Journal articles on the topic 'Information technology Employees Training of Computer-assisted instruction'

E-learning is a training and development delivery system for online education. This system is advantageous in terms of the speed of memory, and the data manipulation capabilities of the computer for greater flexibility in instructions. The purpose of this study are: i) To determine the process of implementing E-learning to increase employee productivity in the Covid-19 pandemic at PT. Asia Talenta Manajemen; ii) To explain E-learning system to increase employee productivity in the Covid-19 pandemic at PT. Asia Talenta Manajemen; iii) To find out the obstacles and constraints obtained from the E-learning system. This research takes a qualitative descriptive approach. The population in this study were all employees of PT. Asia Talenta Manajemen, amounting to 50 people. The sample in this study used the nonprobability sampling method, which is a sampling technique that does not provide equal opportunities for each element or member of the population to be selected as samples, using a purposive sampling approach. The results showed that: (i) E-learning process which is applied at PT. Asia Talenta Manajemen Tangerang provides information or flow that is quite clear and understandable to participants through a fairly long but regular process that is easily understood by employees or E-learning participants. (ii) PT. Asia Talenta Manajemen Tangerang tends to have a positive impact on employees or participants who are involved in training carried out by means of E-learning because participants or employees can implement the skills they have acquired in the available forums as well as in their respective work lines, according to the material presented obtained. (iii) Obstacles and challenges that are obtained from the E-learning system depend on the participants themselves, the participants cannot fulfil the deadline that has been determined, for example, it has been determined that the deadline is one month but the participants cannot fulfil it for up to one year.

The Covid-19 pandemic prompted the Government to issue instructions for social distancing to cut Coronavirus infection. The social distancing policy for ASN is carried out by limiting working hours and working from home (WFH) while still paying attention to government public services' sustainability. This is a solution to break the chain of the spread of the increasingly widespread Covid-19 outbreak. However, to realize available services are maintained and can run well, it is necessary to carry out HR management in implementing WFH by considering the various obstacles faced. Furthermore, this study aims to identify the barriers and efforts to overcome them in implementing WFH during the Covid-19 emergency. The research was conducted on all 50 employees / ASN Bappeda Gunungkidul Regency. The results of this study indicate that five aspects become the main obstacles in implementing WFH, namely elements of the availability of computers and internet networks, details of the ability to master information technology, factors of HR governance regulations, parts of organizational culture, and aspects of performance appraisal. Meanwhile, efforts that can be made to improve the implementation of WFH can be carried out by implementing one man one computer, conducting IT training and employee mentoring, compiling workbook-based HR governance, work contracts, and SPIP (Government Internal Supervision System), improving culture. Progressive organizations, as well as improving work performance-based employee performance appraisals.

Computer vision has become a fast-developing technology in the field of artificial intelligence, and its application fields are also expanding, thanks to the rapid development of deep learning. It will be of great practical value if it is combined with sports. When a traditional exercise assistance system is introduced into sports training, the athlete’s training information can be obtained by monitoring the exercise process through sensors and other equipment, which can assist the athlete in retrospectively analyzing the technical actions. However, the traditional system must be equipped with multiple sensor devices, and the exercise information provided must be accurate. This paper proposes a motion assistance evaluation system based on deep learning algorithms for human posture recognition. The system is divided into three sections: a standard motion database, auxiliary instruction, and overall evaluation. The standard motion database can be customized by the system user, and the auxiliary teaching system can be integrated. The user’s actions are compared to the standard actions and intuitively displayed to the trainers as data. The system’s overall evaluation component can recognize and display video files, giving trainers an intelligent training platform. Simulator tests are also available. It also demonstrates the efficacy of the algorithm used in this paper.

In recent years, significant advances in the development of computer vision technology have produced many platforms and systems that combine computer technology and sports-assisted training, including intelligent systems that are integrated with golf training and instruction. However, the existing intelligent systems for golf-assisted teaching usually use three-dimensional depth information, which will significantly increase the cost of intelligent systems. In this paper, the extraction of golf club slope is carried out on the basis of golf sport video capture using a common monocular camera in order to match the club slope information with the professional coach swing video information. At the same time, in order to facilitate the interframe matching, the joint point information is complemented using the projection approximation point algorithm, and the segmentation of the swing video is performed using the complemented human hand joints and the fixed characteristics of the golf swing. Then, in order to solve the problem that human joints will have the same joint angle under different movements, the human limb joint angles are defined and then the swing movements in the user video frames are evaluated.

Integrated Services Digital Networks (ISDN) is an emerging telecommunications technology that will affect how distance education is designed, developed, and presented. Combined with integrated desktop workstations, it will put voice, text, and video telecommunications at the fingertips of educators and learners. Appropriate use of ISDN for distance education and training depends on the development of a conceptual scheme to integrate models from several closely related areas such as integrated information systems, educational broadcasting, computer assisted instruction, and distance education. In a project funded by Northern Telecom Inc., faculty and students of the Department of Educational Technology at San Diego State University are presently involved in evaluating an integrated telecommunications system and developing an integrated model of distance education.

This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills independently. This research aimed to present meaningful information for the readers about the effectiveness of digital technology in promoting students' autonomous learning by answering the two research questions; what kinds of digital technology's characteristics, and which digital technology condition effectively promotes students' autonomous learning. The Systematical Literature Review includes seven articles selected from 19 articles in Google scholar, 1.215 articles in Science direct, and four articles in Sinta (1, 2, 3, 4, 5, and 6). The reviewed articles indicated seven apps; Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Quizlet, Socrative, Sli-do, and Three-Dimensional (3D). The virtual environments allow students to promote their autonomous learning in such conditions as long-distance learning, classroom learning activities, and self-training activities.

