. Thus arises the question of creation of ergonomic tutorial of the twenty-first century. Keywords: history textbooks, quality criteria for classic and electronic textbooks, ergonomic tutorial.

The e-Learning Puzzle in Turkey

2010 ◽  
pp. 143-156 ◽  
Author(s):  
Selçuk Özdemir
Keyword(s):  
Financial Resources ◽  
Learning Material ◽  
Digital Learning ◽  
Ict Integration ◽  
National Initiatives ◽  
Complex Process ◽  
Service Training ◽  
E Learning ◽  
Wide Perspective

This chapter aims to share Turkey’s ICT integration experiences from a country-wide perspective rather than a school or classroom case. Many experiences in different countries indicate that successful ICT integration requires interlocking components, such as purchasing hardware, in-service training for principals and teachers, curriculum integration, financial resources for maintenance, technical, and pedagogical support, and an adequate amount and quality of digital learning material. Lack of one of the components may cause the failure of the whole integration process. The employment of ICT in education is a complex process comprising intricate components, much like the pieces of a puzzle. Sharing the experiences gained from national initiatives is especially important for developing countries, which should make an effort to learn from the experiences of other countries because loans granted by foreign sources make up a majority of the e-learning investment.

scholarly journals The HERO project: language training for migrants’ professional career as caregivers through blended learning

2021 ◽  
pp. 273-278
Author(s):  
María-Victoria Soulé ◽  
Kostas Stylianou ◽  
Christina Yerou ◽  
Eftychia Xerou ◽  
Theologia Tsitsi ◽  
...  
Keyword(s):  
Language Learning ◽  
Elderly Care ◽  
Middle Eastern ◽  
The Elderly ◽  
Learning Material ◽  
Learning Tools ◽  
African Countries ◽  
Professional Career ◽  
Content Development ◽  
E Learning

The HERO project aims to develop a training program for caregivers to be working in the elderly care sector. The program is particularly addressed to caregivers from Middle Eastern and African countries as refugees and intends to help them integrate into European society. This paper seeks to offer an overview of the project, including its objectives, underlying principles, and deliverables. The paper particularly portrays the second intellectual output (O2) of the project, namely the ‘On the job’ training in language and terminology curriculum, which has been developed as the end product of O2. Initially, the methodology adopted to create learning material for language learning in a specific-purpose context is analyzed. Based on this, the paper provides a description of the content development by justifying and showcasing the learning material and laying out the logic behind this, through the trainers’ guide. E-learning tools have been integrated in the course material, which also justifies the methodology applied for the purpose of this project.

scholarly journals Effectiveness of E-Learning for University Students: Evidence from Bangladesh

2018 ◽  
Vol 8 (10) ◽  
pp. 352-360
Author(s):  
Mohammad Ali ◽  
S.M Khaled Hossain ◽  
Tania Ahmed
Keyword(s):  
Factor Analysis ◽  
Active Learning ◽  
Associated Factors ◽  
Quick Response ◽  
Learning Tools ◽  
Level Data ◽  
E Learning ◽  
University Level ◽  
Class Room

The aim of current study is to analyse the effectiveness of e-learning for the students at university level. Data have been collected through questionnaire and it was given to 700 students. The questionnaire was returned by 667 students and 94.9% of them are using different e-learning tools, techniques or platforms. Eight variables have been used to measure the effectiveness of e-learning. Cronbach’s alpha test is used to measure the reliability and internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and to measure the factors loading in the study. One sample t-test has been performed to test the hypotheses. The outcome of the study supports that e-learning is faster, time and cost friendly, appropriate to work independently, add value to the learning of the students, usable for the purpose of active learning, faster, quick response, applicable outside the class room and quality of e-learning is satisfactory which indicates e-learning is effective.

scholarly journals EVALUATING THE QUALITY OF E-LEARNING MATERIAL

2017 ◽  
Vol 2 ◽  
pp. 74
Author(s):  
Ilze Kazaine
Keyword(s):  
Quality Evaluation ◽  
Rating Scale ◽  
Quality Criteria ◽  
Evaluation Process ◽  
Learning Material ◽  
Material Quality ◽  
Electronic Learning ◽  
E Learning ◽  
Study Process

