Thematische Bibliographien / Competency based education

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Auswahl der wissenschaftlichen Literatur zum Thema „Competency based education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Competency based education"

Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka und Tetiana Besarab. „Development of Competency-Based Approach to Education“. Educational Challenges 27, Nr. 2 (17.10.2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.

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The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.

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Oroszi, Terry. „Competency-Based Education“. Creative Education 11, Nr. 11 (2020): 2467–76. http://dx.doi.org/10.4236/ce.2020.1111181.

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Schmaus, Diane C. „Competency-Based Education“. AORN Journal 45, Nr. 2 (Februar 1987): 474–82. http://dx.doi.org/10.1016/s0001-2092(07)68360-4.

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King, Spencer B. „Competency-Based Education“. JACC: Cardiovascular Interventions 8, Nr. 2 (Februar 2015): 374–75. http://dx.doi.org/10.1016/j.jcin.2014.12.219.

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Curry, Lynn, und Marcia Docherty. „Implementing Competency-Based Education“. Collected Essays on Learning and Teaching 10 (12.06.2017): 61–74. http://dx.doi.org/10.22329/celt.v10i0.4716.

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The rapid and widespread adoption of competency-based education (CBE) has brought into sharp focus long-standing tensions built into education systems, particularly for graduate and professional schools. We all share the desire to produce graduates equipped to respond capably in a rapidly changing world. However, many of us struggle with the knowledge, skills, and attitudes required to identify, articulate, deliver, document, assess, assure, and adjust those necessary competencies across learning engagements, work-study experiences, and into work careers. CBE forces us to alter familiar pedagogical beliefs, attitudes, and behaviours. The purpose of this essay is to assist faculty, students, administrators, regulators, and employers in considering the strengths and limitations of competence-based education (CBE). We also introduce a range of mitigating strategies to address CBE shortcomings.

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Baxi, Gaurang, und Tushar Palekar. „Competency-based physiotherapy education“. Indian Journal of Physical Therapy and Research 2, Nr. 2 (2020): 144. http://dx.doi.org/10.4103/ijptr.ijptr_13_20.

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Dwyer, Tim, Sara Wright, Kulamakan M. Kulasegaram, John Theodoropoulos, Jaskarndip Chahal, David Wasserstein, Charlotte Ringsted, Brian Hodges und Darrell Ogilvie-Harris. „Competency-Based Medical Education“. Journal of Bone and Joint Surgery-American Volume 97, Nr. 23 (Dezember 2015): 1985–91. http://dx.doi.org/10.2106/jbjs.o.00252.

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Mujawar, Nilofer. „Competency based medical education“. Journal of Education Technology in Health Sciences 9, Nr. 2 (15.09.2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.

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Sharma, Pawan Kumar, Omprakash Swami und Hemant Tyagi. „COMPETENCY-BASED EDUCATION MANAGEMENT“. GFNPSS GLOBAL NURSING JOURNAL OF INDIA 4, Nr. II (09.10.2021): 319. http://dx.doi.org/10.46376/gnji/4.ii.2021.319-320.

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Kovaichelvan, V. „Competency-based engineering education“. International Journal of Indian Culture and Business Management 8, Nr. 2 (2014): 253. http://dx.doi.org/10.1504/ijicbm.2014.059213.

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Dissertationen zum Thema "Competency based education"

Sarron, Susanne Rutledge Pierce Walter D. „Applying Smelser's theory of collective behavior to minimum competency testing/competency based education“. Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713225.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 3, 2005. Dissertation Committee: Walter D. Pierce (chair), Fay F. Bowren, F. James Davis, Wayne H. Galler, William D. Zeller. Includes bibliographical references (leaves 279-292) and abstract. Also available in print.

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Speer, Kellie. „Competency-Based Learning in Higher Education“. The University of Arizona, 2016. http://hdl.handle.net/10150/621589.

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Learning to learn is fundamental. Efforts to embed competence therefore often concentrate on developing transversal skills, or soft skills, such as the ability to think critically, take initiatives, solve problems and work collaboratively (Sullivan and Bruce, 2014). In this paper, competency-based education is discussed. More specifically, a discussion of the Retailing and Consumer Sciences program and its current curriculum will take place. This paper will discuss qualitative research conducted in both the literature as well as in the Retailing and Consumer Sciences program.