PurposeThis paper aims to introduce, conceptualize and demonstrate a software tool named “Blockchain-Enabled Beer Game” (BEBG) for familiarizing the application of blockchain in inventory management, one of the critical components of supply chain management.Design/methodology/approachThis paper follows a methodology of design-based research and develops a software tool in the form of a role-play simulation game. The proposed game adopts the theme of the traditional beer distribution game to establish a blockchain-enabled scenario for inventory management. A decentralized application (DApp) was prototyped on the Ethereum blockchain to demonstrate the tool.FindingsThe proposed software tool is effective in teaching and training the application of blockchain in inventory management. While interacting with BEBG, players witness how each inventory-related transaction gets secured with blockchain. A basic understanding of the fundamentals of blockchain is a prerequisite for using this tool. BEBG is not self-explanatory, and an instructor is essential for assisting the players.Originality/valueSoftware tools currently available to familiarize with blockchain technology cannot convey its practical applications. Addressing this gap, BEBG allows the users to experience the application of blockchain in inventory management. Academic institutions, especially business schools, can use this tool to teach the students the practical use of blockchain technology. Industries can adopt BEBG for training the employees. The research community can devise BEBG to infer the impact of blockchain in supply chain management.

Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.

Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. &lt;br&gt;&lt;br&gt; E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.

Reading and writing are the foundations of English learning as well as an important method of instruction. With the advancement of network technology and the onset of the information age, an increasing number of students have lost interest in traditional English reading and writing instruction in the classroom. Flipped classrooms have emerged as a result of this situation and have become the focus of research in one fell swoop. As a result, flipped classroom research at home and abroad has primarily focused on the theory and practical application of flipped classrooms, and flipped classroom application practice is primarily based on the overall classroom, with few separate discussions on the effects of flipped classroom students’ self-learning. As a result, we developed a recurrent neural network-based intelligent assisted learning algorithm for English flipped classrooms. There are two main characteristics of the model. First, it is a gated recurrent unit based on a variant structure of the recurrent neural network. The double-gating mechanism fully considers the context and selects memory through weight assignment, and on this basis, it integrates the novel LeakyReLU function to improve the model’s training convergence efficiency. Second, by overcoming time-consuming problems in the medium, the adoption of the connection sequence classification algorithm eliminates the need for prior alignment of speech and text data, resulting in a direct boost in model training speed. The experimental results show that in the English flipped classroom’s intelligent learning mode, students explore and discover knowledge independently, their enthusiasm and interest in learning are greatly increased, and the flipped classroom’s teaching effect is greatly improved.

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.

Aim/Purpose: This study collects empirical evidence to investigate the extent to which high school teachers adopted the tablet computer in their instruction within the context of the Tablet Project in Kuwait and explores what drove their adoption behavior. Background: The role of information technology in education is prominent and takes different forms depending on the purpose of information technology adoption and the adopted information technology systems. To utilize emerging technology in education in Kuwait, the government launched an initiative to integrate the tablet computer into high school education during the 2015–2016 academic year. Three years later, some evidence doubting the project’s value had had been circulated, which motivated undertaking a thorough investigation to assess the project’s effectiveness, particularly from the teachers’ perspectives and its influential factors. Methodology: We adapted an expanded Technology Acceptance Model to assess the extent of high school teachers’ use of the system in their teaching practice and to examine the effects of teaching efficacy, perceived ease of use, and perceived usefulness on that use behavior. To test the research hypotheses, a data set was collected from 206 teachers and analyzed using the partial least squares structural equation modeling (PLS-SEM) method. Contribution: Our empirically derived results confirm the scanty information that was in circulation at the time of this study and that claimed that the Tablet Project was not progressing sufficiently or achieving its objectives. These results could guide future efforts aimed at effectively integrating information technology into high school education in Kuwait and at enhancing the ongoing online education necessitated by the COVID-19 pandemic. They also advise that effective integration of information technology into teaching and learning mandates a comprehensive redesign and digitization of the targeted educational system. Findings: Although teachers report minimal use of the system in teaching, teaching efficacy emerges as the strongest determinant of that use behavior, followed by perceived ease of use and perceived usefulness. The fitted model also has satisfactory explanatory power as it explains 43% of the variance in use behavior. Recommendations for Practitioners: The results of this study suggest that, in the public schools of Kuwait, teaching efficacy is a more important determinant of the use behavior of information technology in teaching than perceived ease of use or perceived usefulness. In addition, it is difficult to adopt information technology into teaching where there is inadequate awareness of the role of technology in e-learning, a lack of content modules fit for information technology-assisted teaching, poor Internet connections, a lack of technical support, and a lack of adequate professional and technical training. Recommendation for Researchers: This study offers significant empirical results from the Arabian milieu on the utility of the Technology Acceptance Model in elucidating public high school teachers’ adoption of the tablet computer in teaching practice. Our results also enhance the growing global body of knowledge on the integration of hedonic systems as well as their individual and contextual determinants in education, in general, and in teaching practice, in particular. Furthermore, teaching efficacy is an important determinant of teachers’ adoption of information technology in teaching. Impact on Society: Information technology augments traditional, face-to-face teaching and learning in societies by incorporating rich, online learning experiences and creating a motivating and efficient learning environment. Yet, the value of information technology-enabled education depends significantly on the successful integration of the systems into the educational process, and the results of this study could serve as a foundation for policies and plans aimed at successfully integrating information technology into the educational systems in Kuwait and similar societies. Future Research: The results and limitations of this study suggest several future research topics. Future research should explore the extent of students’ adoption of the tablet computer in learning activities and its important determinants to gain a better understanding of the Kuwaiti Tablet Project initiative. In addition, future research should employ other research methods (e.g., qualitative analysis), use samples from private schools’ teachers, and incorporate and test other possible determinants of teachers’ adoption of information technology in teaching to verify the validity and generalizability of the reported results.

This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students’ feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system’s effectiveness.

