Gotowe bibliografie tematyczne / Learning in a work situation

Gotowa bibliografia na temat „Learning in a work situation”

Autor: Grafiati
Data publikacji: 31 sierpnia 2024

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Artykuły w czasopismach na temat "Learning in a work situation"

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Vold, Tone, i Linda V. Kiønig. "HyFlex learning as support for lifelong learning". European Conference on e-Learning 22, nr 1 (19.10.2023): 358–63. http://dx.doi.org/10.34190/ecel.22.1.1881.

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Since the COVID-19 pandemic, the courses in a study programme in Knowledge Management have been offered as a hybrid version, serving students at both a campus and online. The official policy from the universities is that the students are wanted back at the campuses. However, students in a work-life lifelong learning situation do not always have the opportunity of travelling to a campus. Hence, the possibility of taking part digitally in a class with a mix of online and physically present students has been the right solution for many working students. This paper presents results from a survey among students enrolled in four different courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway, where the physical classroom is based in Kongsvinger, and the students are either present at the campus or online simultaneously. The preliminary results show that the students in this lifelong learning situation are depending on this hybridity in order maintain their learning opportunities, as this enables them to stay in an often-demanding work situation, as well as being able to stay as learners at a university. This implies that the hybridity, first boosted by the COVID-19 pandemic, now, independently of the pandemic, is a demand within the segment of lifelong learners, as this will support access to higher education independent of place of residence, family situation or work situation. The students in this segment claim to attend physically if and when they have the opportunity to travel due to the above-mentioned situations. Hence, online only is not always the best option.
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Jamal Barhone, Omar Erradi, Maha Khaldi, Mohamed Erradi i Mohamed Khaldi. "The situational approach in adult education: Modeling situations using the vee diagram". Global Journal of Engineering and Technology Advances 9, nr 2 (30.11.2021): 032–42. http://dx.doi.org/10.30574/gjeta.2021.9.2.0146.

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Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.
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Vintere, Anna, Sarmīte Čerņajeva i Jelena Koroļova. "Challenges in Work with Adults : the Situation Analysis in Latvia". SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (24.07.2015): 248. http://dx.doi.org/10.17770/sie2014vol2.681.

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In the 21st century, people have to cope with continuous change and it is important that people could learn through-out their lives. To gain knowledge successfully throughout the lifetime, personality development psychology, personal needs and education motivation are seen as the more significant features. In order to identify the different age adults learning needs and motivation to learn, and to identify the learning characteristics, the article summarizes a number of case studies - situation analysis, which were done in the framework of Nordplus Adult Education Development project "How to challenge adults to teach adults".
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Khaldi Maha, Erradi Omar, Erradi Mohamed i Khaldi Mohamed. "Design of educational scenarios of activities in a learning situation for online teaching". GSC Advanced Engineering and Technology 1, nr 1 (30.05.2021): 049–64. http://dx.doi.org/10.30574/gscaet.2021.1.1.0028.

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Through this work, based on research works concerning e-learning in particular works dealing with e_learning project management systems, adaptive hypermedia systems and decision-making systems on the one hand. Work on the impact of project-based learning on self-regulation in teaching and the design of pedagogical scenarios for classical education and in particular for modular online education on the other hand. Our work concerns the design and scripting of a modular online education by proposing different possible scenarios according to the nature of the learning or assessment activities linked to a learning situation without taking into account the nature of the discipline and the nature of the concept to be addressed.
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Peneva, Margarita. "Study of Teachers’ Attitudes to the Use of Situational Methods in Their Work". Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, nr 2 (10.03.2022): 176–86. http://dx.doi.org/10.53656/str2022-2-5-stu.

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In the modern learning process, we are in search of certain ways, which will put every student in an active position. This implies the use of various methods, including the situational method. The present study represents an attempt to examine briefly the attitudes of teachers to the use of situational methods in their pedagogical practice. The main toolkit is a survey with two content areas. The first aims to establish the respondents' understanding of both the nature and the content of the situational method, but also the structure of the learning situation, while the second survey observes the respondents’ readiness to apply it in the learning process. The obtained results give grounds for conclusion with some recommendations for overcoming the weak application of the situational method.
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Xia, Jianhong (Cecilia), Craig Caulfield i Sonia Ferns. "Work-integrated learning: linking research and teaching for a win-win situation". Studies in Higher Education 40, nr 9 (8.04.2014): 1560–72. http://dx.doi.org/10.1080/03075079.2014.882302.

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Dobricki, Martin, Alessia Evi-Colombo i Alberto Cattaneo. "Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature". International Journal for Research in Vocational Education and Training 7, nr 3 (2.12.2020): 344–60. http://dx.doi.org/10.13152/ijrvet.7.3.5.

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Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This "digital transformation" of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET.Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts. Results: Situated digital VET was accomplished in about half of the reviewed publications by a digital video on a work situation, and in almost half of the publications by a work situation presented in a 3D virtual environment. Digital videos on work situations mostly served all types of learning tasks and rather rarely educational scaffolding. Work situations presented in 3D virtual environments mostly served cognitive or behavioral learning tasks and never educational scaffolding. Situated digital VET was moreover accomplished by using the digital representation of a work situation that either had occurred previously or that was immediately taking place. Conclusions: Our findings suggest that retrospectively and immediately situated digital VET may be the two categories of an up-to-date basic taxonomy of situated digital VET. Hence, an important question to investigate for advancing the use of digital technologies in VET is the following: Which of the two identified types of situated digital VET can facilitate which kind of vocational learning? Based on the reviewed publications we are not able to give any answers to this. Hence, there is a massive need to investigate which kind of vocational learning can be facilitated by retrospectively, and which by immediately situated digital VET.
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Vold, Tone, Hanne Haave, Carl-Henrik Wahl, Ole Jørgen Ranglund i Afra Koulaei-Van Oest. "Preparing for work-life through work-like situated learning: A case study". European Conference on Knowledge Management 24, nr 2 (5.09.2023): 1421–28. http://dx.doi.org/10.34190/eckm.24.2.1716.

