Gamification Strategies for Higher Education Student Worker Training

This chapter discusses gamification strategies in the context of higher education student worker training. Specifically, it builds on the concepts of gamification in corporate training contexts and gamification in the academic classroom environment. It also considers various options to support gamified training content and methods to support student worker engagement and knowledge retention. It explains how these strategies relate to the concept of information literacy for an adult, higher education population. This chapter is ideal for higher education staff, faculty, or administrators who design training curricula for student workers.

Strategi Peningkatan Kapasitas UMKM melalui Program Pemberdayaan di Wilayah Jakarta Timur

One of the means of community service in improving the economy is the Thematic Real Work Lecture at the Bogor Agricultural University (KKN-T IPB). Students play very important role in improving the community's economy through the KKN-T IPB’s programs, especially in the COVID-19 pandemic situation which results in the limitation and closure of various business sectors. This community service aims to improve the soft skills of the community in this case Small and Micro Enterprises (SMEs) so that they can remain competitive and increase the scale of their business in Jatinegara District, East Jakarta Administrative City. Methods used in this community service is by training directly in the Jatinegara District Office Hall and online through the zoom teleconference media. The training carried out (training that has been held) namely, financial recording training; product photo training, design training using Canva and Instagram; digital marketing training; food packaging training; and financial management webinars. The results of the training show that MSEs in Jatinegara District understand the material provided in each training, benefit from the training, and the training content well-suited with the business undertaken by each participant.

Study On The Implementation Status and Countermeasures of The Standardized Resident Training System in China

Object: By combing the policy content of the standardized resident training system in China, this paper analyzes the residents’ cognition and satisfaction evaluation of standardized training policy, and discusses the implementation obstacles and feasible strategies of the Chinese standardized resident training. Method Using policy text analysis to sort out the policy content of the Chinese standardized resident training system; A questionnaire survey was conducted among 1048 residents in 5 standardized training bases for residents in Shandong Province, China, and a qualitative interview was conducted with 42 residents by personal in-depth interview. Descriptive analysis and binary logistic regression model were used to statistically analyze the residents’ cognition of the training policy, the way of participating in the training, the harvest during the training, existing problems, satisfaction evaluation, and to explore the implementation obstacle factors and optimization strategies of the standardized resident training policy in China. Result Through quantitative investigation and qualitative interview, it is found that the standardized resident training has improved the students’ clinical theoretical knowledge level, practical ability, and doctor-patient communication ability. However, there are still some problems in the standardized resident training in China, such as unreasonable time arrangement, low salary and living security level of residents, weak awareness of teaching, inadequate implementation of training content and assessment, etc. Conclusion The implementation of the standardized resident training system in China has played an important role in cultivating homogeneous and qualified doctors and improving the ability and level of doctors. However, the survey found that the training arrangement is unreasonable, the salary and living security level is not high, and put forward that the training time should be arranged reasonably, the salary and treatment level should be improved, and the awareness of teachers’ responsibility should be improved Strengthen the implementation of training content and assessment. This paper can provide a reference for graduate medical education and the training of human resources in healthcare in other countries and regions.

Application of Augmented Reality Technology and Artificial Intelligence Satellite Communication Equipment in Power Grid Emergency Training

In recent years, more and more fast-developing high and new technologies have gradually penetrated into the power grid emergency of satellite communication equipment training, and Augmented Reality (AR) technology and Artificial Intelligence (AI) are one of them. The power communication network is an important means to ensure the safety, stability, and economic operation of the power grid, and it is also an important infrastructure for the entire power grid. Power grid emergency training is particularly important for improving the ability to respond to emergencies. The purpose of this article is to study the application of AR technology and AI satellite communication equipment in power grid emergency training. This article first analyzes the demand for training content of power grid emergency training for satellite communication equipment training. Through questionnaire surveys and interviews with relevant experts and emergency rescue teams, it summarizes the training content suitable for the application of AR technology and AI technology for power grid emergency. Then, by introducing the key technologies of the power grid emergency training of satellite communication equipment training, the application of AR technology and AI in the power grid emergency training of satellite communication equipment training is completed. The training effect data shows that 68% think that the training can improve the motivation of training by using this technology, 74% think that the overall effect of the training is good, and 66.3% think that the skill improvement effect is good, which verifies that the technology is used in power grid emergency training. It is worth promoting.

Challenges in Online Teaching Management in Vietnam Universities

In Vietnam today, online teaching is still in the development stage. There has not been a set of quality assurance standards for universities to organize online education. Universities that apply online teaching are mainly based on the ability to use information technology. The resources of each university are at a different level and limited while receiving no government investment. Furthermore, the implementation of online teaching requires a significant and methodical investment in technology infrastructure, training content, human resources, and implementation. Therefore, there is a need for online teaching management solutions in universities.