<p><strong>Abstract.</strong> This paper is focussed on the work and remit of the ICA’s Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world.</p><p> The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, ‘Body of Knowledge’ was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018).</p><p> It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography.</p><p> It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main <strong>challenges</strong> (this paper presents 11, in <strong>bold</strong> below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies.</p><p> One of the main purposes in developing a <strong>Body of Knowledge</strong> is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography’s contribution to GIS), <strong>curriculum design</strong> must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many <strong>specific cartographic principles</strong>, is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit.</p><p> Also within the BoK, the <strong>theoretical foundations for the study of cartography</strong> must be elucidated and moved from the research agenda to the educational curriculum. A revised <i>Research Agenda</i> developed under ICA auspices and a focussed <i>Body of Knowledge</i> are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and ‘mashed-up’ by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of ‘organised’ cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is <strong>understanding what employers want from graduates in cartography and GIS</strong>. The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce.</p><p> In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving <strong>professional accreditation</strong> from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. <strong>Linking cartographic education and its principles with related education in other closely related geo-disciplines</strong> is particularly important. Common messages must be presented stressing cartography’s importance and relevance.</p><p> At the possible wider levels mentioned above, experiences and <strong>lessons learned from teaching cartography and GIS to a broad range of non-specialists</strong> must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which <strong>develop on-line educational resources</strong> and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities.</p><p> In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. <strong>Technical support requirements</strong> are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the ‘real world’. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme.</p><p> Recent additions to the ‘wish-list’ of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The <strong>use of open source software and datasets in geospatial and cartographic education</strong> is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge.</p><p> This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.</p>

A review of: Childs, Sue, Elizabeth Blenkinsopp, Amanda Hall, and Graham Walton. “Effective E-Learning for Health Professionals and Students—Barriers and Their Solutions. A Systematic Review of the Literature—Findings from the HeXL Project.” Health Information & Libraries Journal 22.S2 (2005): 20-32. Objective – To determine barriers or problems and possible solutions related to e-learning, and to determine the effectiveness of e-learning among health professionals and students. Design – Systematic review of qualitative literature, in addition to interviews and questionnaires, to allow for triangulation of the data. Setting – “The HeXL Project: Surmounting the Barriers to NHS E-Learning in the North-East.” The National Health Service (NHS) in the North-East of England, from May 2003 to March 2004. Subjects – A systematic review of 57 qualitative studies on health and e-learning, phone interviews with 13 managers and trainers, and 149 questionnaires completed by users and non-users of e-learning. All participants of the interviews and questionnaires were staff and students of the NHS in the North-East of England. Methods – The study used three methods to collect data to meet the objectives of the study. For the systematic review, the databases AMED (Allied and Alternative Medicine), ASSIA (Applied Social Sciences), CINAHL (Nursing and Allied Health), ERIC (Education), HMIC (health Management), LISA (Library and Information Sciences), PubMed (Medline), and Web of Science were searched using the terms “e-learning” or “computer assisted instruction”, and “health”, and “barriers.” Any type of research or comprehensive literature review was selected from the results to be included in analysis. Based on the findings from the systematic review, a semi-structured interview schedule was developed for use in phone interviews to be conducted with managers or e-learning trainers. Also based on the systematic review, questionnaires were developed and distributed to users and non-users of e-learning. The three methods permitted triangulation of the data. Main results – The search produced 161 results of which 57 met the methodological criteria. The 57 studies categorized e-learning barriers and solutions into eight different issues: organizational, economics, hardware, software, support, pedagogical, psychological, and skills. Results from the interviews and questionnaires mirrored those of the systematic review. Barriers to e-learning included managing change, lack of skills, costs, absence of face-to-face learning, and time commitment. Solutions to the barriers of e-learning included blended learning, better design, skills training, removal of costs, and improved access to technology. There were, however, some discrepancies between the results from the systematic review and the interviews and questionnaires: barriers due to “lack of access to technology” (29) were not perceived as serious, suggested solutions did not include better communication and scheduling, and the solutions to provide trainer incentives and employment admission criteria were rejected. Users and potential users of e-learning mentioned one solution not found in the review: protected time during work to partake in e-learning. Results from the interviews and questionnaires demonstrated that managers, trainers, and learners thought e-learning to be effective. Conclusion – The researchers answered the study’s questions to determine the perceived barriers and solutions to e-learning for the NHS in the North-East of England. Despite the barriers identified, it was also determined from the interviews conducted and questionnaires returned that managers, trainers, and learners perceive e-learning as an effective method of education for health professionals and students. Further research is needed to determine whether this perception is correct. The systematic review of the literature identified important “factors which need to be in place” for e-learning to effectively take place (29). The barriers and potential solutions identified are useful for those designing e-learning programs in any professional context. The results point to several requirements for e-learning success: national standards and strategies; curriculum integration; change management; flexible programming; skills training; and support and access to technology for managers, learners, and trainers. The authors of the article believe that librarians play an important role in e-learning and identify several areas in which librarians can contribute.

Information systems (IS) research is found in many diverse communities. This paper explores the human-dimension of human-computer interaction (HCI) to present IS-design practice in the light of courseware development. Assumptions are made that online courseware provides the perfect solution for maintaining a knowledgeable, well skilled workforce. However, empirical investigations into the effectiveness of information technology (IT)-induced training solutions are scarce. Contemporary research concentrates on information communications technology (ICT) training tools without considering their effectiveness. This paper offers a prescriptive IS-design methodology for managing the requirements for efficient and effective courseware development. To develop the methodology, we examined the main instructional design (ID) factors that affect the design of IT-induced training programs. We also examined the tension between maintaining a well-skilled workforce and effective instructional systems design (ISD) practice by probing the current ID models used by courseware developers since 1990. An empirical research project, which utilized this IS-design methodology investigated the effectiveness of using IT to train government employees in introductory ethics; this was a study that operationalized the interactive effect of cognitive preference and instructional format on training performance outcomes. The data was analysed using Rasch item response theory (IRT) that models the discrimination of people’s performance relative to each other’s performance and the test-items’ difficulty relative to each test-item on the same logit scale. The findings revealed that IS training solutions developed using this IS-design methodology can be adapted to provide trainees with their preferred instructional mode and facilitate cost effective eTraining outcomes.