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In this paper we investigate how it is to have supervision during a course when the students are to learn to write and compose music during a 12-hour music camps. It is a study that is close to practice as the part of the programme is about the students are to experience how it is to work on producing and developing music in a work life. The connection to work life require that the students establish an understanding of the purpose of the music camps and why they are organized the way they are. We will analyse this approach in the light of the communication principles of Habermas. The role of the supervisor does in a Norwegian setting require equality and symmetry in the relation between the supervisor and student, something that contributes to a psychological safety in the situation. This in turn contribute towards the students being able to forward their own points of views. The supervisors seek to make the students reach an awareness regarding what they will encounter in a work life. Hence, they encounter the concrete situations that occur and either steer or support the students based on their level of maturity and competency level. This can be regarded as an ongoing interaction regarding tacit and explicit knowledge. These are processes that not only support individual learning, but development of new knowledge which can be incorporated in the further development of the music camps. We have developed a conceptual model that has guided us in our analysis which is based on the qualitative investigations we have undertaken. Our conclusion is that the lecturers experience and skills, and work-like approach to the education strongly contribute towards facilitating a way of communicating that imply a sense of equality and symmetry in the communication between the student and lecturers, something they report contribute to a psychological safety that enables the learning not only of theory and skills, but also prepare them for a work-life.
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Benbelkacem, Sofia, Farid Kadri, Baghdad Atmani i Sondès Chaabane. "Machine Learning for Emergency Department Management". International Journal of Information Systems in the Service Sector 11, nr 3 (lipiec 2019): 19–36. http://dx.doi.org/10.4018/ijisss.2019070102.

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Nowadays, emergency department services are confronted to an increasing demand. This situation causes emergency department overcrowding which often increases the length of stay of patients and leads to strain situations. To overcome this issue, emergency department managers must predict the length of stay. In this work, the researchers propose to use machine learning techniques to set up a methodology that supports the management of emergency departments (EDs). The target of this work is to predict the length of stay of patients in the ED in order to prevent strain situations. The experiments were carried out on a real database collected from the pediatric emergency department (PED) in Lille regional hospital center, France. Different machine learning techniques have been used to build the best prediction models. The results seem better with Naive Bayes, C4.5 and SVM methods. In addition, the models based on a subset of attributes proved to be more efficient than models based on the set of attributes.
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Postholm, May Britt. "Group work as a learning situation: a qualitative study in a university classroom". Teachers and Teaching 14, nr 2 (kwiecień 2008): 143–55. http://dx.doi.org/10.1080/13540600801965978.

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Rozprawy doktorskie na temat "Learning in a work situation"

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Aura, Linda, i Andréa Lövkvist. "Arbetsförmedlarens arbetssituation i förändring - en studie av ett pilotprojekt om förbättrad service". Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1143.

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This study has been executed at the Public Employment Office, an institution that has been

subject for much debate during the last couple of years. The government has instructed the

Labour Market Board to change the Public Employment Office toward a more effective

organization. This study examines one of the Public Employment Offices that are included in a

pilot project that aims to improve and develop work methods with the objective to become a

more service minded organization. From this starting point we have investigated which effect this

organizational change has had on the employee within this organization and within the pilot

project. In addition we investigate whether attitudes of the unemployed has an effect on the

staff´s work situation. In connection to this we seek to produce proposals of how to improve the

work situation for the staff. The purpose of the study is thus to map out the staff´s experience of

the work situation within the pilot project. Our intention has been to comprehend the complex

reality of an agent at the Public Employment Office. To create a basis for our analysis and to be

able to answer the questions at issue, we apply theories regarding organizational change, learning

and health. The main results of this study indicate that learning has increased at the workplace.

The results also indicate that the new, more service minded work methods increase the demands

on the agents to be able to handle social relations with unemployed and with colleagues. Finally

we find that though agents have a high workload they find their work to be stimulating.

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Berg, C. Anders R. "Learning Chemistry at the University level : Student attitudes, motivation, and design of the learning environment". Doctoral thesis, Umeå University, Chemistry, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-589.

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The main purpose of the research this thesis is based upon was to study students’ attitudes towards learning chemistry at university level and their motivation from three perspectives. How can students’ attitudes towards learning chemistry be assessed? How can these attitudes be changed? How are learning situations experienced by students with different attitude positions?

An attitude questionnaire, assessing views of knowledge, learning assessments, laboratory activities, and perceived roles of instructors and student, was used to estimate students’ attitude positions. It was shown that a positive attitude was related to motivated student behaviour. Furthermore, it was shown that factors in the educational context, such as the teachers’ empathy for students learning chemistry, had affected the students. It was also found that students holding different attitude positions showed different learning outcomes and differed in their perceptions of the learning situation. Students’ holding a more relativistic attitude more readily accepted the challenges of open experiments and other more demanding tasks than those holding a dualistic attitude.

In addition, the teachers were found to play important roles in the way the tasks were perceived and the development of students’ ideas. In studied laboratory activities open tasks resulted in positive student engagement and learning outcomes. Preparative exercises, such as a computer simulation of the phenomena to be investigated, affected students’ focus during laboratory work, encouraging them to incorporate more theoretical considerations and increasing their ability to use chemical knowledge. Finally, it was shown that students’ focus during laboratory work is reflected in the questions they ask the teacher, implying that questions could be used as tools to evaluate laboratory teaching and learning processes.

The findings imply that students’ attitudes towards learning and motivation, and the design of learning situations, are key factors in the attainment of desirable higher educational goals such as the ability to judge, use, and develop knowledge. For universities encountering students with increasingly diverse attitudes, motivation and prior knowledge, these are important considerations if they are to fulfil their commissions to provide high quality learning environments and promote high quality learning.

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Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work". Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.

