Готові списки джерел за темами / Competency method of learning

Добірка наукової літератури з теми "Competency method of learning"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Competency method of learning"

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Wahyuni, Wahyuni. "Contribution of Learning Motivation, Pedagogic Competence, and Learning Facilities to Student Competency Test." Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan 9, no. 2 (December 10, 2021): 107–16. http://dx.doi.org/10.30738/wd.v9i2.8711.

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This study aims to determine the contribution of learning motivation, pedagogic competence and learning facilities to the competency test of students of class XII OTKP SMK YPE Sawunggalih Kutoarjo academic year 2019/2020. This study uses a correlational quantitative approach. The study population was 130 students as well as the sample. Using a questionnaire method / questionnaire. The prerequisite test analysis used the linearity and multicollinearity tests. Data analysis is presented in descriptive analysis, hypothesis testing is carried out by simple and multiple regression. The results showed that there was a significant positive effect on student learning motivation, pedagogic competence and learning facilities on the results of competency tests in class XII OTKP students of SMK YPE Sawunggalih Kutoarjo Academic Year 2019/2020, either individually or collectively. The learning motivation towards the student competency test gave an effective contribution of 30.93% and a relative contribution of 37.22%. Pedagogic competence on student competency test effective contribution of 40.84% and relative contribution of 49.14%. The learning facilities for the student competency test had an effective contribution of 11.33% and a relative contribution of 13.64%. There is a significant positive effect of learning motivation, pedagogic competence and learning facilities together on the competency test of vocational students, the effective contribution is 83.10%.
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Mawardi, Mawardi, and Henny Dewi Koeswanti. "PPG Students' Learning Competency Analysis From Self Regulated Learning Factors." Jurnal Ilmiah Sekolah Dasar 5, no. 4 (December 5, 2021): 737. http://dx.doi.org/10.23887/jisd.v5i4.40111.

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The experience of implementing the Teacher Professional Education (PPG) for Elementary School Teacher Program so far shows that the graduation rate for PPG participants has only reached an average of 70% for the entire class. This condition is undoubtedly a reflection material for managers to improve their performance to achieve more optimal results in the future. This study aimed to analyze PPG student competence, student competence, and differences in student competence based on SRL and low. This type of research is descriptive quantitative research with the comparative correlational method. Techniques and instruments used are student competency document analysis techniques and SRL Measurement Instruments. The sample in this study was 34 PPG students. Data analysis techniques used descriptive statistical techniques, linear regression analysis and t-test. The results of the study found that the average student SRL level score reached 88.76; the average competency score of PPG students reached 90.44; the contribution of SRL to student competence is 15.8%; and students who have SRL significantly in their learning competence. It can be said that all student SRL levels can be said to be very high.
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Ana, A., Iwan Kustiawan, Eeng Ahman, S. Zakaria, M. Muktiarni, Vina Dwiyanti, Saripudin ., and Indah Khoerunnisa. "Defining Vocational Teacher Competencies in Industry 4.0 from the Perspective of Teachers and Lecturers." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 39–46. http://dx.doi.org/10.16920/jeet/2022/v35is2/22117.

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Abstract: The purpose of this study was to analyze the competence of vocational teachers needed in implementing the independent learning policy based on the opinions of teachers and lecturers. The research method uses quantitative methods on 356 teachers and lecturers. The results showed the priority of vocational teacher competency indicators from pedagogical competence, social competence, personality competence, and professional competence. The pedagogic competency indicator that is needed by vocational teachers is the ability to motivate students. An indicator of social competence that is needed by vocational teachers is having a polite and polite attitude. Personality competency indicators that are needed by vocational teachers are having an honest personality, and indicators of professional competence that are needed by vocational teachers are the ability to transfer knowledge and technology. Keywords: competence, competence of teachers, vocational teachers, independent learning, teachers, lecturers
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Ede, Muhammad Natsir, and Khadijah Binti Daud. "THE FIFTH DISCIPLINE AND TEACHERS COMPETENCE." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 131–38. http://dx.doi.org/10.31686/ijier.vol2.iss10.254.

