scholarly journals Experiențe privind învățarea la locul de muncă a elevilor

2021 ◽  
Vol 49 (3) ◽  
pp. 79-85
Author(s):  
Elena Movileanu
Keyword(s):  
Real Life ◽  
Technical Skills ◽  
Practical Skills ◽  
Work Experiences ◽  
Life Work

Work-based learning exposes students to real-life work experiences, in which they can apply theoretical and technical skills as well as ensuring the development of practical skills. The article presents some experiences regarding work-based learning of the students from the National College of Commerce of ASEM.

The Protocols of Privileged Information Handling in an E-Health Context

2012 ◽  
pp. 737-759
Author(s):  
Juanita Fernando
Keyword(s):  
Real Life ◽  
Privileged Information ◽  
Privacy And Security ◽  
Information Handling ◽  
Health Authorities ◽  
Life Work ◽  
Work Contexts

Health authorities need to review the privacy and security of real-life work contexts before pioneering new, privileged information handling protocols as a foundation of a new national e-health scheme.

The Adventure of Structuring Knowledge During Emergencies

2011 ◽  
Vol 3 (1) ◽  
pp. 13-23
Author(s):  
Carina Beckerman
Keyword(s):  
Knowledge Management ◽  
Management System ◽  
Real Life ◽  
Knowledge Worker ◽  
Knowledge Management System ◽  
Organizational Setting ◽  
Work Situation ◽  
Structuring Knowledge ◽  
Knowledge Structuring ◽  
Life Work

This paper applies two concepts, ‘knowledge structuring’ and ‘knowledge domination,’ to a real life work situation. The purpose is to explore, analyze and discuss what happens when management interferes into the activities of a knowledge worker in a specific organizational setting by computerizing a key document. Exercising knowledge is delicate and complex. This study makes visible how some parts of performing anesthesia become structured and re-structured when the anesthesia patient record is transformed into a knowledge management system at the same time as someone or something influences how that structuring takes place.

scholarly journals Applying the augmented reality concept in maritime engineering personnel training

2018 ◽  
Vol XIX (1) ◽  
pp. 37-40
Author(s):  
Bakalov Ivaylo
Keyword(s):  
Augmented Reality ◽  
Information Technologies ◽  
Real Life ◽  
Training Procedure ◽  
Practical Skills ◽  
Real Life Data ◽  
Ship Power System ◽  
Maritime Environment ◽  
Engineering Personnel ◽  
Fire Accident

The article contributes to a common challenge for linking the academic training with the practical skills of maritime personnel in the current highly dynamic maritime environment. The article presents the concept of augmented reality, wider used in the field of information technologies, applied on the training and exercise of qualified engineering maritime personnel by combining real life data (technical indicators of different aggregates from the ship power system, location and development of fire, flood water, etc.) with computer generated data from the simulation complexes. The elaborated innovative shipboard training procedure of combining the work with the Ship Power Plant simulator, fire accident in the engine room, forecasting and alignment / reconciliation of the scenarios for the development of the fire and counter-action on a real fire field has no analogue.

From experience to knowledge in professional IT management education: exploring the applicability of classroom learning to real-life contexts

2016 ◽  
Vol 35 (2) ◽  
pp. 165-175 ◽  
Author(s):  
Sinéad Murnane ◽  
Anna Browne
Keyword(s):  
Community Of Practice ◽  
Real Life ◽  
Management Training ◽  
Training Programme ◽  
Social Practices ◽  
It Management ◽  
Emotional Engagement ◽  
Classroom Setting ◽  
Training Programmes ◽  
Life Work

AbstractBy understanding knowledge to be performative – a ‘dynamic and ongoing social accomplishment’, rather than a representation or commodity – we view knowledge, or more accurately ‘knowing’, as a capability that emerges from, is embodied by, and embedded in recurrent social practices. The fluent knowing-in-practice that distinguishes an expert practitioner from a novice is developed through the reflexive interaction of the practitioner with their peers and their real-life work practices . Our key aim in this research was to explore whether it is possible for the abstracted classroom setting to approximate real-life work contexts, thereby enabling the active physical, mental, and emotional engagement of learner/practitioners within their community of practice, which have been demonstrated in the literature to be central to learning. How might training programmes actively engage learners in this way? We explored these questions through focus groups and interviews with participants on a professional IT management training programme and found that real-life contexts can be approximated to an extent, such that learner/ practitioners are enabled to learn from their own and each other’s experience of addressing issues in relation to IT management.