An increasing number of educational institutions in the study process uses one of the e-learning systems. Consequently, more and more students are offered learning materials in electronic format. E-materials in distance learning and e-learning is one of the most important elements, therefore much attention and enough time should be paid for their development. There are a number of studies on e-learning quality, where criteria of quality are discussed in the context of chosen e-learning environment and the process of implementation. This article examines only the quality of e-material. The aim was to find a way to reduce the effort and time of electronic learning material quality evaluation. The study used content analysis by summarizing the most important factors influencing the quality for teaching materials. Based on the quality criteria mentioned in the literature and personal experience, a criterion, which affects quality of e-learning material, were summarized and grouped. The criteria were grouped into four groups resulting from didactic, media, usability and formal quality. Quality evaluation is performed by using one of the methods used in software engineering - checklist. Based on the identified quality criteria a checklist was established. In order to facilitate the evaluation process a web-based tool is offered. The tool includes a defined checklist with assessment rating scale and three levels of impact. Evaluation of material quality is shown in the terms of percentage. After testing the tool, it could be used for course developers, program managers or other persons involved in evaluation process of e-learning resources.

Open and Distance Learning Tools and Strategies

2008 ◽  
pp. 34-47
Author(s):  
Cristina Girona
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Learning Tools ◽  
Educational Models ◽  
E Learning ◽  
Technological Means ◽  
The University ◽  
Learning Institutions

There exists nowadays an enormous variety of models of e-leaning, from the technological, methodological and management perspective. At the university level, but also in company-training, in schools and formal education institutions, the different educational models appear, moving in a continuum from those who use technology as a complement or support to traditional attended sessions, to those that base the teaching and learning process in completely online environments. They try a variety of teaching methods while using differing degrees of virtualisation in the organisation (Bates, 2005). Years ago, when ICT in education started to be widely used, the success of the e-learning experience and the institutions themselves depended on their technological means; the platform was the most important of the model adopted by e-learning institutions. Initial efforts were put in market analysis aiming at finding out which was the best platform developed by ICT providers. Major investments in economical terms were dedicated to the acquisition of what was considered “the best” platform. Some years later, it was seen that institutions were different from the rest, and that not all educational platforms could cover all their needs. They realised that the success of their educational offer could not only be based on technology but in the learning materials provided. At that moment, the industry of online resources and hypermedia materials for educational uses grew up quickly. For some years, the success of e-learning mainly depended on the quality of the online materials provided, and that distinguish one institution from others.

OPTIMALISASI PERENCANAAN PROGRAM PENDIDIKAN DAN PELATIHAN PADA PUSDIKLAT PAJAK Vissia Dewi Haptari

INFO ARTHA ◽  
2017 ◽  
Vol 5 ◽  
pp. 127-154
Author(s):  
Vissia Dewi Haptari
Keyword(s):  
Human Resources ◽  
Force Field ◽  
Training Program ◽  
Training Programs ◽  
Education And Training ◽  
Training Center ◽  
Training Curriculum ◽  
E Learning ◽  
And Training