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This study aims to identify the practice of the learning organization in improving teachers competence. The learning organization run as a guideline for teachers in order to enhance the teachers' spirit in learning. The model used in this learning organization is the Fifth Discipline. It is consist of personal skills, mental models, shared vision, team learning, and system thinking. The Fifth Discipline was developed as a model that can provide a new input for the teachers so that they can learning continue to improve their competency. The method used in this study was mixed methode between quantitative and qualitative methods. This study was conducted at the Junior High School district Sidenreng Rappang South Sulawesi with a total of 500 teachers as samples. The findings of the analysis performed by using SPSS 18.0 indicates that there is a significant correlation (r = .341, p <.05) between the practice of the learning organization and the teachers competency. This analysis indicates that the null hypothesis (Ho) in this study was rejected. This shows that the independent variables of learning organization (X) and the dependent variable of teachers competency (Y) has a positive relationship to improve teacher competence at the Junior High School district Sidenreng Rappang South Sulawesi Indonesia.
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Manoe, Luís. "Modified Instructional Teaching Method." Journal La Edusci 1, no. 1 (January 30, 2020): 7–11. http://dx.doi.org/10.37899/journallaedusci.v1i1.27.

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Competency-based Language Teaching (CBLT) causes character education issue and its competence in facing a complex social circumstance which is quite conspicuous when implementing in national scale. Content-based Instruction (CBI) covers students and teacher proficiency that is considered not effective if the implementation does not take material and students’ different competence into account. Cooperative Language Learning (CLL) weakness shows a feasible challenging with the classroom discussion dynamics and the allotted time. The weakness shows one leads to a broad scale, the other one causes teacher and students and the last costs the practical implementation.
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Wu, JunNa. "Construction of Primary and Secondary School Teachers’ Competency Model Based on Improved Machine Learning Algorithm." Mathematical Problems in Engineering 2022 (August 22, 2022): 1–11. http://dx.doi.org/10.1155/2022/6439092.

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In order to quantitatively evaluate the competence of primary and secondary school teachers, a competency model of primary and secondary school teachers based on an improved machine learning algorithm is proposed. The fitting parameter analysis model of primary and secondary school teachers’ competency is constructed, and the fitting benefit degree parameter of primary and secondary school teachers’ competency is extracted based on the analysis results of reliability index parameters. The improved machine learning algorithm is used to carry out quantitative analysis and characteristic element analysis in the process of primary and secondary school teachers’ competency evaluation and determine the competency elements of the model. According to the machine learning model, the competency elements are conceptualized and classified, and the theoretical parameter analysis model of online teaching competency of primary and secondary school teachers is constructed to realize the assessment and quantitative analysis of primary and secondary school teachers’ competency. Factor analysis and reliability tests were performed using the KMO test and Bartlett test. The empirical simulation analysis results show that the reliability and accuracy of the evaluation of primary and secondary school teachers’ competence by this method are good, and the level of credibility is high.
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Prasetyo, Wiwing, and M. Naim Musafik. "Analisis Kompetensi Guru, Fasilitas Belajar, Dan Iklim Sekolah Terhadap Hasil Belajar Siswa SMK Negeri 1 Jenangan Ponorogo." Otonomi 21, no. 1 (May 31, 2021): 111. http://dx.doi.org/10.32503/otonomi.v21i1.1611.

