Designing a Co-creation System for the Development of Work-process-related Learning Material in Manufacturing

The increasing digitalization and automatization in the manufacturing industry as well as the need to learn on the job has reinforced the need for much more granular learning, which has not yet impacted the design of learning materials. In this regard, granular learning concepts require situated learning materials to support self-directed learning in the workplace in a targeted manner. Co-creation approaches offer promising opportunities to support employees in the independent design of such situated learning materials. Using an action-design research (ADR) approach, we derived requirements from co-creation concepts and practice by conducting focus group workshops in manufacturing and vocational training schools to develop design principles for a co-creation system that supports employees through the creation process of work-process-related learning material. Consequently, we formulate four design principles for the design of a collaborative learning and qualification system for manufacturing. Using an innovative mixed methods approach, we validate these design principles and design features to demonstrate the success of the developed artifact. The results provide insights regarding the design of a co-creation system to support learners in the co-creation of learning material with the consideration of cognitive load (CL). Our study contributes to research and practice by proposing novel design principles for supporting employees in peer creation processes. Furthermore, our study reveals how co-creation systems can support the collaborative development of learning materials in the work process.

Our Experiences and Voices

The COVID-19 pandemic disrupted educational institutions globally. The disruption impacted delivery and teacher wellness—a drastic shift from traditional teaching to hybrid and online models without adequate teacher preparation and training. Schools implemented different platforms to support the paradigm shift. These shifts caused by COVID-19 have lasting positive and negative impacts on educators, educator preparation programs, P-12 students, and the overall wellness of teachers and students. This chapter addresses the pedagogical shifts and impact of educator wellness (physically, mentally, and emotionally) caused by the pandemic. The study's findings indicate that the adjustments made by teachers and students will improve communication, collaboration, and teaching with technology skills. The shift to remote learning further strengthened the relationships between teachers and families. Finally, the chapter addresses the importance of teacher wellness and self-care.

Exile, Mobility, and Re-territorialisation in Aceh and Colonial Indonesia

For centuries, trading companies and colonial officials have sought to manipulate indigenous Asian kingdoms by banishing recalcitrant elites, thereby discouraging resistance and ensuring compliance. Less examined by scholars is how colonial officials adapted this tool in their efforts to manage mobility and achieve territorialisation at the turn of the twentieth century. Applying Josiah Heyman and Howard Campbell's framework of “re-territorialisation” to make sense of how states harness mobile flows for the purpose of redrawing boundaries and producing new political spaces, this article will examine Dutch strategies for incorporating the sultanate of Aceh into the Netherlands East Indies. Site of an infamous multi-decade war of insurgency and pacification between 1873 and the early 1900s, this Sumatran kingdom had long resisted imperial subjugation. Dutch authorities eventually moved to complete its elusive ambition of conquest by leveraging distance and forcibly sending Acehnese elites to “training schools” in Java. By fusing exile with pedagogy, colonial officials hoped to transform Acehnese elites into loyal servants of the colonial centre. Rancorous debates about the deposed Acehnese sultan, however, illustrated the limitations of such re-territorialisation schemes and the resiliency of alternative Asian geographies.

Decolonization of Petroleum Education and Training in the Indonesian Oil Industry, 1950-1968

The article explores the decolonization of education within the Indonesian petroleum industry. The Netherlands Indies had one of the largest petroleum industries in the world with many major petroleum players involved. Despite this there was a lack of investment in training and schooling of engineers and workers in the Netherlands Indies. The article showed that the development of training and tertiary education in the 1950s was conducted by both the major oil companies and Indonesian government which invested in creating vocational training schools and university departments to meet industry needs. This development allowed for the creation of a government-run national education and research institute based in Java. The article shows that the role of the oil companies was still indispensable for the decolonization gap before the development of state-owned education institutes and the inclusion of Indonesian participation in the industry during the 1950s and 1960s. The active participation of the foreign oil industry in the Indonesianization of the industry was part of its ‘exceptionalism’ and the specific role oil played in the Indonesian economy.

Examining the Poverty Human Capital and Economic Development Nexus in Pakistan: Evidence from Southern Punjab

Different socioeconomic and demographic characteristics of households have been examined over time, across the world. Developing countries are struggling and striving to achieve the path of economic development. The present study has based on primary data, collected through a household survey during the year 2019. Human capital constitutes education, health, skills and on-the-job training are the most significantly related to the prosperity of the households. The results of the study conclude human capital is the most significant and influential factor that would play a vital role in promoting the prosperity and development of the Southern Punjab, Pakistan. Government should develop various projects to promote education in Pakistan. Vocational training schools would help to enhance the skills of the households.

Fidelity, Rigor, and Relevance: How SEAs are Approaching the ESSA Evidence Requirements

The Every Student Succeeds Act’s evidence requirements mandate the use of research in the selection of school improvement interventions, with the aim of ensuring that schools and districts invest their efforts and funding more wisely. This study of eight states presents three different approaches to the evidence requirements: using lists of pre-sanctioned evidence-based interventions, training schools and districts to evaluate the research supporting potential interventions, and building local evidence of effectiveness. Through interviews with state administrators, I show how each approach relied on different understandings and prioritizations of research rigor and local relevance.

CULTIVATING PRESIDENT HO CHI MINH’S WORKING STYLE FOR POLITICAL CADRES IN THE MILITARY ACADEMIES AND OFFICER TRAINING SCHOOLS OF THE PEOPLE’S ARMY OF VIETNAM

Ho Chi Minh’s working style includes a scientific and systematic method, way, and policy of working expressed in leadership and management activities to accomplish the goals and tasks of the revolution. It shows the specificity and profound content. It is also a foundation for cadres to study, practice, and cultivate their style, revolutionary moral qualities, and professional competence. The article will analyze and clarify crucial aspects, including Ho Chi Minh’s working style and political cadres in the Vietnamese People’s Army’s military academies and officer training schools. From there, the author offers some suggestions for cultivating Ho Chi Minh’s working style for political cadres in the coming time.

Experiment, model, and simulation of the pedestrian flow around a training school classroom during the after-class period

In China, training schools are ubiquitous, where heterogeneous pedestrian flow (which consists of adults and children) widely occurs during the after-class period. In this paper, we develop a fine grid cellular CA model to describe the pedestrian behaviors (e.g., pick-up behavior, searching behavior, matching behavior, waiting behavior, leading behavior, and following behavior) at a training school during the after-class period and explore the effects of the special behaviors on each pedestrian’s movement in and around a classroom. To describe the heterogeneous pedestrian flow accurately, (i) some questionnaire surveys are designed to extract some features of adult’s and child’s movement, and (ii) some video experiments are conducted to estimate/calibrate some parameters of interest in the proposed model. Finally, some strategies are designed to enhance the evacuation efficiency and the operational efficiency of training school. The numerical results indicate that the proposed model can reasonably match with reality, and the proposed strategies can enhance the evacuation efficiency and the operational efficiency of training school. The results can help the administrators to effectively manage the pedestrian evacuation at training school during the after-class period.