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A methodology and a framework for evaluating computer-based learning was produced by the TLTP Teaching with Independent Learning Technologies (TILT) Project's dedicated Evaluation Group, known as TILT-E, of which the author was a member. TILT-E's evaluation work was a result of over twenty evaluation case studies conducted by the group from 1993 to 1998, the majority of which were performed during 1994 and 1995. The TILT-E studies can be viewed as examples of good practice in the evaluation of a range of computer-based teaching situations. While TILT-E's method and measures provide a useful framework for evaluating computer-based learning they did not fully exploit the strengths and history of the theoretical approaches underpinning the TILT-E work. In fact, research traditions are seldom mentioned in the TILT-E literature yet are central not only to understanding the value of the TILT-E work, but also to assisting future research in the search for a model of the computer-based teaching and learning situation. By examining the evolution of the TILT-E methodologies through three of the first TILT-E studies, referred to in this thesis as the Pilot Studies, and then assessing several later case studies much is learnt about the need for a pluralist approach to evaluation in the computer-based teaching and learning context. While TILT-E advocates the use of different methods, the group failed to justify this approach and to recommend when and why such a mix would be appropriate. This thesis aims to rectify this imbalance through the detailed examination of eight evaluation episodes covering three different computer-based teaching and learning situations, all of which had been carried out by the author. Firstly, the Fast Frac case study is considered, which involved evaluating the replacement of a lecture with the Fast Frac software. The Fast Frac study consisted of three evaluation episodes over a period of four years. The study found that the package could replace the lecture, and noted not only that a comparative design does not necessarily constrain the researcher to empirical methods alone, but also that such an approach need not disadvantage the students in either the control or the experimental groups.
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Xu, Frank Hang. "An exploration of the dynamics of culture and personal acculturation in a culturally complex situation : learning from university students' experiences of group work". Thesis, Edinburgh Napier University, 2018. http://researchrepository.napier.ac.uk/Output/1255585.

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In this thesis, I adopt the anti-essentialist cultural paradigm to explore the complexity within the processes of both cultural-making and personal acculturation that may occur in an interweaving way within a local cultural arena (Holliday, 2011; 2013).More precisely, I contextualise this study in student group work as the specific cultural arena to investigate the cultural-making process towards group cohesiveness and individual group member's acculturation process. A conceptual framework is suggested after synthesising both the debates between the essentialist and the anti-essentialist cultural paradigms in the field of intercultural communication and the discussions on acculturation in the existing literature. I conceptually argue that culture is constituted by various salient aspects vis-à- vis cohesive thinking and behaviours that are always forming and re-forming. Personal acculturation can be explored through tracing the changes of an individual's cultural realities (Holliday, 2011; 2013). Both of them occur in parallel in a cultural arena (in this case, student group work).Through analysing in-depth, narrative data from 15 participants about their group work experiences, I fine-tune and enrich this conceptual framework with empirical evidence (i.e. the findings) to demonstrate complexity (i.e. uncertainty and fluidity) in the cultural-making process as well as the dynamics and unpredictability of personal acculturation (i.e. an individual presents different trends of the key aspects of acculturation). Furthermore, I also identify four types of personal acculturation trajectories by comparing all the participants' acculturation trajectories. Using this fine-tuned conceptual framework, the author of the thesis strengthens the potential links between the two separate, in parallel, but interrelated processes (e.g. cultural-making process and personal acculturation), which seem not to have been paid enough attention in the existing literature vis-à-vis the study of culture and (personal) acculturation. More importantly, the author argues that the links can be interpreted as an interplay in student group work asthe specific cultural arena.
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Eriksson, Therese, Anna Hägg i Liselott Caiman. "Mer än att sjunga en sång? : En studie av förskollärares skilda uppfattningar av sångsamlingen som en pedagogisk situation". Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-650.

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I Läroplanen för förskolan -98 yttras det att förskollärarna ska hjälpa barn att skapa och kommunicera med hjälp av sång och musik. Med detta i åtanke är syftet med studien att undersöka förskollärarnas skilda uppfattningar av sångsamlingen som en pedagogisk situation. Tidigare forskning har visat att barnen sjunger språket innan de talar det. För det lilla barnet är språket i början endast klang och rytm, det vill säga ett musikaliskt fenomen.

Studien utgår från en fenomenografisk ansats med en kvalitativ inriktning. En videoinspelad sångsamling har legat till grund för det insamlade intervjumaterialet.

Följande kategorier har framkommit ur materialet: Sångsamlingen som en situation för lärande och Sångsamlingen som en situation för lust och glädje. Utifrån dessa huvudkategorier har forskarna funnit att sångsamlingen ger barnen möjlighet till att utveckla sitt språk, matematiska tänkande, sociala samspel, kulturella lärande samt att stärka motoriken. Sångsamlingen i förskolan har en betydande roll för barnens utveckling både språkligt och emotionellt. Barnens språkliga utveckling tränas med hjälp av rim och ramsor som också kan leda till ett matematiskt lärande. För att väcka lust hos barnen är det viktigt att sångsamlingen varieras. Med hjälp av instrument, sångpåsar och sångkort utvecklas sångsamlingen och ger barnen lust att lära.


In the curriculum ”Läroplan för förskolan -98” is prescribed that the preschool- teachers shall support the ability of the child to create and communicate with song and music. Based upon this, the purpose of this study is to study the preschool-teachers different views of the organised “singing-together” (Swedish:”sångsamling”) as a pedagogic situation. Former research shows that children sing the language before they know how to speak it. To the small child the language is just tune and rhythm – a kind of musical phenomena.

This study is phenomenografic with a qualitative design. A videotaped “sångsamling” is the base of the gathered data.

The data is categorized into two main categories: “Sångsamlingen” as a situation of learning and “Sångsamlingen” as a situation of joy and happiness. Emanating from these categories the researchers have found that “sångsamlingen” stimulates language, mathematical thinking, ability of social relations, cultural learning and the motion of the child. “Sångsamlingen” is important to the development of language and emotional capacity of the preschool- child. The language is trained by rhymes and tunes which also may affect learning in maths. To evoke the lust to learn it’s important to vary and develop “sångsamlingen” by using instruments, song bags and song cards.

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Mamessier, Sebastien. "A computational approach to situation awareness and mental models in aviation". Thesis, Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49119.