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Courteau, Brigitte. „Competency-based education in plastic surgery training“. Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.

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In Plastic Surgery, learning objectives have been outlined by the Royal College of Physicians and Surgeons of Canada, however, a defined curriculum to meet these objectives is absent. Several factors are reducing the practicality of the current time-based model and as a result, a competency-based training model has been proposed to replace the traditional model. Implementation of a competency-based curriculum requires several steps including the identification of both specialty specific procedures and procedural steps. The present project aims to develop a methodology for identifying procedural steps for individual Plastic Surgery procedures. Previous studies have highlighted the lack of resident exposure to several areas of Plastic Surgery, particularly aesthetic surgery. Avenues for increasing resident exposure and training opportunities must be explored. An additional aim of this project is to achieve this through the development of a pilot simulator mannequin for aesthetic surgery training. The identification of Plastic Surgery procedural steps together with simulator training is a novel step forward towards implementation of competency-based education in Plastic Surgery training.
En chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.

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Thackaberry, Alexandera. „Competency-Based Education Models: An Emerging Taxonomy“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491776906336325.

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Engelbrecht, Frederik Daniel Jakobus. „A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia /“. Link to the online version, 2007. http://hdl.handle.net/10019/624.

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Gregg, Julie E. „Competency-based education, an effective approach to nursing orientation“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57436.pdf.

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PERNA, Salvatore. „The design of Serious Games for Competency-based Education“. Doctoral thesis, Università degli Studi di Palermo, 2022. https://hdl.handle.net/10447/565845.

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Pearce, Catherine Rebecca. „Implementation of an outcomes focused approach to education: a case study“. Thesis, Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/250/.

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Outcomes focused education is an educational reform movement that has influenced many countries, including Australia, in recent years. In this study the case of one primary school in Western Australia is examined. The study explores how this single school has implemented an outcomes approach within the context of large-scale jurisdictional change. The research design utilises the qualitative approaches of ethnography and phenomenology to develop a layered case study with the basic unit of analysis being the school site. A number of richly informative case studies, from within this single site, have been developed drawing on data from a broad range of stakeholders including teachers, students, parents and the school's principal. Departmental and school based documents have also been utilised to inform and guide the development of each case study. Emergent themes with respect to the implementation of educational change have been identified and the implications of these are discussed. At the time of the study the school site was only in its fifth year of operation, and a variety of key factors were identified as having a significant impact on the level of success achieved in implementation. The change management model as used by the school is identified and described, and several critical areas of weakness are revealed. As a result, the study raises critical questions about the effectiveness of the model used by the school and therefore questions the potential for this model to be used successfully in other schools implementing similar pedagogical change.

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Pearce, Catherine Rebecca. „Implementation of an outcomes focused approach to education : a case study /“. Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/250/.

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Curwood, Maurice Robert. „Competency-based training and assessment in the workplace /“. Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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Bücher zum Thema "Competency based education"

Hasenstab, Joseph. Performance-based education. Cadiz, KY: Performance Learning Systems, 2008.

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W, Burke John, Hrsg. Competency based education and training. London: Falmer Press, 1989.

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Beth, Kenkel Mary, Peterson Roger L. 1944- und American Psychological Association, Hrsg. Competency-based education for professional psychology. Washington, DC: American Psychological Association, 2010.

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Rowe, Alan. Quality and outcome-based education. Belconnen, A.C.T: Australian Curriculum Studies Association, 1994.

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Kenkel, Mary Beth, und Roger L. Peterson, Hrsg. Competency-based education for professional psychology. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-000.

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Fanie, Pretorius, Hrsg. Outcomes₋based education in South Africa. Johannesburg: Hodder & Stoughton, 1998.

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McCowan, Richard J. Origins of competency-based training. Buffalo, N.Y: Center for Development of Human Services, Buffalo State College, 1998.

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Baron, Mark A. Performance-based education: Developing programs through strategic planning. Lanham, MD: Rowman & Littlefield Education, 2008.

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Susan, Fuhrman, und Elmore Richard F, Hrsg. Redesigning accountability systems for education. New York: Teachers College Press, 2004.

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Susan, Fuhrman, und Elmore Richard F, Hrsg. Redesigning accountability systems for education. New York: Teachers College Press, 2004.

