Tutoring Integrated Learning With Video-Based Training to Enhance the Support of the Learners in WIL

2018 ◽  
Vol 16 (4) ◽  
pp. 93-111 ◽  
Author(s):  
Walter Nuninger ◽  
Jean-Marie Châtelet
Keyword(s):  
Resistance To Change ◽  
Integrated Learning ◽  
Work Situation ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Social Challenges ◽  
E Learning ◽  
Learn By Doing ◽  
Educational Videos ◽  
Active Pedagogy

This article describes how higher education providers are adapting their training offers to comply with social challenges and quality issues. The tremendous evolution of ICTEs provides new pedagogical opportunities, making not only possible but simpler multimedia-based e-learning and distance learning with educational videos. Our learners in WIL evolve as engineers thanks to a Formative Work Situation in the company. Active pedagogy reinforces the ownership of knowledge, which is then put into practice at work to improve skills, but the key lever to overcome resistance to change is the support by a duo of tutors in the winning-trio. Thus, this proposal for Tutoring Integrated Learning (TIL) promotes the Continuous Education of the learner-tutors. Applying the same pedagogical approach (“learn by doing”), TIL is based on a Formative Tutoring Work Situation supported by distance self-training with videos for specific knowledge, then guidance by expert-tutors and debriefings in the team to improve their skills. Results are the tutors' proficiency and a shared tutoring culture.

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

scholarly journals From Website to Moodle in a Blended Learning Context

2016 ◽  
Vol 11 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Lillian Buus
Keyword(s):  
Social Science ◽  
Blended Learning ◽  
Development Process ◽  
Virtual Learning Environment ◽  
Learning Context ◽  
Pedagogical Approach ◽  
It Department ◽  
Teachers And Students ◽  
E Learning ◽  
Collaborative Implementation

This paper presents findings collected from a collaborative implementation project established in Spring 2008 between Aalborg University's IT-department in the Faculty of Social Science (FSS) and the E-Learning Cooperation Unit (ELSA) with the view to implement Moodle in FSS. The purpose of this cooperation was conceived from an organisational desire to establish a virtual learning environment (VLE), where it was possible, to build activities and underpin the pedagogical approach. Another perspective was to further improve the communication between the administration, teachers and students. This paper will highlight the development process and some of the didactic considerations undertaken for the implementation. The evaluations undertaken during the process will also be presented, along with the results collected in the use of Moodle to highlight the educational changes.

Re-Enacted Affiliative Meanings and "Branding" in Open and Distance Education

2011 ◽  
pp. 1552-1556
Author(s):  
Gary McI. Boyd ◽  
Dai Zhang
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Just In Time ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
E Learning ◽  
Education Degree

Entwistle (1981) found it was possible and useful to categorize students in three categories: surface learners who want to acquire and use specific knowledge and skills, deep learners who seek a deeper coherent understanding of a field, and credential seekers who want a good diploma and will do whatever may be necessary to get it. The surface learners do not need formal distance education degree studies; they can more and more readily find just-in-time just-on-topic e-learning for a modest price. So the main clientele for distance education institutions are and will continue to be both those wanting a really deep meaningful education, and those who need really respectable credentials who also lack convenient affordable access to traditional universities. More and more it is becoming incumbent upon us to cater to the credential seekers and help to socialize them into their chosen fields, if possible converting them into people proud to be deep learners. Such socialization is not possible if all one provides is a cafeteria of online courses.

scholarly journals Co-construction of Knowledge in Work-Integrated E-learning Courses in Joint Industry-University Collaboration

2018 ◽  
Vol 11 (1) ◽  
pp. 10 ◽  
Author(s):  
Monika Hattinger ◽  
Kristina Eriksson
Keyword(s):  
Manufacturing Industry ◽  
University Education ◽  
Integrated Learning ◽  
Work Experiences ◽  
Technology Learning ◽  
Longitudinal Joint ◽  
Collaborative Negotiation ◽  
E Learning ◽  
On Line ◽  
Work Integrated Learning

Blended e-learning in higher education targeting company knowledge needs, can support continuous competence development for practitioners in the manufacturing industry. However, university education is traditionally not designed for workplace knowledge needs that strengthen practitioners’ learning in everyday work, i.e. work-integrated learning. Designing for such learning efforts is even more challenging when the pedagogical strategy is to stimulate practitioners own work experiences as a valuable knowledge source in construction with other peers or teachers. The aim is to explore how engineering practitioners and research teachers mutually co-construct knowledge. In particular, three types of case-based methodologies are examined within a range of industry-targeted e-learning courses. The study is part of a longitudinal joint industry-university project. Eleven courses were analyzed through focus group sessions with 110 practitioners from 15 different companies. Results show that 1) Virtual digital cases stimulate high technology learning, but show low collaboration with peers, 2) On-line collaborative negotiation cases stimulate both web-conferencing and high interactivity, and 3) Real workplace cases do not stimulate e-learning, but motivate strong work-integrated learning and knowledge expansion.