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Although most modern, highly-computerized flight decks are known to be robust to small disturbances and failures, humans still play a crucial role in advanced decision making in off-nominal situations, and accidents still occur because of poor human-automation interaction. In addition to the physical state of the environment, operators now have to extend their awareness to the state of the automated flight systems. To guarantee the accuracy of this knowledge, humans need to know the dynamics or approximate versions of the dynamics that rule the automation. The operator's situation awareness can decline because of a deficient mental model of the aircraft and an excessive workload. This work describes the creation of a computational human agent model simulating cognitive constructs such as situation awareness and mental models known to capture the symptoms of poor human-automation interaction and provide insight into more comprehensive metrics supporting the validation of automated systems in aviation.
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Lamin, Sylvester Amara. "INTERNATIONAL SOCIAL WORK: A SITUATIONAL ANALYSIS OF ACCREDITED CSWE INSTITUTIONS IN MID-WESTERN USA". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331086066.

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Galibou, Gaëlle. "La face cachée de l'emploi de chargée d'attribution : le développement de compétences professionnelles spécifiques par l'expérience des situations de travail". Electronic Thesis or Diss., Antilles, 2024. http://www.theses.fr/2024ANTI1081.

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Aujourd’hui encore, dans un contexte de crise sociale, de fortes évolutions institutionnelles et réglementaires, les modalités d’intervention des bailleurs sociaux en matière d’insertion par le logement sont interrogées. L’emploi de chargée d’attribution (CA) dans le département de la Martinique, exercé essentiellement par des femmes, est au cœur du fonctionnement de ces opérateurs immobiliers. Ces professionnelles, dont l’intervention se situe entre celle du travailleur social et celle de l’agent immobilier, ont pour principale mission l’instruction des demandes de logements sociaux à partir d’un entretien client. Elles évoluent dans un environnement de travail complexe et dynamique (Rogalski, 2003 ; Vinatier, 2009 ; Hoc et al., 2006 ; Amalberti, 2001a) où il est difficile de figer stricto sensu des règles d’actions communes pour toutes les tâches prescrites. En toile de fond, la quête de réponses à un questionnement a motivé notre démarche didactique : comment apprennent-elles le métier sans l’existence d’une formation ni d’un diplôme spécifique préalable ? Quelles sont les manières de faire, les compétences qui semblent les plus optimales ? Y a-t-il plusieurs manières de faire équivalentes pour une même situation ? Comment cela s’apprend-il ? Qu’apprennent-elles ? De quelle pratique experte s’agit-il ? Y a-t-il une pratique pour chaque organisation de travail ? Ou encore existe-t-il une pratique professionnelle identique dans des organisations de travail différentes ? Pouvons-nous parler de modèle d’expertise ? Pouvons-nous en définir un ? Leur activité peu documentée est soumise à de multiples tensions génériques d’une part et spécifiques au contexte martiniquais d’autre part. Dans ce secteur professionnel, l’apprentissage se réalise en situation de travail (Mayen, 2012). Les notions d’activité et d’apprentissage sont ainsi étroitement liées. L’intérêt majeur de cette recherche doctorale est de la conduire dans un contexte en mutation (évolution de la législation, des organisations de travail, etc.). Or, l’analyse du travail montre à quel point les contraintes notamment temporelles, maîtrise recherchée du temps afin de gagner en efficacité, rendent difficiles la mutualisation des connaissances et de l’expérience de ces professionnelles. Il s’agit précisément de comprendre comment elles apprennent dans et par l’activité d’entretien client. Notre recherche, inscrite dans le champ disciplinaire de la didactique professionnelle, se caractérise par l’intention générale d’appréhender les exigences de travail (Mayen et al., 2010) pour ensuite comprendre comment elles s’y prennent pour exercer (Mayen, 2005). Nous tenterons d’apporter des réponses à la question de savoir si elles construisent des conceptualisations professionnelles et surtout lesquelles car il y a toujours un certain niveau de conceptualisation, pour faire face aux situations rencontrées (Mayen, 2012). L’environnement de travail, les situations d’imprévus, d’empêchement (Clot, 2010) ou de résolutions de difficultés sont autant d’éléments qu’il convient de prendre en compte pour conduire une analyse du travail des CA. L’enjeu scientifique est donc de permettre d’élargir les recherches sur les classes de situations jusque-là réalisées en didactique professionnelle sur les métiers de service. Il s’agit également de faire connaître à un large public l’activité de ces intervenantes du logement social
Against a backdrop of social crisis and major institutional and regulatory changes, the ways in which social landlords can intervene today to promote integration through housing are still being questioned. The job of allocation officer (CA) in the department of Martinique, held mainly by women, is at the heart of how these property operators operate. These women, whose work falls somewhere between that of a social worker and that of an estate agent, are primarily responsible for processing applications for social housing, based on a client interview. Their work situations are complex and dynamic (Rogalski, 2003 ; Vinatier, 2009 ; Hoc and al., 2006 ; Amalberti, 2001a), and it is difficult to set down strict common rules of action for all the prescribed tasks. Our didactic approach was motivated by our desire to answer the following set of questions: How do they learn the trade without any prior training or specific degree? What are the ways of doing things and the skills that seem to be the best suited for their jobs? Are there several equivalent ways of doing things in the same situation? How can this be taught? What do they learn? What expert practice is involved? Is there a specific practice for each work organization? Or is there a professional practice common to different work organizations? Can we talk about a model of expertise? Is it possible to define one? Their poorly documented activity is subject to multiple tensions, both generic and specific to the Martinique context. In this professional sector, learning always takes place in a work situation (Mayen, 2012). The concepts of activity and learning are closely linked. The main interest of this doctoral research is that it is being conducted in an ever-changing context (changes in labour legislation, work organization, etc.). An analysis of work shows the extent to which time constraints, specifically the need to manage time in order to increase efficiency, make it difficult for these professionals to share the knowledge and experience they have gained. The aim is precisely to understand how they learn in and through the social housing rental business. Our research, which falls within the disciplinary field of professional didactics, is characterized by the general intention of understanding the work requirements (Mayen et al., 2010) of CAs in Martinique and then how they go ! about practicing (Mayen, 2005). We will attempt to provide answers to the question of whether they construct professional conceptualizations, and especially which ones, as there is always a certain level of conceptualization, in order to deal with the situations they encounter (Mayen, 2012). Work environments, unforeseen situations, impediments (Clot, 2010) and problem-solving are all factors that need to be taken into account when analyzing the work of CAs. The scientific challenge is therefore to broaden the research on the classes of situations which, up to now, were mainly carried out in vocational didactics on the service professions. The aim is also to make the work of this social housing workers known to a wider public
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Rémery, Vanessa. "Développer un discours d'expérience sur le travail : contribution à une analyse des discours et des interactions en situation d’accompagnement à la Validation des Acquis de l’Expérience". Thesis, Paris, CNAM, 2015. http://www.theses.fr/2015CNAM1051/document.