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Buchteile zum Thema "Competency based education"

Wang, Amber Yayin, und Tzyy-Yuh Maa. „Competency-based education“. In Competency-Based Teacher Education for English as a Foreign Language, 9–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-2.

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Krishnamurthy, Radhika, und Jed A. Yalof. „The assessment competency.“ In Competency-based education for professional psychology., 87–104. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-005.

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Binder, Jeffrey L., und Fredrick S. Wechsler. „The intervention competency.“ In Competency-based education for professional psychology., 105–23. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-006.

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Stanton, Mark. „The consultation and education competency.“ In Competency-based education for professional psychology., 143–59. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-008.

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ten Cate, Olle. „Competency-Based Medical Education and its Competency Frameworks“. In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 903–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_42.

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Zehra, Tabassum, und Rukhsana Wamiq Zuberi. „Competency-Based Clinical Supervision“. In Global Medical Education in Normal and Challenging Times, 63–68. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51244-5_8.

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Kettler, Todd, und Cheryl Taliaferro. „Competency-Based Progressions and Acceleration“. In Personalized Learning in Gifted Education, 102–24. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003237136-7.

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Golubina, Ekaterina, und Alexander Löser. „Competency-Based Exams in Professional Education“. In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 141–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73093-6_15.

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Mangione, Lorraine, und Lavita Nadkarni. „The relationship competency: Broadening and deepening.“ In Competency-based education for professional psychology., 69–86. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-004.

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Ramasamy, Muthuveeran. „Competency-Based Sewing Curriculum Development“. In Demand-Driven Approaches in Vocational Education and Training, 87–95. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12510-3_6.

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Konferenzberichte zum Thema "Competency based education"

Martinez-bueso, Pau, Olga Velasco-Roldán, Iosune Salinas-Bueno, Inmaculada Riquelme-Agulló und Elisa Bosch-Donate. „Competency-based education advances in Higher Education in Health“. In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16284.

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INTRODUCTION. The incorporation of digital technology to rehabilitation settings requires competency-based education advances in Higher Education in Health or in life-long training. AIM. This work aimed at developing knowledge in digital rehabilitation, exploring competences in Digital Rehabilitation in higher education teachers, students, and professionals, and creating pedagogical tools for them. A consortium of higher education teachers from 5 European countries (DIRENE consortium) designed and piloted a project in higher education studies from health and social care. RESULTS. Mixed methodology found digital competences in students, teachers, and professionals. Digital content and a module on digital rehabilitation study module was created. CONCLUSION. Assessing Competency-based education advances in Higher Education in Health is an essential need for the design and development of educational methods and for enhancing the use of digital technologies in the rehabilitation practice.

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Kahlon, Amardeep, Ann Kennedy und Linda Smarzik. „Competency-Based Education“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287555.

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Magauova, Akmaral, Zhamilya Makhambetova und Svetlana Lukashova. „Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany“. In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.

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Li, Chengcheng, Hazem Said, Rebekah Michael, Marcus Johnson und Helen Meyer. „Competency based IT experienes“. In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757572.

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Hernández-de-Menéndez, Marcela, und Ruben Morales-Menendez. „Competency Based Education – Current Global Practices“. In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5536.

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Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also, teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are reported with a pass or not pass grade and with narrative transcripts. CBE benefits from student's perspective are also determined. The main advantage of CBE is that measures what a student can do after completing a program. It is also flexible, as universities/colleges of any size/age can incorporate it at different levels, which depends on their resources and strategies. Even though CBE has proven to solve a global problem, the gap between the supply and demand of skillful people can only be reduced if all the concerned parties work together in a coordinated manner.

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Linxen, Andrea, Florian Endel, Simone Opel und Christian Beecks. „Knowledge Graphs for Competency-Based Education“. In 2023 IEEE International Conference on Big Data (BigData). IEEE, 2023. http://dx.doi.org/10.1109/bigdata59044.2023.10386727.

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Anohina-Naumeca, Alla, und Anda Āboliņa. „Conceptualising Digital Competency for ICT Specialists“. In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.34.