Computer and multimedia learning is still an active teaching method. Computer-assisted and computer-based training allows an education based on the intellectual profile of the student and beyond. It also puts the student in situations of interaction and rapid communication, made in a favorable environment that allows massive dissemination of the created content and time flexibility by combining synchronous and asynchronous means of communication. In the case of computer-assisted instruction, the interactivity is practically generalized, providing the learner with permanent feedback, as visible and immediate effects occur on the computer screen. Today, computer-assisted instruction involves efficient research of the student's work, supervised and guided by the teacher (even in the current conditions dictated by the pandemic), which helps him in performing technical operations, in identifying the links between information and documentation, leading him to a new form of knowledge (digital knowledge). Achieving the objectives of the educational process requires as necessary, in different stages of learning, the intuition of processes and phenomena of reality, either directly or through substitutes. At the same time, the formation of skills and abilities requires the presence of material supports for practicing actions. Through this paper, we aim to show that there is thus a diversity in education such as "pedagogical tools" called associated teaching aids in the field of computer-assisted training. They contribute to the efficient development of the didactic activity, being equally material resources of the educational process, selected from reality, modified, or made to reach the pedagogical objectives. The progress of technology has driven the diversification and improvement of these resources, so that, in the Information and Knowledge Society, it can be shown that computer-assisted training has become a variable of the modern educational process, which must take into account, more than ever, the profile of the individual and society.

This article uses artificial energy to analyze literature reading and cases in English teaching of vocational skills training analyzes the current situation of artificial intelligence technology and colleges and universities and proposes the application of artificial intelligence technology to vocational skills training. To improve the quality of teaching in English teaching, we researched on English teaching in artificial intelligence from a theoretical perspective. Through literature research, we find the matching point between constructivism theory and artificial intelligence-assisted teaching, and through the second language acquisition theory and communicative teaching method to summarize the language acquisition process assisted by artificial intelligence. Based on the constructivist teaching theory, with the help of the 4 C/ID model idea, combined with the characteristics and functions of artificial intelligence, artificial intelligence, and traditional teaching activities are organically combined to design a teaching design model of artificial intelligence assisted English teaching. It designed an integrated management system for English teaching resource information based on artificial intelligence. The hardware design of the system is realized relying on the design of the English teaching resource storage module and system server design. Based on the design of the system operating environment and database design, the software design of the system is realized. The results show that the proposed integrating management system of English teaching resource information is more suitable for sharing English teaching resource information than the conventional integrated management system of English teaching resource information. The combination of artificial intelligence and English teaching will surely bring breakthroughs in the development of high-intelligence teaching. The potential of artificial intelligence in the field of education is unlimited. As with the impact of computer technology on education reform, we have reason to believe that AI-assisted instruction will become an important direction of modern educational technology.

An important factor in the social turn of events is education. Tutoring plays a key role in ensuring the success of any nation's progress. A nation's future intellectual leaders must be highly skilled, proactive, and e-modern in approach. Over 50,000 public elementary schools in India have PC-supported learning (CAL) initiatives going on. In a few countries, it has been a significant topic of inquiry and investigation how Information and Communication Technology (ICT) and Computer Science (CS) have been included into educational programs. The term "instruction innovation" refers to the use of a wide range of contemporary media and materials to increase learning opportunities. Experts suggest training innovation as one of the anticipated approaches to successfully and competently enabling education.Before, teachers used to demonstrate in a rigid, official, and well-organized manner. Then, education was seen as a means of exchanging knowledge and ideas. Understudies utilized to memorize any content or instructions offered by the teacher. They frequently struggled to understand the instructions they were given and required to repeat at test time [1] [2] [3][4][5][6] [7]. The nature of CS instruction depends not only on the support of the government and the content of the curriculum but also on the knowledge and skills of the teachers who are teaching CS courses. Powerful instructors' CS preparation is therefore approaching. Since the 1980s, there have been active projects bringing PCs to low-paying areas in order to deliver innovative benefit.Such motivations would often anticipate a formative inspiration in the endeavor, especially in impoverished nations. Growing trust among government and confidential organizations, whose information on figures is a significant connection in human turn of events, and that the early presentation has large long-term gains, has led to an interest in such ICTD projects. In this essay, we investigate the availability of free processing in government-funded schools in rural India. This review suggests a system for focusing on PC-aided learning projects in low-pay schools after observing designs that imply "achievement" at both the mutual and individual levels. It also raises issues regarding learning and undertaking association that scientists in ICT training may look at for theories [8] [9] [10]11][12][13] [14].

