Understanding Aspects of Individual and Collaborative Skill Acquisition in Face-to-Face and Distance Training Situations

2007 ◽  
Author(s):  
Adrienne Y. Lee ◽  
Douglas J. Gillan ◽  
Nancy Cooke
Keyword(s):  
Skill Acquisition ◽  
Distance Training ◽  
Face To Face

scholarly journals PELATIHAN APLIKASI CANVA DALAM MENDUKUNG PELAJARAN JARAK JAUH BAGI GURU SMK MUHAMMADIYAH 7 JAKARTA

2021 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Estu Sinduningrum ◽  
Isa Faqihuddin Hanif ◽  
Rosalina Rosalina ◽  
Nunik Pratiwi ◽  
Muchammad Sholeh
Keyword(s):  
Community Service ◽  
Graphic Design ◽  
School Teacher ◽  
Practical Method ◽  
Online Media ◽  
Learning Method ◽  
Distance Training ◽  
Face To Face ◽  
Scale Method ◽  
Teacher Skills

ABSTRAKPandemi covid-19 sekarang ini sangat berdampak besar disegala aspek kehidupan, tidak terkecuali bidang pendidikan, pelajaran secara keseluruhan dengan cara tatap muka dikehidupan normal, dituntut merubah metode pembelajaran, yaitu pembelajaran jarak jauh (PJJ), perubahan ini menuntut pengajaran (guru) untuk mempu menyesuaikan dengan kebutuhan pengajaran yang lebih menarik  dan dinamis. SMK 7 Muhammadiyah Jakarta membutuhkan metode pembelajaran tersebut, oleh karena itu tim pengabdian masyarakat dari fakultas teknik uhamka mengadakan pelatihan penggunaan aplikasi canva desaign grafis untuk mendesai beberapa hal secara mudah.  Tujuan dari pengabdian ini yaitu pelatihan pengunaan aplikasi canva berbagai materi pembelajaran dengan visualisasi yang mewakili isi pembelajaran itu sendiri, serta dapat meningkatkan keterampilan guru dalam berkreasi. Hasil pelatihan diadakan selama dua hari, metode praktik dengan media daring, kemudian kuesioner bermetode skala likert dilakukan untuk didapatkan timbal balik atau tanggapan mengenai pelatihan ini, dan ternyata didapatkan bahwa pengetahuan bertambah dengan adanya kegiatan ini sebesar 78,57% dengan total kepuasaan secara keseluruhan 85,71%. Kata kunci: pelatihan jarak jauh; pelatihan canva; guru SMK Muhammadiyah ABSTRACTThe current covid-19 pandemic has had a major impact on all aspects of life, including the field of education, the whole lesson is face-to-face in normal life, it is required to change the learning method, namely distance learning (PJJ), this change requires teaching (teachers) to be able to adapt to the needs of a more interesting and dynamic teaching. SMK 7 Muhammadiyah Jakarta requires this learning method, therefore the community service team from the Uhamka Faculty of Engineering held training on using the Canva Graphic Design application to design several things easily. The purpose of this service is to train the use of the Canva application for various learning materials with visualizations that represent the content of the learning itself, and to improve teacher skills in being creative. The results of the training were held for two days, the practical method with online media, then a questionnaire using the Likert scale method was carried out to obtain feedback or responses about this training, and it was found that knowledge increased by this activity by 78.57% with a total overall satisfaction of 85 ,71%. Keywords: canva training; distance training; muhammadiyah vocational school teacher 

scholarly journals Un projet de mise en place de la visioconférence en support à la formation des enseignants inuits : enjeux et bénéfices d’une recherche-développement en milieu nordique | Implementation of Videoconferencing to Support Inuit Teacher Training: Advantages and Challenges

