Riferimenti teoretici per l'interpretazione dei modelli di insegnamento della pedagogia

2020 ◽  
pp. 276-291
Author(s):  
Rossana Adele Rossi
Keyword(s):  
Learning Outcomes ◽  
John Dewey ◽  
Core Curriculum ◽  
Education And Training ◽  
Degree Programs ◽  
The Core ◽  
Content Model ◽  
Core Content ◽  
Training Professionals ◽  
And Training

The analyzes carried out on the teaching of pedagogy in the L19 degree programs show how the different core contents are declined according to modalities that vary according to the locations and references and belonging to the different schools of thought. The advanced interpretative hypothesis is that some differences are attributable to an idea of formation that can be traced back to the thought of authors such as Giovanni Gentile, John Dewey, and Martha C. Nussbaum. The goal is to show how theories and models in use in the different contexts involved, despite the different theoretical references, can contribute to the construction of a core curriculum suitable for those preparing to work as education and training professionals as long as measure the educational objectives and learning outcomes defined by the core content model defined in the framework of the TecoD Pedagogy project

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 The European networks of research, education and training stakeholders in agroecology

2018 ◽  
Vol 3 (1) ◽  
pp. 537-552
Author(s):  
Rose Nicot ◽  
Stéphane Bellon ◽  
Allison Loconto ◽  
Guillaume Ollivier
Keyword(s):  
Research Question ◽  
Education And Training ◽  
Shared Vision ◽  
Holistic View ◽  
Research Education ◽  
The Core ◽  
Significant Difference ◽  
Education Training ◽  
Research And Education ◽  
And Training

Abstract In Europe, agroecology has become the center of many debates that animate political and professional arenas, particularly regarding the definition and scope of the concept itself. This paper attempts to understand the ways that the term agroecology is conceptualized by different participantsparticipants and how these concepts circulate so as to explore the interests at stake in the institutionalization of agroecology within the research and education institutions of Europe. We address the core research question of: what dynamics emerge in the networks of European stakeholders of agroecology? By combining different approaches of institutionalization based on network and discourse analysis, we study the dynamics of research, education and training organizations. We identify 10 different concepts of agroecology, distributed among 103 organizations. The significant difference that has been observed between the agroecological concepts in research and those in education/training emphasizes the gap between these two disciplines. The latter support a more political, transdisciplinary and holistic view of agroecology when compared to the former. Moreover, collaboration among European agroecology stakeholders is limited in both research and education/training. We also found that in most cases, collaboration between scholars does not guarantee a shared notion of agroecology, and conversely, sharing the same notion of agroecology does not assure collaboration. This led us to question the feasibility of institutionalizing agroecology and the missing link between a shared vision and the collective mobilization of stakeholders around a strong agroecology programme.

scholarly journals Pharmacogenomics courses in pharmacy school curricula

2019 ◽  
Vol 20 (9) ◽  
pp. 625-630 ◽  
Author(s):  
Susanne B Haga ◽  
Jivan Moaddeb
Keyword(s):  
Core Curriculum ◽  
Professional Organizations ◽  
Appropriate Use ◽  
The Core ◽  
Accreditation Standards ◽  
And Training ◽  
School Curricula

Aim: The appropriate use and integration of pharmacogenetic (PGx) testing will pivot on provider preparation and training. Pharmacists have been recognized as one of the key providers in the delivery of PGx testing and as such, professional organizations have recommended inclusion of PGx content in pharmacy curricula. Methods: We reviewed the curriculum of 132 US pharmacy schools for information about PGx courses. Results: A total of 70 core curriculum courses were identified. 55 (42%) pharmacy schools included at least one PGx course as part of the core curriculum, and ten (8%) schools that offered a PGx course elective. Conclusion: While many pharmacy schools have responded to the accreditation standards to include PGx, less than half of the schools have developed a standalone course.

scholarly journals Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group

2020 ◽  
pp. 002367722096858
Author(s):  
Ismene A Dontas ◽  
Kenneth Applebee ◽  
Martje Fentener van Vlissingen ◽  
Viola Galligioni ◽  
Katerina Marinou ◽  
...  
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
Working Group ◽  
Mutual Recognition ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Starting Point ◽  
And Function ◽  
And Training

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel.

A Remotely Operated Aeroelastically Unstable Low Pressure Turbine Cascade for Turbomachinery Aeromechanics Education and Training—Remote Flutter Lab

2014 ◽  
Vol 137 (3) ◽  
Author(s):  
Monaco Lucio ◽  
John Bergmans ◽  
Damian Vogt ◽  
Torsten H. Fransson
Keyword(s):  
Learning Outcomes ◽  
World Wide ◽  
Data Retrieval ◽  
Education And Training ◽  
Operating Conditions ◽  
Test Facility ◽  
Automatic Data ◽  
Learning Platform ◽  
Intended Learning Outcomes ◽  
And Training