Purpose This study aims to investigate the impact of skills and knowledge of employees, economic situations of the company, current IT infrastructure, payment fashion, cloud availability, and cloud privacy and security on the productivity of the human resources in the COVID-19 era. Design/methodology/approach Over the past few years, the advent of cloud-assisted technologies has dramatically advanced the Information Technology (IT)-based industries by providing everything as a service. Cloud computing is recognized as a growing technology among companies around the world. One of the most critical cloud applications is deploying systems and organizational resources, especially systems whose deployment costs are high. Manpower is one of the basic and vital resources of the organization, and organizations need an efficient workforce to achieve their goals. But, in the COVID-19 era, human resources' productivity can be reduced due to stress, high labor force, reduced organizational performance and profits, unfavorable organizational conditions, inability to manage and lack of training. Therefore, this study tries to investigate the productivity of human resources in the COVID-19 era. Data were collected from the medium-sized companies through a questionnaire. Distributed questionnaires were conducted on the Likert scale. The model is assessed using the structural equation modeling technique to examine its reliability and validity. The study is a library method and literature review. A case study was conducted through a questionnaire and statistical analysis by SPSS 25 and SMART-PLS. Findings Based on the findings, the skills and knowledge of employees, the economic situations of the company, payment fashion, cloud availability and the current IT infrastructures of the company have a positive impact on human resource efficiency in the COVID-19 era. But cloud privacy and security have a negative effect on the productivity of human resources. The findings can be the basis for companies and organizations in the COVID-19 era. Research limitations/implications This study has some restrictions that need to be considered in evaluating the obtained results. First, due to the prevalence of Coronavirus, access to information from the companies under study was limited. Second, this research may have overlooked other variables that affect human resource productivity in the COVID-19 era. Prospective researchers can examine the impact of Customer Relationship Management (CRM) and Supply Chain Management (SCM) on the human resource's productivity in the COVID-19 era. Practical implications The results of this research are applicable for all companies, their departments and human resources in the COVID-19 era. Originality/value In this paper, human resources' productivity in the COVID-19 era is pointed out. The presented new model provides a complete framework for investigating cloud-based enterprise resource planning systems affect the productivity of human resources in the COVID-19 era.

PurposeThe main objective of this article is to contribute to the field of accessibility in the teaching of sign language in the international panorama, examining its applicability, evaluation methods as well as the assistive technologies used to improve teaching experiences and the creation of new materials, proposing a theoretical framework that relates the teaching of sign language at different academic levels, the training of teachers, as well as parents, and the use of technology to achieve educational inclusion. It follows that the adoption of hybrid technology approaches, following universal design principles, can help to integrate access to education and sign language literacy.Design/methodology/approachThe working method used to carry out this work consists of a systematic review of the scientific literature. This is a research project based on the recapitulation of information about sign language in the international panorama and the improvements used for its instruction. For this purpose, the well-known PRISMA (Moher et al., 2009) is used to synthesize the search carried out. A systematic review of the articles published in scientific journals about pedagogy in the teaching of sign language in the international field and technological innovation for sign language teaching has been carried out, incorporating different approaches and personal assessments. The first phase of the method consists of identifying and analyzing the articles published in scientific journals on the teaching of sign language on the international scene and the importance of new educational models with the incorporation of various didactic adaptations, evaluating the selected articles over a period of time from 2009 to 2021. Six steps were used in the systematic review study (Figure 1). First, Steps 1–4 were conducted in 2020 and 2021 as part of a doctoral research. A schematic summary of Steps 1–4 is presented below, followed by Steps 5 and 6, added later to the study after completion of Step 4. In the case of the first four steps they were conducted by two researchers: the thesis tutor and the doctoral student, and Steps 5 and 6 were conducted by the Ph.FindingsTo carry out the analysis of the results, the codification of the variables was carried out. The selected studies are characterized by their international context with a final selection of 39 studies have found several variables that affect the relationship between the teaching of sign language in the international arena and the use of technological innovations to adapt their teaching to students (Figure 4). In this section we present the technology grouped variables included in each factor and the possibilities of standardization and applicability of sign language teaching in the international panorama. Within these articles, the importance of defining training programs in sign language for teachers and the need to evaluate teaching programs is identified, with a focus on actions to improve school curricula to achieve linguistic standardization and inclusion in the academic environment, as well as their use at all levels of education. Therefore, professional practices and cooperation between institutions such as: associations of families of deaf students and educational institutions must be improved, making it possible to give a quality education. Within the exclusion criteria, the articles that do not use sign language teaching tools (n = 45) were subsequently discarded, followed by the articles that do not indicate any intervention in students with disabilities (n = 48), concluding with the articles that nonsign language disability education (n = 44). Subsequently, among those selected, the technology articles that do not speak about sign language were discarded (n = 32), as well as the studies that protect indigenous language but not sign language (n = 33) and, to conclude, the linguistic normalization articles but do not cite sign language (n = 37).Originality/valueCommunication is the element by which the authors can understand each other with the rest of the people around us, in the diversity of language, within non-verbal language, the authors find sign language, the language of deaf and mute people, of families, as a professional employee and nowadays, learned by many non-deaf and mute people to achieve a more inclusive and integrated society with all people. Every country has the right to have its own sign language, especially one that claims its culture and customs, through non-verbal communication with which to express multiple meanings, emotions and intentions. It is essential to know and apply the technological advances that are being developed, promoting the right to autonomy and the defense of the indigenous language as a cultural element of the intangible heritage of each country. The use of technology allows the democratization of culture and access to information regardless of where one lives in the world, in an increasingly globalized society in which communication plays a fundamental role. In the case of the global pandemic, it has forced us to the advancement of home education and the use of efficient digital tools to achieve it such as videoconferencing, in the field of disability there are still many limitations on this use by the various companies that develop them. Within the inclusive educational research the authors must emphasize the need for equality of tools and content for all types of students, especially in sign language. Large digital gaps have been generated in families with and without resources at international level, which also have a member with a disability, this is pointed out in the research mentioning the current situation of the American continent, as well as the search for improvement of the tools and platforms in which they are developed.