2017 ◽  
Vol 42 (5) ◽  
Author(s):  
Glorya Pellerin ◽  
Gisèle Maheux ◽  
Yvonne Da Silveira ◽  
Stéphane Allaire ◽  
Véronique Paul
Keyword(s):  
Teacher Training ◽  
Technology Management ◽  
Collaborative Work ◽  
Optimal Conditions ◽  
Distance Training ◽  
Face To Face ◽  
Preliminary Results ◽  
A Priority ◽  
Recherche Développement ◽  
Geographic Remoteness

The research presented in this article proposes new training formulas for Inuit teachers from Puvirnituq and Ivujivik in Nunavik through the experiences of videoconferencing. It is based on a hybrid of face-to-face and distance training, where collaborative work is a priority. Optimal conditions for Inuit teacher training were identified through observing the various uses of videoconferencing from 2011 to 2015 - this despite the geographic remoteness, and the biculturalism and trilingualism of Inuit teachers, which originally made the integration of this technology difficult. The preliminary results highlight advantages and limitations of such an implementation by raising issues related to biculturalism, trilingualism, technology, management and governance.Fondée sur une formation hybride présentielle et distancielle et privilégiant le travail collaboratif, la présente recherche propose la mise à l’essai de nouvelles formules de formation des enseignants inuits de Puvirnituq et d’Ivujivik au Nunavik à travers une expérience de visioconférence. Bien que le contexte d’éloignement géographique ainsi que le biculturalisme et le trilinguisme des enseignants inuits aient rendu difficile l’intégration pédagogique de cette technologie, l’observation pendant 4 ans (2011-2015) de différentes utilisations de la visioconférence a permis d’identifier les conditions optimales de formation des enseignants inuits. Les résultats préliminaires mettent en évidence les avantages et les limites d’une telle implantation en faisant émerger les défis liés à la biculturalité, au trilinguisme, à la technologie, à la gestion et à la gouvernance.

Expertise and resources for interpreter training online

Babel ◽  
2020 ◽  
Vol 66 (6) ◽  
pp. 950-972
Author(s):  
María Dolores Rodríguez Melchor ◽  
Manuela Motta ◽  
Elena Aguirre Fernández Bravo ◽  
Olga Egorova ◽  
Kate Ferguson ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Online Survey ◽  
Learning Technologies ◽  
Face To Face ◽  
Virtual Classes ◽  
Interpreter Training ◽  
Training Methodologies ◽  
Set Up ◽  
Task Oriented ◽  
Interactive Resources

Abstract The development of online interactive resources for interpreter training has been at the centre of the agenda in terms of pedagogical assistance and cooperation both for the European Institutions and for their partner universities. Modern videoconferencing systems and online learning technologies provide an excellent alternative to face-to-face classes, offering solutions to the problem of trainers’ availability and engaging learners in synchronous and asynchronous task-oriented activities. In this context, the European Parliament-funded ERITON project was launched in 2014 with the aim of facilitating the dissemination of best practices and enhancing collaboration between EU and non-EU partner universities in the field of conference interpreter training. Forming the strategic core of this project was the use of innovative training methodologies, such as virtual classes and virtual mock-conferences. This paper presents the pedagogical framework of the VCs and discusses the results of an online survey conducted from 2015 to 2017 among students who actively participated in the virtual classes held within the ERITON project. The aim of the survey was to obtain anonymous feedback on the technical set-up of the VCs and on the helpfulness of this format in terms of skill acquisition and progress. The results show that the new medium was well-received and appreciated by respondents, especially since it gave them the possibility to interact in ways and with people that would otherwise be impossible.

Managing the change from face-to-face to distance training for SMEs

2000 ◽  
Vol 34 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Maria Ferraris ◽  
Stefania Manca ◽  
Donatella Persico ◽  
Luigi Sarti
Keyword(s):  
Distance Training ◽  
Face To Face

scholarly journals Instructional Mash-Up: Promoting Reflective Skill Development in a Virtual Environment

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Karen Dunlap ◽  
Tracey Mac Gowan ◽  
Keith Restine
Keyword(s):  
Classroom Management ◽  
Skill Acquisition ◽  
Prospective Teachers ◽  
Online Courses ◽  
Educational Training ◽  
Online Delivery ◽  
Face To Face ◽  
School Based ◽  
Student Demand ◽  
Reflective Skills