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A l'interface du travail, de la formation des adultes, de l'orientation et de l'accompagnement des parcours socio-professionnels, les pratiques d'accompagnement en Validation des Acquis de l'Expérience reposent sur une activité, dont les contours se sont progressivement formalisés, depuis la mise en place du dispositif en 2002, grâce aux acteurs de ce champ.Alors même que des réflexions sont aujourd'hui engagées à l'université pour créer des parcours certifiants de nature à permettre l'accès au métier, nous pensons qu’une recherche approfondie sur l'activité en situation d'accompagnement VAE peut contribuer à la conception de dispositifs de formation en direction des conseillers chargés de l'accompagnement des candidats. A partir d'une observation ethnographique conduite dans un organisme de formation du Travail Social, un corpus audio d'entretiens d'accompagnement VAE a été constitué. La recherche s’est centrée d’une part, sur les discours d’expérience du candidat et du conseiller, pris isolément du contexte interactionnel dans lequel ils apparaissent. A partir d’une analyse textuelle, discursive et énonciative, nous nous sommes intéressée aux caractéristiques de ces discours pour comprendre l’activité qu’ils supposent du point de vue des acteurs, les expériences qu’ils convoquent et les espaces d’activité fictionnels qu’ils font émerger (l’espace du travail éducatif, l’espace de l’écriture du dossier VAE, l’espace du jury VAE). D’autre part, la recherche s’est centrée sur les interactions entre conseillers et candidats au cours des entretiens d'accompagnement, pour comprendre en quoi l’activité dialogale qu’elles sous-tendent, contribue au développement par le candidat d'un discours d’expérience sur son travail. Une analyse des trajectoires d’engagement des acteurs dans l’activité met en évidence que différentes configurations dialogiques (éducateur / éducateur ; accompagnateur / accompagné ; évaluateur / évalué) prennent place au cours du dialogue entre le conseiller et le candidat, qui se constituent comme une source d’étayage au développement de la pensée et du discours du candidat sur son travail. Ces configurations dialogiques sont rendues visibles par des voix mises en scène qui convoquent des expériences passées, anticipées ou imaginées, associées à des espaces d'activité distincts de la situation d'accompagnement. Parce qu'elles permettent au candidat de s'engager dans des dialogues fictifs reconfigurant les places endossées par chacun, ces configurations dialogiques permettent d’appréhender les mouvements interprétatifs en pensée et en discours du candidat sur son activité et rendent possible une transformation du point de vue porté sur l'activité professionnelle
At the interface of the work, vocational training, and guidance for professional career paths, the guidance practices for Accreditation of Prior Learning (APL) are based on an activity whose properties have been gradually formalized and developed, since the introduction of the legislative framework in 2002, thanks to the actors of the field themselves. While discussions are now committed at the university to create pathways to certification, such as to permit access to the profession, we believe that a thorough research on the work activity of guidance practices in Accreditation of Prior Learning may contribute to the design of training devices addressed to advisers in order to assist candidates in their preparation. Based on ethnographic observations conducted in a training organization in the field of Social Work, our data consists of audio recordings of guidance interviews between advisers and candidates. Firstly, the research focused on discourses of experience produced by candidates and advisers. We analyzed them separately from interactional context in which they are produced. From a textual, discursive and enunciative perspective, we are interested in the characteristics of the discourses of experience to understand the activity they involve from the point of view of the actors, the experiences they summon, and the fictional activity areas’ emergence (the space of educational work, the space of writing activity the APL file, the jury APL space). Then, the research focused on interactions between advisers and candidates in guidance interviews, in order to understand how the dialogical activity they underlie, contributes to the development of the candidate’s discourse of experience about his work. An analysis of the trajectories of the actors engaging in the activity shows that different dialogic configurations (educator / educator; adviser / candidate; appraiser / appraisee) take place during the dialogue between the adviser and the candidate, which are like a support for the development of candidate’s thought and discourse about his work. These dialogic configurations are manifested by voices staging that summon past experiences, expected or imagined, associated with fictional activity areas separated from the guidance situation. Because they allow the candidate to engage in fictitious dialogues by reconfiguring the places taken in the relationship, these dialogic configurations give access to interpretative movements in thought and speech of the candidate's activity, and they enable a transformation of the point of view focused on the professional activity
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Jansson, Lina. "Hur pedagoger kommunicerar med barn i förskolan : En observationsstudie i södra England". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43353.