On May 18, 2003, the Australian Minister for Education, Brendon Nelson, appeared on the Channel Nine Sunday programme. The Yoda of political journalism, Laurie Oakes, attacked him personally and professionally. He disclosed to viewers that the Minister for Education, Science and Training had suffered a false start in his education, enrolling in one semester of an economics degree that was never completed. The following year, he commenced a medical qualification and went on to become a practicing doctor. He did not pay fees for any of his University courses. When reminded of these events, Dr Nelson became agitated, and revealed information not included in the public presentation of the budget of that year, including a ‘cap’ on HECS-funded places of five years for each student. He justified such a decision with the cliché that Australia’s taxpayers do not want “professional students completing degree after degree.” The Minister confirmed that the primary – and perhaps the only – task for university academics was to ‘train’ young people for the workforce. The fact that nearly 50% of students in some Australian Universities are over the age of twenty five has not entered his vision. He wanted young people to complete a rapid degree and enter the workforce, to commence paying taxes and the debt or loan required to fund a full fee-paying place. Now – nearly two years after this interview and with the Howard government blessed with a new mandate – it is time to ask how this administration will order education and value teaching and learning. The curbing of the time available to complete undergraduate courses during their last term in office makes plain the Australian Liberal Government’s stance on formal, publicly-funded lifelong learning. The notion that a student/worker can attain all required competencies, skills, attributes, motivations and ambitions from a single degree is an assumption of the new funding model. It is also significant to note that while attention is placed on the changing sources of income for universities, there have also been major shifts in the pattern of expenditure within universities, focusing on branding, marketing, recruitment, ‘regional’ campuses and off-shore courses. Similarly, the short-term funding goals of university research agendas encourage projects required by industry, rather than socially inflected concerns. There is little inevitable about teaching, research and education in Australia, except that the Federal Government will not create a fully-funded model for lifelong learning. The task for those of us involved in – and committed to – education in this environment is to probe the form and rationale for a (post) publicly funded University. This short paper for the ‘order’ issue of M/C explores learning and teaching within our current political and economic order. Particularly, I place attention on the synergies to such an order via phrases like the knowledge economy and the creative industries. To move beyond the empty promises of just-in-time learning, on-the-job training, graduate attributes and generic skills, we must reorder our assumptions and ask difficult questions of those who frame the context in which education takes place. For the term of your natural life Learning is a big business. Whether discussing the University of the Third Age, personal development courses, self help bestsellers or hard-edged vocational qualifications, definitions of learning – let alone education – are expanding. Concurrent with this growth, governments are reducing centralized funding and promoting alternative revenue streams. The diversity of student interests – or to use the language of the time, client’s learning goals – is transforming higher education into more than the provision of undergraduate and postgraduate degrees. The expansion of the student body beyond the 18-25 age group and the desire to ‘service industry’ has reordered the form and purpose of formal education. The number of potential students has expanded extraordinarily. As Lee Bash realized Today, some estimates suggest that as many as 47 percent of all students enrolled in higher education are over 25 years old. In the future, as lifelong learning becomes more integrated into the fabric of our culture, the proportion of adult students is expected to increase. And while we may not yet realize it, the academy is already being transformed as a result. (35) Lifelong learning is the major phrase and trope that initiates and justifies these changes. Such expansive economic opportunities trigger the entrepreneurial directives within universities. If lifelong learning is taken seriously, then the goals, entry standards, curriculum, information management policies and assessments need to be challenged and changed. Attention must be placed on words and phrases like ‘access’ and ‘alternative entry.’ Even more consideration must be placed on ‘outcomes’ and ‘accountability.’ Lifelong learning is a catchphrase for a change in purpose and agenda. Courses are developed from a wide range of education providers so that citizens can function in, or at least survive, the agitation of the post-work world. Both neo-liberal and third way models of capitalism require the labeling and development of an aspirational class, a group who desires to move ‘above’ their current context. Such an ambiguous economic and social goal always involves more than the vocational education and training sector or universities, with the aim being to seamlessly slot education into a ‘lifestyle.’ The difficulties with this discourse are two-fold. Firstly, how effectively can these aspirational notions be applied and translated into a real family and a real workplace? Secondly, does this scheme increase the information divide between rich and poor? There are many characteristics of an effective lifelong learner including great personal motivation, self esteem, confidence and intellectual curiosity. In a double shifting, change-fatigued population, the enthusiasm for perpetual learning may be difficult to summon. With the casualization of the post-Fordist workplace, it is no surprise that policy makers and employers are placing the economic and personal responsibility for retraining on individual workers. Instead of funding a training scheme in the workplace, there has been a devolving of skill acquisition and personal development. Through the twentieth century, and particularly after 1945, education was the track to social mobility. The difficulty now – with degree inflation and the loss of stable, secure, long-term employment – is that new modes of exclusion and disempowerment are being perpetuated through the education system. Field recognized that “the new adult education has been embraced most enthusiastically by those who are already relatively well qualified.” (105) This is a significant realization. Motivation, meta-learning skills and curiosity are increasingly being rewarded when found in the already credentialed, empowered workforce. Those already in work undertake lifelong learning. Adult education operates well for members of the middle class who are doing well and wish to do better. If success is individualized, then failure is also cast on the self, not the social system or policy. The disempowered are blamed for their own conditions and ‘failures.’ The concern, through the internationalization of the workforce, technological change and privatization of national assets, is that failure in formal education results in social exclusion and immobility. Besides being forced into classrooms, there are few options for those who do not wish to learn, in a learning society. Those who ‘choose’ not be a part of the national project of individual improvement, increased market share, company competitiveness and international standards are not relevant to the economy. But there is a personal benefit – that may have long term political consequences – from being ‘outside’ society. Perhaps the best theorist of the excluded is not sourced from a University, but from the realm of fictional writing. Irvine Welsh, author of the landmark Trainspotting, has stated that What we really need is freedom from choice … People who are in work have no time for anything else but work. They have no mental space to accommodate anything else but work. Whereas people who are outside the system will always find ways of amusing themselves. Even if they are materially disadvantaged they’ll still find ways of coping, getting by and making their own entertainment. (145-6) A blurring of work and learning, and work and leisure, may seem to create a borderless education, a learning framework uninhibited by curriculum, assessment or power structures. But lifelong learning aims to place as many (national) citizens as possible in ‘the system,’ striving for success or at least a pay increase which will facilitate the purchase of more consumer goods. Through any discussion of work-place training and vocationalism, it is important to remember those who choose not to choose life, who choose something else, who will not follow orders. Everybody wants to work The great imponderable for complex economic systems is how to manage fluctuations in labour and the market. The unstable relationship between need and supply necessitates flexibility in staffing solutions, and short-term supplementary labour options. When productivity and profit are the primary variables through which to judge successful management, then the alignments of education and employment are viewed and skewed through specific ideological imperatives. The library profession is an obvious occupation that has confronted these contradictions. It is ironic that the occupation that orders knowledge is experiencing a volatile and disordered workplace. In the past, it had been assumed that librarians hold a degree while technicians do not, and that technicians would not be asked to perform – unsupervised – the same duties as librarians. Obviously, such distinctions are increasingly redundant. Training packages, structured through competency-based training principles, have ensured technicians and librarians share knowledge systems which are taught through incremental stages. Mary Carroll recognized the primary questions raised through this change. If it is now the case that these distinctions have disappeared do we need to continue to draw them between professional and para-professional education? Does this mean that all sectors of the education community are in fact learning/teaching the same skills but at different levels so that no unique set of skills exist? (122) With education reduced to skills, thereby discrediting generalist degrees, the needs of industry have corroded the professional standards and stature of librarians. Certainly, the abilities of library technicians are finally being valued, but it is too convenient that one of the few professions dominated by women has suffered a demeaning of knowledge into competency. Lifelong learning, in this context, has collapsed high level abilities in information management into bite sized chunks of ‘skills.’ The ideology of lifelong learning – which is rarely discussed – is that it serves to devalue prior abilities and knowledges into an ever-expanding imperative for ‘new’ skills and software competencies. For example, ponder the consequences of Hitendra Pillay and Robert Elliott’s words: The expectations inherent in new roles, confounded by uncertainty of the environment and the explosion of information technology, now challenge us to reconceptualise human cognition and develop education and training in a way that resonates with current knowledge and skills. (95) Neophilliacal urges jut from their prose. The stress on ‘new roles,’ and ‘uncertain environments,’ the ‘explosion of information technology,’ ‘challenges,’ ‘reconceptualisations,’ and ‘current knowledge’ all affirms the present, the contemporary, and the now. Knowledge and expertise that have taken years to develop, nurture and apply are not validated through this educational brief. The demands of family, work, leisure, lifestyle, class and sexuality stretch the skin taut over economic and social contradictions. To ease these paradoxes, lifelong learning should stress pedagogy rather than applications, and context rather than content. Put another way, instead of stressing the link between (gee wizz) technological change and (inevitable) workplace restructuring and redundancies, emphasis needs to be placed on the relationship between professional development and verifiable technological outcomes, rather than spruiks and promises. Short term vocationalism in educational policy speaks to the ordering of our public culture, requiring immediate profits and a tight dialogue between education and work. Furthering this logic, if education ‘creates’ employment, then it also ‘creates’ unemployment. Ironically, in an environment that focuses on the multiple identities and roles of citizens, students are reduced to one label – ‘future workers.’ Obviously education has always been marinated in the political directives of the day. The industrial revolution introduced a range of technical complexities to the workforce. Fordism necessitated that a worker complete a task with precision and speed, requiring a high tolerance of stress and boredom. Now, more skills are ‘assumed’ by employers at the time that workplaces are off-loading their training expectations to the post-compulsory education sector. Therefore ‘lifelong learning’ is a political mask to empower the already empowered and create a low-level skill base for low paid workers, with the promise of competency-based training. Such ideologies never need to be stated overtly. A celebration of ‘the new’ masks this task. Not surprisingly therefore, lifelong learning has a rich new life in ordering creative industries strategies and frameworks. Codifying the creative The last twenty years have witnessed an expanding jurisdiction and justification of the market. As part of Tony Blair’s third way, the creative industries and the knowledge economy became catchwords to demonstrate that cultural concerns are not only economically viable but a necessity in the digital, post-Fordist, information age. Concerns with intellectual property rights, copyright, patents, and ownership of creative productions predominate in such a discourse. Described by Charles Leadbeater as Living on Thin Air, this new economy is “driven by new actors of production and sources of competitive advantage – innovation, design, branding, know-how – which are at work on all industries.” (10) Such market imperatives offer both challenges and opportunity for educationalists and students. Lifelong learning is a necessary accoutrement to the creative industries project. Learning cities and communities are the foundations for design, music, architecture and journalism. In British policy, and increasingly in Queensland, attention is placed on industry-based research funding to address this changing environment. In 2000, Stuart Cunningham and others listed the eight trends that order education, teaching and learning in this new environment. The Changes to the Provision of Education Globalization The arrival of new information and communication technologies The development of a knowledge economy, shortening the time between the development of new ideas and their application. The formation of learning organizations User-pays education The distribution of knowledge through interactive communication technologies (ICT) Increasing demand for education and training Scarcity of an experienced and trained workforce Source: S. Cunningham, Y. Ryan, L. Stedman, S. Tapsall, K. Bagdon, T. Flew and P. Coaldrake. The Business of Borderless Education. Canberra: DETYA Evaluation and Investigations Program [EIP], 2000. This table reverberates with the current challenges confronting education. Mobilizing such changes requires the lubrication of lifelong learning tropes in university mission statements and the promotion of a learning culture, while also acknowledging the limited financial conditions in which the educational sector is placed. For