Design of Augmented Reality Training Content for Railway Vehicle Maintenance Focusing on the Axle-Mounted Disc Brake System

Light maintenance training for electric multiple-unit components of the organization of railway operations is generally conducted using maintenance manuals and work videos, following the guidelines of each organization. These manuals are in the form of booklets, complicated and inconvenient for maintenance operators to carry. Therefore, training content that visualizes maintenance procedures in a three-dimensions (3D) space is necessary to overcome the drawbacks of booklet-type training. In this study, we developed augmented reality (AR)-based training content for railway vehicle maintenance to increase training efficiency. Providing warning signs for risky procedures reduces human error, and transparency control makes trainees check the product hierarchy. A virtual experience based on the maintenance manual is provided to improve maintenance proficiency. An axle-mounted disc brake system maintenance manual is implemented in AR to reflect the requirements of maintenance operators. The convenience of this tool is improved by loading the AR content on a mobile device. Two methods of verification were used: the system usability scale (SUS) survey and training efficiency evaluation. The resulting SUS grade was B (excellent), and the training efficiency improved by 34%.

Trainers’ pedagogical competencies and trainees’ assimilation of training content

Purpose Training cannot be effective if trainers are not pedagogically competent. However, the influence of trainers’ pedagogical competencies on employees’ knowledge and skill acquisition during training is not given the needed attention in the training literature. This study aims to examine the influence of trainers’ pedagogical competencies such as delivery, trainees’ involvement, use of visual aids and body language on trainees’ assimilation of training content. Design/methodology/approach The data are analyzed from 425 respondents in an online survey. This study uses structural equation modeling in testing the hypotheses following validity and reliability tests. Findings This study finds that trainers’ pedagogical competencies such as trainee involvement and body language have a significant influence on trainees’ assimilation of training content, but others such as the trainers’ delivery and use of visual aids do not have a significant influence on assimilation of training content. Practical implications Professionals responsible for training should endeavor to use trainers who have been proven to be pedagogically competent, especially involving trainees during training and use of body language and not just experts in the topics/areas they provide training. Trainers themselves should on their part do well to acquire pedagogical skills in addition to the content knowledge they possess to enhance their training effectiveness particularly, trainees’ assimilation of training content. Originality/value As a phenomenon rarely given attention, this study urges learning and development researchers and practitioners as well as human resource management professionals to give attention to the pedagogical competencies of trainers during training and trainees’ learning.

The costs of standardized apprenticeship curricula for training firms

Standardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills in their productive process and/or train other skills that are not covered by the curriculum. In this paper, we identify the trade-offs involved in setting up training curricula and use data from the most recent survey on the costs and benefits of apprenticeship training among Swiss firms to quantify the associated costs to training firms. On average, training firms state that they do not use 17% of the training content prescribed by the relevant curriculum, and 11% of the companies train additional skills not covered by the curriculum. We show that both kinds of misfit are associated with higher training costs and lower productive output from apprentices. This shows that the regulator imposes costs on firms in order to guarantee broad skills development for apprentices. It also cautions against overly broad curricula that may impose disproportionate costs on firms.

Investigation research on the demand of pre-job training for nursing students in higher vocational colleges

Objectives: To investigate the pre-job training demand of nursing students in higher vocational colleges, lay a foundation for the development of scientific and standardized pre-job training program and help nursing students smoothly transition to clinical practice state from student status. Methods: A self-designed questionnaire was used to investigate 822 nursing students of grade 2018 in our school from four aspects: the necessity of pre-job training, the demand content of pre-job training, the demand of skill enhancement program, and the stress source of pre-internship. Results: Demand rate of the pre-job training of nursing students in the college was 99.5%, and main demand of the training content were nursing skill training (96.8%), nursing safety and occupational protection (95.1%), nursing theory training (92.9%); the main demand of nursing skills enhancement program were closed intravenous infusion (90.3%), (intradermal, subcutaneous, intramuscular) injection (87.8%), cardiopulmonary resuscitation (81.8%), and indwelling catheterization (77.5%); the main stress sources of pre-internship was lack of confidence in theory and skills, accounts for 61.1% in total 760 students. Conclusion: The pre-job training courses in higher vocational colleges should be close to the clinical needs of students, it is necessary to carry out pre-job training courses according to main demand of the training content, the main demand of nursing skills enhancement program and the main stress sources of pre-internship in the college; this article may provide reference for our school and other vocational colleges to develop pre-job training program.