The use of advanced pedagogical methodologies in connection with advanced use of modern information technology for delivery enables new ways of communicating, of exchanging knowledge, and of learning that are gaining increasing relevance in our society. Remote laboratory exercises offer the possibility to enhance learning for students in different technical areas, especially to the ones not having physical access to laboratory facilities and thus spreading knowledge in a world-wide perspective. A new “Remote Flutter Laboratory” has been developed to introduce aeromechanics engineering students and professionals to aeroelastic phenomena in turbomachinery. The laboratory is world-wide unique in the sense that it allows global access for learners anywhere and anytime to a facility dedicated to what is both a complex and relevant area for gas turbine design and operation. The core of the system consists of an aeroelastically unstable turbine blade row that exhibits self-excited and self-sustained flutter at specific operating conditions. Steady and unsteady blade loading and motion data are simultaneously acquired on five neighboring suspended blades and the whole system allows for a distant-based operation and monitoring of the rig as well as for automatic data retrieval. This paper focuses on the development of the Remote Flutter Laboratory exercise as a hands-on learning platform for online and distant-based education and training in turbomachinery aeromechanics enabling familiarization with the concept of critical reduced frequency and of flutter phenomena. This laboratory setup can easily be used “as is” directly by any turbomachinery teacher in the world, free of charge and independent upon time and location with the intended learning outcomes as specified in the lab, but it can also very easily be adapted to other intended learning outcomes that a teacher might want to highlight in a specific course. As such it is also a base for a turbomachinery repository of advanced remote laboratories of global uniqueness and access. The present work documents also the pioneer implementation of the LabSocket System for the remote operation of a wind tunnel test facility from any Internet-enabled computer, tablet or smartphone with no end-user software or plug-in installation.

scholarly journals Children’s palliative care education and training: developing an education standard framework and audit

2021 ◽  
Author(s):  
Susan Neilson ◽  
Duncan Randall ◽  
Katrina McNamara ◽  
Julia Downing
Keyword(s):  
Public Health ◽  
Palliative Care ◽  
Learning Outcomes ◽  
Education And Training ◽  
Audit Tool ◽  
Knowledge And Skills ◽  
Care Education ◽  
Action Group ◽  
Palliative Care Education ◽  
And Training

Abstract BackgroundThe need to align the range of guidance and competencies concerning children's palliative care and develop an education framework have been recommended by a UK All-Party Parliament Group and others. In response to these recommendations the need for a revised children’s palliative care competency framework was recognized. A Children’s Palliative Care Education and Training Action Group was formed across UK and Ireland in 2019 to take this work forward. Their aim was to agree core principles of practice in order to standardize children’s palliative care education and training.MethodsThe Action Group reviewed sources of evidence and guidance including palliative care competency documents and UK and Ireland quality and qualification frameworks. Expected levels of developing knowledge and skills were agreed and identified competencies mapped to each level. The mapping process led to the development of learning outcomes, local indicative programme content and assessment exemplars. Results Four sections depicting developing levels of knowledge and skills were identified: Public Health, Universal, Core, Specialist. Each level has four learning outcomes: Communicating effectively, Working with others in and across various settings, Identifying and managing symptoms, Sustaining self-care and supporting the well-being of others. An audit tool template was developed to facilitate quality assurance of programme delivery. The framework and audit tool repository is on the International Children’s Palliative Care Network website for ease of international access. ConclusionsThe framework has received interest at UK, Ireland and International launches. While there are education programmes in children’s palliative care this is the first international attempt to coordinate education, to address lay carer education and to include public health.

scholarly journals Towards the Compatibility of Professional and Scientific Learning Outcomes: Insights and Options in the Context of Competence Orientation

2017 ◽  
Vol 4 (4) ◽  
pp. 325-345
Author(s):  
Volker Rein
Keyword(s):  
Learning Outcomes ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Steady Increase ◽  
Education Practice ◽  
Scientific Competence ◽  
Per Se ◽  
Competence Acquisition ◽  
Training Programmes ◽  
And Training

The steady increase in science-related requirements in operational areas of skilled and managing workforce is influencing worldwide the discourse on shaping professionalization.  This article focuses on the compatibility of professional and scientific competence-oriented learning outcomes of qualification programmes within and across the education and training sectors. It is assumed that there is not, per se, a conceptual dichotomy in designing education and training programmes and credentials in a competence-oriented manner to address complex  professional  and scientific  requirements in education and training in a compatible way. The article tries to shift the discussion  from a systemic and institutional focus to a conceptual- and requirement-oriented perspective on qualification design.  Using Germany as an example, it discusses the conceptual intersections of Vocational Education and Training and academic Higher Education  on competence,  and comparatively analyzes competence-oriented instruments for the classification and the transparency of learning outcomes and their application in the education practice of  dual study programmes with vocational reference qualifications. On this basis, the article elucidates identified characteristics of comprehensive professional-scientific competences and relevant requirement areas in education and training. In addition, further  prerequisites for an integrated competence acquisition in education programmes are discussed as well. It is assumed that these characteristics can also be regarded as  important prerequisites for the connectivity of qualifications and permeable pathways  within and between education systems.

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