Classroom management (CM) research suggests prospective teachers customarily view CM skill acquisition as a fundamental component of pedagogical knowledge development (Emmer & Stough, 2001; Merrett & Wheldall, 1993). Dissemination of critical concepts has traditionally occurred in face-to-face classrooms supported by school-based field experiences. However, circumstances have fueled student demand for flexible scheduling and convenient online courses (Ellis, 2009; Fink, 2003). Professors are challenged to deliver CM instruction virtually; utilizing multiple tools for online delivery to emulate traditional and educational training experiences. This qualitative study explored emergence of reflective skills in blogs, wikis, and scaffolded assignments in an online CM course.Keywords: classroom management; pedagogy; flexibility; online courses; blogs; wikis; scaffolded assignments

scholarly journals Training physicians in motivational communication to improve behaviour change counselling competency: A behavioural medicine approach to NCD prevention and management

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
K Lavoie
Keyword(s):  
Behaviour Change ◽  
Skill Acquisition ◽  
Assessment Tool ◽  
Health Behaviours ◽  
Evidence Based ◽  
Training Dose ◽  
Face To Face ◽  
Behaviour Change Counselling ◽  
Communication Competencies ◽  
The Impact

Abstract Background Despite the importance of changing health behaviours in the context of preventing and managing non-communicable chronic diseases (NCD's), physician use of evidence-based behaviour change counselling (BCC) is low, and BCC skills competency is generally poor. Motivational communication (MC) is a patient-centred, evidence-based BCC approach used by healthcare providers, designed to increase patient motivation to adopt a healthy lifestyle. MC-based approaches improved a range of health behaviours (smoking, diet, physical activity) in patients with NCDs, leading to increased demand for physician training. Despite the widespread dissemination of training programs, data on their efficacy in achieving competency among physicians is limited. This is likely due to a lack of consensus on the core communication competencies to be achieved, and in the absence of acceptable, valid and reliable tools to measure skill acquisition. Results Using an integrated knowledge translation (iKT) approach that engaged 199 international physicians, behaviour change experts and health administrators, we have identified 11 core evidence-based communication competencies that physicians should acquire in the context of NCD prevention/management. They have been incorporated into a basic 4 hr face-to-face MC training program called “LEARN THE BASICs”. To assess MC competency, we have also developed a reliable, engaging, efficient, 'user-friendly' case-based digital assessment tool called the MC-Competency Assessment Test (MC-CAT). Conclusions Strategies for optimizing and tailoring this program, including finding the most cost-effective training dose, the impact of supplemental training components (e.g., in person vs. digital coaching; booster sessions), and delivery modes (e.g., face-to-face vs digital/online), will be discussed in the context of optimizing implementation success.

Face-to-Face or Distance Training?

2001 ◽  
Vol 15 (2) ◽  
pp. 135-141
Author(s):  
John Allan ◽  
Michele O'Dwyer ◽  
Naomi Lawless ◽  
Eamon Ryan
Keyword(s):  
Small Businesses ◽  
Working Environment ◽  
Learning Support ◽  
Distance Training ◽  
Face To Face ◽  
The Past ◽  
Mode Of Operation ◽  
Face To Face Learning ◽  
The Uk ◽  
Micro Enterprises

In the past, too many government-sponsored initiatives have presented learning resources that have been wasted because the target small business audience has failed to make use of them. This paper explores the issue of offering learning materials to small and medium-sized enterprises (SMEs) in a manner that recognizes their working environment, mode of operation and preferred learning methods. It then outlines methods currently being tested in the UK and Ireland, and indicates preliminary findings. The two methodologies are different in that the UK (LSSB – Learning Support for Small Businesses) programme is aimed at distance learning in primarily small businesses, whilst the Irish (University of Limerick and Limerick City Enterprise Board) programme is aimed at face-to-face learning primarily in micro-enterprises. Preliminary findings are presented.

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