What Aspects of Organizational Redesign Enhance Job Quality?

1995 ◽  
Vol 39 (12) ◽  
pp. 849-853
Author(s):  
Åsa Gabrielsson
Keyword(s):  
Performance Feedback ◽  
Change Process ◽  
Work Motivation ◽  
Resistance To Change ◽  
Personal Responsibility ◽  
Industrial Workers ◽  
Work Situation ◽  
Organizational Redesign ◽  
And Performance ◽  
And Control

Organizational redesign was studied at an industrial company. The outcome was documented during a two-years period by means of interviews, questionnaires and documentation material. The aim of the study was to describe and analyze what aspects of work industrial workers found important while in the midst of the organizational redesign. Workers considered personal responsibility, variation in tasks, and control over their work situation the most important factors. Much more information and performance feedback from management was desired. They also wanted more possibilities to influence decisions regarding their work and greater freedom to plan their work activities. Workers had conforming needs with respect to their desired work situation, even though they rated their existing work situation differently. The involvement in the change process seemed to positively influence their development and commitment to work. The findings emphasize a shift from individual focus on “resistance to change”, to a holistic focus on “preparation to change”. An integrated view on structural, relational, and individual factors entails a better understanding of the change process as a phenomena, and might give a key to a better understanding of work motivation and satisfaction.

scholarly journals Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme

2018 ◽  
Author(s):  
◽  
Frank Bisaba Kalala
Keyword(s):  
South African ◽  
Graphic Design ◽  
Time Management ◽  
Learning Transfer ◽  
Future Research ◽  
Integrated Learning ◽  
Pedagogical Approach ◽  
Work Integrated Learning ◽  
Effective Transfer ◽  
Client Relations

This research case study investigates the efficacy of a Work-Integrated Learning (WIL) pedagogy that simulates a professional design studio in a graphic design programme at a South African tertiary institution. The overall aim is to develop a model for future pedagogical development of the WIL approach under study. The researcher is one of a team of third-year level WIL teachers, so the study is positioned as educational practitioner research. The review of literature establishes three learning theory links with the WIL pedagogical approach under study. These are: a) learning integration, b) learning transformation, and c) learning transfer. Integrative and transformative learning in WIL study needs to be transferred to graphic design graduates’ design agency working roles as integrative and transformative capability, if WIL pedagogy is to be considered effective. The effective transfer of student learning to the workplace is also considered to be affected the fact that some aspects of pedagogical practice are implicit rather than explicit. Fourteen graphic design graduates currently employed in graphic design agencies were each interviewed twice regarding their working experience. The first round of initial unstructured interviews found that integrative and transformative capability in design agencies was connected with problematic issues of design agency professional capability: collaboration with colleagues, client relations and time management. The second round of semi-structured interviews established these themes as both confirming and disconfirming WIL learning transfer. Upon reflection on the account of WIL pedagogy given in the literature review, design agency collaboration, client relations and time management are implicitly connected to the integrative and transformative intentions of WIL pedagogy. This may compromise learning transfer. An analytical model of these pedagogical concerns was then constructed, to allow for development of the WIL pedagogical approach. Recommendations for such development are offered, and indications made for future research.

scholarly journals The Usage of E-Learning Material to Support Good Communication with Learners

10.28945/2812 ◽  
2004 ◽  
Author(s):  
Hanafizan Hussain
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Just In Time ◽  
Computer Assisted ◽  
Learning Material ◽  
Good Communication ◽  
Before And After ◽  
E Learning ◽  
Learn By Doing ◽  
Time Basis

The focus of this research is to determine whether the exposure to e-learning materials enables students to improve their English. Test scores before and after being exposed to e-learning material have been compared to discover whether there is any appreciable improvement in students’ English Language proficiency levels. Students’ profiles on the computer-assisted learning are studied to determine the effectiveness with some recommendation for developing better elearning material especially in blended technology widely used in Malaysian institutions. The paper shows that students learn by doing, not only by sitting in the classroom or listening to a lecture. Furthermore, students learn from failure, because mistakes stimulate questions, and it is only when students have a question that they are receptive to advice. Students learn from stories if delivered on a ‘just-in-time’ basis, as the remediation of some failure or in answer to students’ question.

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