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Syftet med den här studien är att erövra kunskaper om pedagogernas kommunikationshandlingar gentemot barnen, inom en engelsk pedagogisk verksamhet. Frågeställningen som ligger till grund för min studie är följande:- Hur sker kommunikationen mellan pedagogerna och det enskilda barnet, vid olika lärandetillfällen? - Hur sker kommunikationen mellan pedagogerna och det enskilda barnet, i olika emotionella situationer? Undersökningen är en kvalitativ studie, där pedagoger på en engelsk privat förskola har observerats. Barngruppen bestod av 11 till 18 barn i åldrarna fem och sex år, medan två till tre pedagoger närvarade varje dag. I resultatdelen har materialet om hur pedagogerna har kommunicerat med barnen behandlats utifrån ett sociokulturellt perspektiv. Pedagogerna i den engelska förskolan innehar makt, och använder den i sitt förhållningssätt gentemot barnen. Varje pedagog kommunicerar med barnen på olika sätt, och de verkar inte utgå från någon gemensam mall.
The aim with this study is to acquire knowledge about communication, in everyday interactions between the pedagogues and children, in an English nursery school. This study is based on the following frame of questions: - How does the communication appear between the pedagogues and children, in different learning situations? - How does the communication appear between the pedagogues and children, in different emotional situations? The empirical research in this degree project is qualitative, and the data consisted of observations is focused on the pedagogues. The group of children consists of eleven to eighteen in total (aged 4 to 5 years) and there were about two to three pedagogues in the room. The result of this study is processed out of a socio-cultural perspective. I have come to a conclusion that the English pedagogues have power, which they used in the attitude among the children. The result showed that every pedagogue did communicate with the children, in different ways, and that their attitude was various.
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Książki na temat "Learning in a work situation"

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Dingley, Kate. Internet video-mediated communication in work and learning situations. Portsmouth: University of Portsmouth, 2001.

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Finlayson, Andrew. Questions that work: How to ask questions that will help you succeed in any business situation. New York: AMACOM, 2001.

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Carvalho, Ricardo. Work, situation, process. Lisboa, Portugal: A+A Books, 2021.

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Chege, John Waruingi. Workers' situation. Nairobi, Kenya: Paulines Publications Africa, 1995.

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Savatovsky, Dan, Mariangela Albano, Thị Kiều Ly Phạm i Valérie Spaëth. Language Learning and Teaching in Missionary and Colonial Contexts. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2023. http://dx.doi.org/10.5117/9789463728249.

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This volume assembles texts dedicated to the linguistic and educational aspects of missionary and colonial enterprises, taking into account all continents and with an extended diachronic perspective (15th–20th centuries). Strictly speaking, this “linguistics” is contemporary to the colonial era, so it is primarily the work of missionaries of Catholic orders and Protestant societies. It can also belong to a retrospective outlook, following decolonization. In the first category, one mostly finds transcription, translation, and grammatization practices (typically, the production of dictionaries and grammar books). In the second category, one finds in addition descriptions of language use, of situations of diglossia, and of contact between languages. Within this framework, the volume focuses on educational and linguistic policies, language teaching and learning, and the didactics that were associated with them.
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Streumer, Jan N., red. Work-Related Learning. Dordrecht: Kluwer Academic Publishers, 2006. http://dx.doi.org/10.1007/1-4020-3939-5.

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Taylor, John, i Adrian Furnham. Learning at Work. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230505650.

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Smith, Raymond. Learning in Work. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75298-3.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., red. Work-based learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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Cooper, Linda. Learning/work: Turning work and lifelong learning inside out. Cape Town, South Africa: HSRC Press, 2009.

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Części książek na temat "Learning in a work situation"

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Pareto, Lena, i Sara Willermark. "Can Teachers’ Fragmented Work Situation Jeopardize Professional Development of Future Teaching Practices?" W Open Learning and Teaching in Educational Communities, 464–69. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_43.

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Durand, Marc, i Germain Poizat. "An Activity-Centred Approach to Work Analysis and the Design of Vocational Training Situations". W Francophone Perspectives of Learning Through Work, 221–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18669-6_11.

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Frison, Daniela. "The Design of Work-Related Teaching & Learning Methods: Case Studies and Methodological Recommendations". W Employability & Competences, 37–48. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.10.

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What kind of Work-Related activities/programmes do Italian teachers propose to their students? What are common elements considered in the designing of Work-Related activities by those proposing them? A multiple case study research programme was chosen as a method to explore the current Italian situation regarding Work-Related teaching and learning methods in Higher Education (Coll et al. 2008; Dirkx 2011) and to define some possible methodological recommendations to encourage the design of Work-Related Learning activities/programmes
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Peterlini, Hans Karl. "On This Side of the Splitting Categories Lies the One World: Conclusions and Reflections for the Future of Education". W Learning Diversity, 179–89. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40548-9_9.

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AbstractThis book has attempted a perhaps daring exploration. The ambivalences between belonging and differentiation, inclusion and exclusion, were explored first on the territorially and usually ethnically-nationally bound identity concept of Heimat. The following chapter attempts to bring together the threads of the issues and problems raised. In dealing with diversity and difference, pedagogical work requires a high degree of ambiguity awareness. The pedagogical subjects and situations are as ambiguous as the reality behind the dichotomous worldviews that pedagogical work must address. The chapter describes a diversity-reflexive attitude as a necessary exercise for pedagogical professionalization. Nationally oriented ways of thinking must give way to a world consciousness in the sense of global citizenship education. Strengthening the transformative potential in Education and Learning could be the connective brace for the different approaches. How can this work in concrete?
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Scherf, Kathleen. "Why creative tourism won't work if residents are not involved: a tale of two cities." W Creative tourism: activating cultural resources and engaging creative travellers, 192–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0025.

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Abstract Every definition of creative tourism cites, in some form, the necessity of a positive and productive relationship between residents and tourists, whether it is expressed as visitors engaging in the everyday life of the community, or as visitors learning from residents a creative skill unique to that location. The study provides comparison of the creative tourism situation for Copenhagen and Barcelona in terms of demography and cultural analysis.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa i Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education". W Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.

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AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Molina, Arturo, Beatriz Villegas, César Pavel Ochoa i Jhonattan Miranda. "Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education". W Knowledge Studies in Higher Education, 149–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_10.

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AbstractToday, new teaching-learning models, methods, and programs are emerging to guarantee academic continuity in response to the current situation caused by the global health emergency (Covid-19). This work presents how the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico was designed and implemented during this emergency in this institution. This work also addresses the relevant role that technology has taken during this situation, and the concept of Education 4.0 is offered as a framework to model the presented study. Finally, two case studies that were applied at the secondary education level are presented as an example of how higher education is supporting academic continuity at the secondary level.
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Costa, Ana Luísa, i Susana Coimbra. "Joining Voices for Social Inclusion: Activism and Resilience of Professionals Working with People in Situations of Vulnerability". W Learning Inclusion in a Digital Age, 83–93. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_6.

