A new learning and training technology for application of selfcontained breathing apparatus

2021 ◽  
pp. 62-66
Author(s):  
V. S. Babkov ◽  
S. B. Putin ◽  
A. D. Romanov ◽  
V. N. Kosterenko
Keyword(s):  
Breathing Apparatus ◽  
New Learning ◽  
And Training

A Framework for the Implementation of a Collaborative Flexible Learning Environment for Academic Institutions

2002 ◽  
pp. 167-180
Author(s):  
R. K.Y. Li ◽  
S. T. Cheng ◽  
R. J. Willis
Keyword(s):  
Learning Process ◽  
Interactive Multimedia ◽  
New Technology ◽  
Internet Technology ◽  
Educational Institutions ◽  
Learning Method ◽  
Flexible Learning ◽  
New Learning ◽  
New Knowledge ◽  
And Training

Over the past few years the enormous advances in multimedia and Internet technology have started to affect how we live, play, enjoy and conduct our businesses. At the same time, these technologies have begun to creep into our learning and training environments. Many educational institutions are experimenting with the use of the new technology to enhance existing teaching methods. The traditional instructor-centric method of teaching is giving way to the learner-centric model of learning in which information is interpreted rather than merely received by the students and new knowledge is created (Lotus Corporation , 1997). In the learner-centric model, students learn through discovery. The traditional textual and verbal-based learning method is becoming less acceptable. The new learning model is often driven by interactive multimedia which gives the learner full control over the learning process and hence, the focus is on what the learner does not already know. Interactiveness increases the student’s motivation and rate of retention (Bielenberg & Carpenter-Smith, 1997). The term flexible learning, a contemporary buzzword, is often used to describe the above-mentioned model.

New Learning Concepts within the German System of Vocational Education and Training

2003 ◽  
Vol 2 (1) ◽  
pp. 22-40 ◽  
Author(s):  
Waldemar Bauer ◽  
Karin Przygodda
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Business Processes ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Work Processes ◽  
Domain Specific ◽  
New Learning ◽  
And Training

In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.

scholarly journals Innovating a Flexible Concept Based Curriculum in a Course: An Experience Using Fractal Model

2019 ◽  
pp. 397-404
Author(s):  
Larisa Enriquez Vazquez
Keyword(s):  
Fractal Model ◽  
Learning Design ◽  
Master's Program ◽  
Educational Model ◽  
Learning Contexts ◽  
New Learning ◽  
Digital Environments ◽  
Innovación Educativa ◽  
The University ◽  
And Training

Fractal is an educational model that tries to respond to the new learning contexts in which we find ourselves, which are characterized by the need to learn and update knowledge continuously and constantly and with the opportunity to access a large number of options for learning and training through the use of technologies, computer networks and digital environments, among others. The fractal model considers four interrelated elements but one element particularly stands out; it is the curriculum based on concepts that allows to expand and integrate different areas of knowledge to a specific, initial perspective. In addition, Fractal presents aspects that can be linked to connectivism and rhizomatic learning, through a concrete proposal of flexible learning design, which can be useful for formal and non-formal courses. The following Master’s program at the University of La Sabana, in Colombia, presents an experience applying the model in a close context (https://www.unisabana.edu.co/programas/posgrados/centro-de-tecnologias-para-la-academia/maestria-en-innovacion-educativa-mediada-por-tic-virtual/nuestro-programa/).

The Role of Context When Implementing Learning Environments

2011 ◽  
pp. 62-83
Author(s):  
Bernard Blandin
Keyword(s):  
Organizational Structure ◽  
Learning Environments ◽  
Learning Activities ◽  
New Learning Environments ◽  
New Learning ◽  
And Training

This chapter presents some outcomes of current research on the role of contextwhen implementing learning environments. It first sets the theoretical and empiri-cal scene of current research on learning, which leads to the conclusion that thereis a general agreement on the fact that context influences learning activities. Sec-ondly, the chapter shows how theories of learning materialize and give form to thephysical and organizational structure of educational and training institutions.Then, it analyses why institutional praxis applying a given theory of learning mayconflict with the implementation of new learning environments. Finally, it providessome sociological guidelines to facilitate the implementation of a new learningparadigm within an organization. With this chapter, the author intends to promotethe use of sociology to better understand what is at stake when implementing newlearning environments.

scholarly journals Wabu Gadun Bulmba Gurriny Mukanji Centre: A Case Study of Intercultural Design Practice

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Shaneen Fantin ◽  
GudjuGudju Fourmile
Keyword(s):  
Brain Injury ◽  
Indigenous People ◽  
Acquired Brain Injury ◽  
Design Practice ◽  
New Learning ◽  
The Government ◽  
Training Company ◽  
First Time ◽  
And Training

In 2011 GudjuGudju Fourmile, elder of the Gimuy Walubara Yidinij people, asked me to work with him, as an architect, on the conceptual design for a facility for Indigenous people with acquired brain injury. I have been working with Indigenous people on projects since 1995, but this is the first time that I have worked as a sub-consultant to an Indigenous Design Manager. This is a critical change from being engaged by non-Indigenous organisations, or the Government, to provide services to or with Indigenous people. Being directly instructed and lead by Indigenous Construction and Training Company (ICTC) and guided by the Fourmile family has lead me to an experience of intercultural design practice; an experience full of new learning, excitement and challenges, patience and respect.

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

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