Education and training (training) is an integral part of human resource development is always oriented to the improvement of the quality and capabilities of human resources. The development of human resources through education and training is one of the media that are considered strategic, because training is a powerful tool to improve knowledge (knowledge), skills (skills) and attitude (attitude). In order to maintain the quality and validity of training, as well as to adjust the training program to the needs of the user unit as well as to accommodate external dynamics, always do the evaluation and improvement on the educational and training has collected, either a refinement of the guidelines of education and training, curriculum, and teaching materials, methods of evaluation , teaching methods, improving the quality of facilities and infrastructure, financing, teacher / instructor, and human resources training organizer itself. Technically, indicators of the success of the work plan of an organization can be found by doing a comparison between actual planned and conduct the development program on the potential possessed. Implementation of the program is called optimal if the compiled program can be realized both in the type of training, the amount of training, and the realization of the training participants, as well as to revise the minimum education and training program and all the potential has to be managed properly. The gap between the desire and the fact this is what will be formulated and ends with the identification of the problems with using the Force Field Analysis (FFA). In planning the optimization of the training program, it is necessary to identify the factors that encourage and inhibit both internally and externally that contribute directly or indirectly tehadap optimization of planning education and training programs. Factors driving and inhibiting obtained under observation in everyday work, discussions with actors training activities, and direct input / written from stakeholders. The driving factors that influence the optimization of the planning of training programs at the Training Center of Tax (a) HR Training Center Tax competent, (b) Requirement K / L & SOE's Tax Training, (c) Support Support Information Technology, (d) Changes in process DGT business, (e) availability of training program development forum, (f) diaplikasikannya e-learning program, (g) availability of training curriculum, and (h) Flexibility in applying the method of training. Inhibiting factors affecting the optimization of the planning of training programs at the Training Center of Tax (a) The lack of quality of the results Coordination, (b) Lack of pattern formation, (c) lack of Total Widyaiswara, (d) There are inadequate facilities and infrastructure, (e) Lack of flexibility Change Financing, (f) Delayed Dialing process Participant Training, (g) Limitation of Training time by User, and (h) Limitations of Standard Operating Procedures (SOP) Based on the results of a series of calculations / analyzes compiled force field diagram of each Total Weight Value (TNB) the drivers / inhibitors are, then formulated a strategy to maximize and minimize the factors driving and inhibiting the key as well as problem-solving strategies. The key factors and strategy developed with the expectation that future performance can be improved Tax Training Center. Translation of strategy into operational action plan includes activities such as planning, execution, and control. Factors driving the key is (a) Requirement K / L & SOE's Tax Training and (b) Changes in business processes DJP, the chosen strategy to maximize pedorong that key is (a) carry out the identification of K / L and state and create partnership offers training programs taxes and (b) implement a study forum 139 together with the Directorate KITSDA & human Resources Development Section, DGT and assignment to the trainers to conduct a study of business process changes DJP Factors key inhibitors are (a) the lack of quality of the results of coordination and (b) the restriction of time training by the user, the chosen strategy to minimize the key inhibitors are (a) proposed the concept / proposal MOU training program of tax to the DGT and (b) make the draft method training with e-learning. Be aware that no matter how well a strategy would have a weakness, then the recommendations are believed to support the smooth running of the strategy of bringing concepts / ideas MOU to the DGT tax training programs and make a training methods with the concept of e-learning. 

scholarly journals The de.NBI / ELIXIR-DE training platform - Bioinformatics training in Germany and across Europe within ELIXIR

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 1877
Author(s):  
Daniel Wibberg ◽  
Bérénice Batut ◽  
Peter Belmann ◽  
Jochen Blom ◽  
Frank Oliver Glöckner ◽  
...  
Keyword(s):  
Training Program ◽  
Life Sciences ◽  
Learning Material ◽  
Ministry Of Education ◽  
Face To Face ◽  
E Learning ◽  
Training Courses ◽  
Group 3 ◽  
Training Activities ◽  
Bioinformatics Community

The German Network for Bioinformatics Infrastructure (de.NBI) is a national and academic infrastructure funded by the German Federal Ministry of Education and Research (BMBF). The de.NBI provides (i) service, (ii) training, and (iii) cloud computing to users in life sciences research and biomedicine in Germany and Europe and (iv) fosters the cooperation of the German bioinformatics community with international network structures. The de.NBI members also run the German node (ELIXIR-DE) within the European ELIXIR network. The de.NBI / ELIXIR-DE training platform, also known as special interest group 3 (SIG 3) ‘Training & Education’, coordinates the bioinformatics training of de.NBI and the German ELIXIR node. The network provides a high-quality, coherent, timely, and impactful training program across its eight service centers. Life scientists learn how to handle and analyze biological big data more effectively by applying tools, standards and compute services provided by de.NBI. Since 2015, more than 250 training courses were carried out with more than 5,200 participants and these courses received recommendation rates of almost 90% (status as of October 2019). In addition to face-to-face training courses, online training was introduced on the de.NBI website in 2016 and guidelines for the preparation of e-learning material were established in 2018. In 2016, ELIXIR-DE joined the ELIXIR training platform. Here, the de.NBI / ELIXIR-DE training platform collaborates with ELIXIR in training activities, advertising training courses via TeSS and discussions on the exchange of data for training events essential for quality assessment on both the technical and administrative levels. The de.NBI training program trained thousands of scientists from Germany and beyond in many different areas of bioinformatics.

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