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AbstractActivism in educational, social, and community intervention is widespread in literature as an essential professional role in promoting inclusion and social justice for people in situations of vulnerability. Professionals who work with these populations are in a privileged position for informal and situated learning and engagement with professional activism. This contribution reflects upon the many obstacles that may hinder its more prominent expression, but also on its outcomes in terms of learning inclusion, resilience and the process of overcoming the challenges evident in (re)building of professional identities. This involves considering processes that can be decisive in the way people in situations of vulnerability are perceived, heard, supported, empowered, and included.
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"Managing Difficult Situations". W Work Integrated Learning, 159–82. Routledge, 2010. http://dx.doi.org/10.4324/9780203854501-17.

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Sperlinger, Tom. "Unfinished Work". W Post-Millennial Palestine, 173–90. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800348271.003.0011.

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Where education opportunities in Palestine continue to narrow, this chapter considers Selma Dabbagh’s Out Of It as a work of fiction that is particularly attentive to scenes of education and as offering a critique of colonial modes of teaching. Modes of informal and formal education are a recurrent theme in the book and one that illuminates the wider hopes and experiences of the central characters, as they respond to the colonial character of their situation. The chapter reads the novel in light of Paulo Freire’s theories in Pedagogy of Freedom (1996), which emphasises the unfinished nature of the individual as a necessary condition for learning, and offers a model for anticolonial learning. Following this, the chapter contends that the subjective and unfinished work of some of the characters in Out Of It represents an alternative aesthetic response to the situation in Gaza, compared to that which is aesthetically ‘perfect,’ but that mimics a colonial voice with its apparent objectivity.
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Streszczenia konferencji na temat "Learning in a work situation"

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Meyer, Claudie, Gilles Catuli i Asmaa Henni. "THE CONTRIBUTION OF ASSESSMENT IN A WORK SITUATION TO THE VALIDATION OF THE EDUCATIONAL PATHWAY". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1013.

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Wannous, Muhammad, Moutasem S. Amry, Hiroshi Nakano i Takayuki Nagai. "Work-in-progress: Utilization of cloud technologies in an E-learning system during campus-wide failure situation". W 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017866.

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Pristiawati, Andhita Ramadhania, Laura Francisca Sudarnoto i Angela Oktavia Suryani. "Item development and psychometric testing of Work Stress Scale". W International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-04.

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In 2020, the COVID-19 pandemic demanded employees work from home (Ishak & Mangundjaya, 2020). The work-from-home regulation provides several advantages, including high work flexibility. However, this regulation also creates excessive workloads and requires employees to work overtime due to various challenges from superiors with short deadlines. This situation encouraged researchers to develop an accurate psychological scale to identify the employees/ working stress. The scale comprised physical and mental individual responses to managing their uncomfortable work environment. It consists of 48 items measuring four dimensions: role overload, role conflict, role ambiguity, and role responsibility. The participants responded to the items by sending their responses on a 6-point scale, whether s/he felt the sentences described their psychological state from absolutely appropriate (score 1) to absolutely inappropriate (score 6). We recruited 91 employees aged 21 to 36 years old. In the content validity test, three experts judged whether the items were relevant, simple, clear, and unambiguous. The S-CVI was in the range of 0.89 to 0.92, with an S-CVI average of 0.90. Corrected item-total correlation revealed that all items were valid with a coefficient range from 0.40 to 0.79. Cronbach's Alpha was 0.97. We concluded that the instrument was valid and reliable. We also simulated the norm to interpret the participant's obtained scores. We created a standardized interpretation of the scores by applying percentile 25 and 75 to have three categories: low, medium, and high.
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Kuntze, Sebastian, Katrin Schall i Jens Krummenauer. "Case-based work with classroom cartoon vignettes as a way to explore pre-service mathematics teachers’ multi-criterion noticing". W Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17108.

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In classroom situations, mathematics teachers need the competence to notice situation aspects with respect to multiple knowledge-based criteria for being able to optimally support students in their learning. However, even if the body of research into teacher noticing is growing, research on noticing with respect to multiple knowledge-based criteria is still relatively scarce. This study hence focuses on assessing pre-service teachers’ multi-criterion noticing by means of classroom situation vignettes. In particular, the design of vignettes in cartoon format affords balancing out the requirements of situation authenticity and multiple criterion relevance. Correspondingly, a set of such vignettes was designed with built-in analysis needs related to multiple criteria and was used for assessment. The results point to professional development needs, as most pre-service teachers only focused on a rather low number of analysis criteria. Case-based work with knowledge-based reflection on classroom cartoons can provide solutions, which are discussed in a concluding section.
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Liu, Liying, Renjie Yang, Guofeng Bian i Shuwen Wang. "Study on the Present Situation and Improvement Strategy of Work-integrated Learning in Higher Vocational Colleges". W Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.43.

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Fomina, Tatiana, i Varvara Morosanova. "Dynamics of students’ subjective well-being and conscious self-regulation of learning activity in situation of transition from elementary to secondary school". W Personal resourse of human agency at work in changing Russia. ScientificWorld, 2018. http://dx.doi.org/10.30888/978-5-6041451-4-2.1.33.

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Shim, Jung Min. "ANALYSIS OF THE CURRENT SITUATION OF SMART FACTORY AND ITS IMPACT ON WORK IN THE FIELD OF SCIENCE & TECHNOLOGY IN KOREAN MANUFACTURING INDUSTRY". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0870.

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Koyuncu, Mustafa, Fusun Tekin Acar, Ronald J. Burke i Kadife Koyuncu. "Gender Differences in Work Experiences and Work and Learning Outcomes among Employees in the Manufacturing Sector in Turkey: An Exploratory Study". W International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01358.