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A competency-based approach to education has become central in discussing and assessing the quality of education. Competency is vital for any individual to cope successfully with challenging tasks in his/her professional, social and private life and achieve the goals set. In order to practically implement the approach in higher education institutions, it is necessary to understand what competencies are required by the labour market and what their structure is, as well as to select or develop models or frameworks for describing these competencies. One of the most relevant competencies in the modern world is digital competence which implies knowledge and skills to use information and communication technology (ICT) to achieve professional, social and personal goals. Although the need for developing digital competence is actual for specialists in any field, the definition of its structure for ICT professionals is mainly ignored. Therefore, it can hinder the development of quality educational programs and prevent graduates from being equipped with the necessary skills and knowledge. This study applies a systematic literature review to answer three research questions concerning the types and structure of digital competence of ICT professionals, the developed models and frameworks of digital and professional competence of ICT specialists, and the representation of digital competence in the existing competence frameworks and models. The research results offer the conceptualisation of digital competence for ICT specialists. It includes transversal digital competence, general professional digital competence, and specific professional digital competence, together with indicating an appropriate framework for each of the competence types mentioned.

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Wu, Jiayi, und Haijun Wang. „Educational Reform of Tourism English based on Competency-Based Education Model“. In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.31.

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Lāma, Gatis, Līga Āboliņa, Baiba Kaļķe, Edīte Sarva, Anda Āboliņa und Māra Bernande. „elf-Evaluation of Future Teacher Professional Competences: a Case Study in Latvia“. In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.62.

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eacher education is the focus of many organisations as an influential tool for improving the quality of our lives, including sustainable development (UNESCO 2022, OECD 2016). Similar to other educational fields, teacher education is increasingly being viewed through the lens of competences rather than just subject knowledge and skills. In Latvia a new competency-based curriculum has been introduced at all levels of education (Skola2030). Therefore, it is important to review the competences required for teachers and developed in higher education to potentially improve the quality of education for their future students and provide experiences in developing competences with which students will have to work in schools as well. In this research we use a self-evaluation instrument developed through the project “Development and Implementation of the Education Quality Monitoring System” (2nd round) for measuring future teachers’ professional competences. The results show that overall, future educators self-evaluate their competences highly in all sub-competence areas. Higher self-evaluations are seen in the area of professional development, while lower self-evaluations are seen in the area of planning learning.

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Wyne, Mudasser F., Lu Zhang und Alireza Farahani. „A Review of Competency Based Education (CBE)“. In 2021 International e-Engineering Education Services Conference (e-Engineering). IEEE, 2021. http://dx.doi.org/10.1109/e-engineering47629.2021.9470564.

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Berichte der Organisationen zum Thema "Competency based education"

Tadevosyan, Gohar, und Swetal Sindhvad. Innovations in Information and Communication Technology Enhanced and Competency-Based Education. Manila, Philippines: Asian Development Bank, Juli 2024. http://dx.doi.org/10.22617/brf240350-2.

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Bakum, Z. P., und K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.

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Rodrigues do Nascimento Junior, Edmilson. Annotated Bibliography - Does competency-based education with blockchain signal a new mission for universities? (Williams, 2019). ResearchHub Technologies, Inc., Januar 2024. http://dx.doi.org/10.55277/researchhub.aeopqzb3.

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Duong, Bich-Hang, Vu Dao und Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.

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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko und Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.

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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire und Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, Juli 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication presents recommendations for: (i) Initial education programmes to enable new teachers to operate in all modes: face-to-face, remote, and hybrid; and (ii) Short professional development opportunities for in-service teachers to design, plan, implement, and assess lessons in hybrid and remote formats.

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko und Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).

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Posso, Christian, Estefanía Saravia und Pablo Uribe. Acing the Test: Educational Effects of the SaberEs Test Preparation Program in Colombia. Banco de la República, Juni 2023. http://dx.doi.org/10.32468/be.1237.

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Education in Colombia and Latin America is characterized by significant gaps in the quality of education as measured by standardized test scores. This paper assesses the impact of a Colombian program called SaberEs, which strengthens preparation for standardized cognitive tests such as the high school exit exam in Colombia (Saber 11 ) for low socioeconomic status students. The program provides competency-based training sessions to develop skills for analyzing and solving specific types of questions within school hours. Our difference-in-differences estimates show that SaberEs increased Saber 11 scores by 2.22 ranks (or 0.074 standard deviations), which implies that the socioeconomic achievement gap was reduced by 23% regarding the control schools. Also, students affected by the program experienced a significant increase in access to tertiary education and merit-based scholarships in Colombia.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova und Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).

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