Shadowing managerial action instead of recording managerial text

2014 ◽  
Vol 9 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Mirko Noordegraaf
Keyword(s):  
Empirical Studies ◽  
A Priori ◽  
Real Life ◽  
Managerial Work ◽  
Content Type ◽  
Institutional Settings ◽  
Paradoxical Situation ◽  
Managerial Action ◽  
And Behavior ◽  
Life Work

Purpose – The purpose of this paper is to discuss the value of shadowing managers, in relation to other methods for studying managerial work, such as interviews and surveys. Design/methodology/approach – The paper reflects upon (empirical) studies of managers and managerial work, research and bodies of knowledge, and puts available insights into perspective. Findings – Shadowing managers enables researchers to cope with the paradoxical situation that arises when managerial work is studied. Managerial work must be understood in as unbiased a way as possible; managers themselves are unable to understand their own work and the texts they use to capture their work and behavior are either superficial or “manipulative.” At the same time, managerial work cannot be understood without (theoretical) bias; researchers need a priori assumptions when they study real-life work, especially about the institutional settings in which work streams are embedded. The paper concludes that “theoretical shadowing” is relevant. Originality/value – The paper brings together different bodies of knowledge that have evolved over time and shows that observing managers can never be done openly, despite remarks made by earlier students of managerial work.

scholarly journals Patchwork Prototyping with Open Source Software

2011 ◽  
pp. 126-140 ◽  
Author(s):  
M. Cameron Jones
Keyword(s):  
Open Source ◽  
Open Source Software ◽  
Real Life ◽  
Work Experiences ◽  
Traditional Methods ◽  
Software Applications ◽  
Collaborative Applications ◽  
Commercial Off The Shelf ◽  
Functional Prototype ◽  
Paper Prototyping

This chapter explores the concept of patchwork prototyping: the combining of open source software applications to rapidly create a rudimentary but fully functional prototype that can be used and hence evaluated in real-life situations. The use of a working prototype enables the capture of more realistic and informed requirements than traditional methods that rely on users trying to imagine how they might use the envisaged system in their work, and even more problematic, how that system in use may change how they work. Experiences with the use of the method in the development of two different collaborative applications are described. Patchwork prototyping is compared and contrasted with other prototyping methods including paper prototyping and the use of commercial off-the-shelf software.

scholarly journals Are We Ready to Go Live with Our Team Projects?

10.28945/3481 ◽  
2016 ◽  
Vol 13 ◽  
pp. 159-169
Author(s):  
Janice Whatley
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Technical Skills ◽  
Employability Skills ◽  
Project Work ◽  
Working Lives ◽  
Team Projects ◽  
Team Working ◽  
The University ◽  
University Setting

Project work forms a large part in work undertaken by graduates when they enter the workforce, so projects are used in higher education to prepare students for their working lives and to enable students to apply creativity in their studies as they present a solution to a problem, using technical skills they have learned in different units of study. Projects, both at work and in higher education, may be completed in teams, thus providing experience and the opportunity to develop team working skills. The team projects presented in this paper have been provided by external organisations, so that students work in a team on a real life problem, but with the support of their tutors, in the university setting. In this way the projects more closely resemble the sorts of problems they might encounter in the workplace, giving an experience that cannot be gained by working on tutor devised problems, because the teams have to communicate with an external client to analyse and solve an authentic problem. Over the three years that the Live Projects have been running, feedback indicates that the students gain employability skills from the projects, and the organisations involved develop links with the university and benefit from output from the projects. A number of suggestions for improving the administration of the Live Projects were suggested, such as providing clients with information on timescales and providing students with more guidance on managing the projects.

scholarly journals Serious Games for Improving Technical Skills in Medicine: Scoping Review

10.2196/24093 ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e24093
Author(s):  
Tycho Joan Olgers ◽  
Anne Akke bij de Weg ◽  
Jan Cornelis ter Maaten
Keyword(s):  
Scoping Review ◽  
Serious Games ◽  
Search Strategy ◽  
Real Life ◽  
Technical Skills ◽  
Attractive Alternative ◽  
Validation Framework ◽  
Scoping Reviews ◽  
Meta Analyses ◽  
Game Developers

Background Serious games are being used to train specific technical skills in medicine, and most research has been done for surgical skills. It is not known if these games improve technical skills in real life as most games have not been completely validated. Objective This scoping review aimed to evaluate the current use of serious games for improving technical skills in medicine and to determine their current validation state using a validation framework specifically designed for serious games. Methods We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A multidatabase search strategy was adopted, after which a total of 17 publications were included in this review. Results These 17 publications described five different serious games for improving technical skills. We discuss these games in detail and report about their current validation status. Only one game was almost fully validated. We also discuss the different frameworks that can be used for validation of serious games. Conclusions Serious games are not extensively used for improving technical skills in medicine, although they may represent an attractive alternative way of learning. The validation of these games is mostly incomplete. Additionally, several frameworks for validation exist, but it is unknown which one is the best. This review may assist game developers or educators in validating serious games.

The Protocols of Privileged Information Handling in an E-Health Context

2011 ◽  
pp. 87-110
Author(s):  
Juanita Fernando
Keyword(s):  
Real Life ◽  
Privileged Information ◽  
Privacy And Security ◽  
Information Handling ◽  
Health Authorities ◽  
Life Work ◽  
Work Contexts

Health authorities need to review the privacy and security of real-life work contexts before pioneering new, privileged information handling protocols as a foundation of a new national e-health scheme.

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