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This study examined gender differences in work experiences and work outcomes among 215 male and 46 female employees working in the textile and furniture sectors in Turkey. Data were collected from 261 employees, a 65 percent response rate, using anonymously completed questionnaires. Respondents were mostly male, worked full-time, had relatively short job and firm tenures, generally held jobs involving some supervisory responsibilities, and worked 41 to 50 hours per week in fairly large firms. All measures used here had been used and validated previously by other researchers. Work experiences included perceptions of supervisor empowering behaviors; outcomes included job satisfaction, affective commitment, work engagement, engaging in voice behaviors, and intent to quit. Learning related outcomes included learning opportunities and self-rated employability. There were small differences in departments in which men and women worked with a slightly higher percentage of men in production and a slightly lower percentage of men in accounting, human resource management and marketing. Consistent with earlier work, significant gender differences were found on several personal demographic and work situation characteristics. Women were younger, less likely to be married, were more highly educated, were at lower organizational levels, had less job and organizational tenure. Males and females had similar perceptions of their supervisor’s empowering behaviors, their own levels of psychological empowerment, similar learning opportunities and levels of self-rated employability and on most work outcomes (e.g, job satisfaction, organizational commitment, intent to quit).
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Beggari, Nadia. "DESIGNING A MODEL OF ASSISTANCE BASED WEB SERVICES IN INTERACTIVE LEARNING ENVIRONMENT". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-099.

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This work takes place in the framework of the realization of a pedagogical assistance system in the domain of technology enhanced learning (TEL) .In this context, we defend the thesis that it is possible to integrate an interface with a pedagogical agent in an ILE (interactive learning environment) based on web service, which aims to provide pedagogical assistance adapted to the learner. our approach is based on the analysis of the course of the learner , the system allows to represent , assist and analyze the evolution of a learning situation in order to detect the assistance status (blocking learner , non completing tasks…etc.) it is based on the comparison between the actions of the learning (traces) and action to perform (the domain model ) the traces provide knowledge about the learning situation with one of the web 2.0 reporting techniques .Our approach is to provide a learning system that incorporates a proactive assistant agent, able to offer a range of services (activity monitoring, progress monitoring, guidance and assistance during the course) to learners in an intelligent manner. In addition, this agent has a learning mechanism to enable it the adaptation to new situations ensuring automatic and continuous assistance to the learner. The system adopts a recent pedagogical and didactical approach, based on constructivist approach which implies a maximum cognitive activity of the learner. And also , our approach focuses on the representation of the evolution of learning situations and on adaptive pedagogical agent that offers several types of pedagogical assistance.the role of pedagogical and technique accompanist.
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Mora Luis, Carlos E., Antonio González Marrero, Reyes Carrau Mellado, Beatriz Añorbe-Diaz i Jorge Martín-Gutierrez. "Problem-Based Learning Approach in Marine Engineering Education Using Mobile Devices and Internet Tools". W ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20251.

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The skills of Marine Engineering graduates should be strongly oriented to problem solving for situations without external direct assistance. Marine professionals should also be able to take the right decisions under difficult situations like emergencies. Work-group and job planning is an every day requirement, especially when doing maintenance and reparation tasks. Besides, marine technology has advanced quickly and knowledge recycling is a must on every shipping company, but operation and maintenance procedures have usually to be learnt on the go. During last decades, marine engineering students had not got immersed into a real challenge work environment until going onboard for the first time when finishing their studies. The adoption of a problem-based learning is intended to solve this situation, so students will have a closer contact with real decision-taking and auto-learning situations on earlier stages. We pretend to create more engaging experiences and introduce our students into real collaborative environments using technologies; especially those based on mobile devices and Internet tools. Grounded in motivation theory, this research evaluates how the context of problem-based learning (PBL) affects aspects of motivation in students of marine engineering. Our research aims to answer: 1) How does the context of service in project-based learning affect student motivation? 2) What factors are most influential on student motivation to persist in project-based learning experiences? The results show different behavior in freshmen and senior students.
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Raporty organizacyjne na temat "Learning in a work situation"

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Roschelle, Jeremy, i Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, grudzień 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Roschelle, Jeremy, i Adam Schellinger. Looking Back to Move Forward. SEERNet, Digital Promise, styczeń 2024. http://dx.doi.org/10.51388/20.500.12265/203.

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SEERNet digital learning platforms (DLPs) are developing new infrastructure to support research in authentic contexts where student learning is happening. In order to contextualize this work within the larger field, we trace historical precedents along four main categories: data repositories, data collection services, research design interfaces, and research communities. By situating this innovative movement alongside its predecessors, we can identify the opportunities for SEERNet and others to progress and sustain the mission of making research more scalable, equitable, and rigorous.
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Draelos, Timothy John, Peng-Chu Zhang, Donald C. Wunsch, John Seiffertt, Gregory N. Conrad i Nathan Gregory Brannon. Coordinated machine learning and decision support for situation awareness. Office of Scientific and Technical Information (OSTI), wrzesień 2007. http://dx.doi.org/10.2172/920460.

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Braslavskaya, Elena, i Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, czerwiec 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Dryer, David A. Learning to Work in Collaborative Environments. Fort Belvoir, VA: Defense Technical Information Center, maj 2001. http://dx.doi.org/10.21236/ada385949.

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Phillips, Sara, red. Classzoom: how online learning can work. Monash University, grudzień 2021. http://dx.doi.org/10.54377/e562-f750.

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Panda, Santosh. Status of Distance Learning in India. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4479.

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Schneider, Sarah, Daniel Wolf i Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Santiago, Ana, Marcelo Cabrol i Mariana Alfonso. Aligning Learning Incentives (ALI). Inter-American Development Bank, marzec 2010. http://dx.doi.org/10.18235/0008047.

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Mexican students score low in international learning assessments, particularly in math. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify to what extent performance based incentives for students, teachers and principals in upper-secondary schools can improve students¿ mathematical skills, as measured by their scores in curriculum-based mathematics tests.
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Aldrich, Matthew. Bridging study and work with service-learning dissertations. Bristol, UK: The Economics Network, wrzesień 2020. http://dx.doi.org/10.53593/n3337a.

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