university scholars facilitating the creative industries approach, education is “supplying high value-added inputs to other enterprises,” (Hartley and Cunningham 5) rather than having value or purpose beyond the immediately and applicably economic. The assumption behind this table is that the areas of expansion in the workforce are the creative and service industries. In fact, the creative industries are the new service sector. This new economy makes specific demands of education. Education in the ‘old economy’ and the ‘new economy’ Old Economy New Economy Four-year degree Forty-year degree Training as a cost Training as a source of competitive advantage Learner mobility Content mobility Distance education Distributed learning Correspondence materials with video Multimedia centre Fordist training – one size fits all Tailored programmes Geographically fixed institutions Brand named universities and celebrity professors Just-in-case Just-in-time Isolated learners Virtual learning communities Source: T. Flew. “Educational Media in Transition: Broadcasting, Digital Media and Lifelong Learning in the Knowledge Economy.” International Journal of Instructional Media 29.1 (2002): 20. There are myriad assumptions lurking in Flew’s fascinating table. The imperative is short courses on the web, servicing the needs of industry. He described the product of this system as a “learner-earner.” (50) This ‘forty year degree’ is based on lifelong learning ideologies. However Flew’s ideas are undermined by the current government higher education agenda, through the capping – through time – of courses. The effect on the ‘learner-earner’ in having to earn more to privately fund a continuance of learning – to ensure that they keep on earning – needs to be addressed. There will be consequences to the housing market, family structures and leisure time. The costs of education will impact on other sectors of the economy and private lives. Also, there is little attention to the groups who are outside this taken-for-granted commitment to learning. Flew noted that barriers to greater participation in education and training at all levels, which is a fundamental requirement of lifelong learning in the knowledge economy, arise in part out of the lack of provision of quality technology-mediated learning, and also from inequalities of access to ICTs, or the ‘digital divide.’ (51) In such a statement, there is a misreading of teaching and learning. Such confusion is fuelled by the untheorised gap between ‘student’ and ‘consumer.’ The notion that technology (which in this context too often means computer-mediated platforms) is a barrier to education does not explain why conventional distance education courses, utilizing paper, ink and postage, were also unable to welcome or encourage groups disengaged from formal learning. Flew and others do not confront the issue of motivation, or the reason why citizens choose to add or remove the label of ‘student’ from their bag of identity labels. The stress on technology as both a panacea and problem for lifelong learning may justify theories of convergence and the integration of financial, retail, community, health and education provision into a services sector, but does not explain why students desire to learn, beyond economic necessity and employer expectations. Based on these assumptions of expanding creative industries and lifelong learning, the shape of education is warping. An ageing population requires educational expenditure to be reallocated from primary and secondary schooling and towards post-compulsory learning and training. This cost will also be privatized. When coupled with immigration flows, technological changes and alterations to market and labour structures, lifelong learning presents a profound and personal cost. An instrument for economic and social progress has been individualized, customized and privatized. The consequence of the ageing population in many nations including Australia is that there will be fewer young people in schools or employment. Such a shift will have consequences for the workplace and the taxation system. Similarly, those young workers who remain will be far more entrepreneurial and less loyal to their employers. Public education is now publically-assisted education. Jane Jenson and Denis Saint-Martin realized the impact of this change. The 1980s ideological shift in economic and social policy thinking towards policies and programmes inspired by neo-liberalism provoked serious social strains, especially income polarization and persistent poverty. An increasing reliance on market forces and the family for generating life-chances, a discourse of ‘responsibility,’ an enthusiasm for off-loading to the voluntary sector and other altered visions of the welfare architecture inspired by neo-liberalism have prompted a reaction. There has been a wide-ranging conversation in the 1990s and the first years of the new century in policy communities in Europe as in Canada, among policy makers who fear the high political, social and economic costs of failing to tend to social cohesion. (78) There are dense social reorderings initiated by neo-liberalism and changing the notions of learning, teaching and education. There are yet to be tracked costs to citizenship. The legacy of the 1980s and 1990s is that all organizations must behave like businesses. In such an environment, there are problems establishing social cohesion, let alone social justice. To stress the product – and not the process – of education contradicts the point of lifelong learning. Compliance and complicity replace critique. (Post) learning The Cold War has ended. The great ideological battle between communism and Western liberal democracy is over. Most countries believe both in markets and in a necessary role for Government. There will be thunderous debates inside nations about the balance, but the struggle for world hegemony by political ideology is gone. What preoccupies decision-makers now is a different danger. It is extremism driven by fanaticism, personified either in terrorist groups or rogue states. Tony Blair (http://www.number-10.gov.uk/output/Page6535.asp) Tony Blair, summoning his best Francis Fukuyama impersonation, signaled the triumph of liberal democracy over other political and economic systems. His third way is unrecognizable from the Labour party ideals of Clement Attlee. Probably his policies need to be. Yet in his second term, he is not focused on probing the specificities of the market-orientation of education, health and social welfare. Instead, decision makers are preoccupied with a war on terror. Such a conflict seemingly justifies large defense budgets which must be at the expense of social programmes. There is no recognition by Prime Ministers Blair or Howard that ‘high-tech’ armory and warfare is generally impotent to the terrorist’s weaponry of cars, bodies and bombs. This obvious lesson is present for them to see. After the rapid and successful ‘shock and awe’ tactics of Iraq War II, terrorism was neither annihilated nor slowed by the Coalition’s victory. Instead, suicide bombers in Saudi Arabia, Morocco, Indonesia and Israel snuck have through defenses, requiring little more than a car and explosives. More Americans have been killed since the war ended than during the conflict. Wars are useful when establishing a political order. They sort out good and evil, the just and the unjust. Education policy will never provide the ‘big win’ or the visible success of toppling Saddam Hussein’s statue. The victories of retraining, literacy, competency and knowledge can never succeed on this scale. As Blair offered, “these are new times. New threats need new measures.” (ht tp://www.number-10.gov.uk/output/Page6535.asp) These new measures include – by default – a user pays education system. In such an environment, lifelong learning cannot succeed. It requires a dense financial commitment in the long term. A learning society requires a new sort of war, using ideas not bullets. 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