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The purpose of this study was to describe the condition of teacher competence, school facilities, school climate and student learning outcomes of Construction and Property Business Skills Competency at SMK Negeri 1 Jenang Ponorogo, to identify and analyze the effect of teacher competence on student learning outcomes. Construction and Property Business Skills Competencies. SMK Negeri 1 Jenang Ponorogo, to identify and analyze the effect of learning facilities on student learning outcomes of the Construction and Property Business Skills Competency of SMK Negeri 1 Jenang Ponorogo and to find out and analyze the influence of school climate on student learning outcomes. Ponorogo, as well as to identify and analyze the effect of teacher competence, school facilities, school climate simultaneously on student learning outcomes of the Construction and Property Business Skills Competency at SMK Negeri 1 Jenang Ponorogo. The population in this study were 206 students of competence in construction and property business skills at SMK Negeri 1 Jenang Ponorogo, while the sample used was 103 respondents. The analytical method used is multiple linear regression analysis. The results showed that the competence of teachers, school facilities, school climate had a positive and significant effect simultaneously on student learning outcomes. Construction and Property Business Skills Competency at SMK Negeri 1 Jenang Ponorogo, the condition of teacher competence, school facilities, school climate had a positive and significant effect simultaneously on student learning outcomes. Student learning outcomes Construction and Property Business Skills Competencies at SMK Negeri 1 Jenang Ponorogo, Teacher competencies have a positive and partially significant effect on student learning outcomes. students of the Construction and Property Business Skills Competency at SMK Negeri 1 Jenang Ponorogod and the school climate has a positive and partially significant effect on student learning outcomes.Ponorogo
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Mohammad Rasikhul Islam. "Competency of Islamic Education Teacher to Improve Student Learning Achievement." EDUTEC : Journal of Education And Technology 1, no. 2 (March 30, 2018): 106–18. http://dx.doi.org/10.29062/edu.v1i2.14.

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The competency of the teacher can contribute or increase learning achievement can be an active example of inofative criminative and have high integration in school. The purpose of this research is to know the role of the PAI master competence in enhancing student learning achievement. This research uses the method of decriptif with a qualitative approach, data collection techniques using observations, interviews and documentation studies. Research subjects are the principals and teachers of PAI. The results of the study showed: (1). Pedagogic competence, (2). Personality Competencies (3). Social competence and (4). Professional competence.
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YR, Suyanti. "PENERAPAN METODE COVID UNTUK MENINGKATKAN KOMPETENSI GURU DALAM PELAKSANAAN PEMBELAJARAN DI MASA COVID-19." Jurnal Pengabdian Pendidikan Masyarakat (JPPM) 3, no. 1 (March 8, 2022): 41–48. http://dx.doi.org/10.52060/jppm.v3i1.725.

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Teachers’ competency of SMP Negeri 5 Jujuhan in doing learning from home along Covid-19 Pandemy are still dissapointed. Of course, It influenced to the students’ ability. So, this research is meant to explain the applying of Conditioning, Organizing, Viewing, Interpreting, Deciding (covid) method in improving the teachers’ competency. This is School Action Research because all the teachers of SMP Negeri 5 Jujuhan roled as the research’s subject. The research was designed in two cycles. Each of them has the same phases : planning, doing, observing and reflecting. It used observation sheets and field note as the instrumen in collecting data. The results of the study show that (1) the principal must continue to provide a forum for developing teacher competence in order to maximize student competence. (2) The application of the COVID method is able to improve teacher competence in carrying out quality learning. (3) The application of the COVID method not only improves the professional competence of teachers but also improves motivation and learning behavior.
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Munawar, Wahid. "Assessment of Competency Based on Dicotomic Scoring to Diagnose Students 'Skills in Vocational Learning in Vocational Schools." Journal of Vocational Education Studies 4, no. 1 (May 31, 2021): 89. http://dx.doi.org/10.12928/joves.v4i1.3823.

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Assessment of competency in schools is carried out by teachers using conventional tests, consists of multiple choice tests, essay tests, and skills tests using open scoring competency tests based on the teacher's principle of "being in charge" in scoring. Therefore, a assessment of competency tool is needed that measures the real competence of students. The research objective was to diagnose students' skills in automotive body vocational learning through a dichotomy scoring competency test. The research method used is pre experimental design (non designs) one shot case study. The research was conducted in January-March 2020. The research location was in a state vocational high school in Bandung. The research sample used simple random sampling of 32 students. Data collection used a dichotomy scoring skill test. Data analysis using percentages. The results showed that: (1) 84% of the students were not competent in the competence of automotive bodies in making mini cars when using the dichotomy scoring competency assessment; (2) only 16% of students were able to complete the competency test by producing work products that match dimensions and on time.
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Більше джерел

Дисертації з теми "Competency method of learning"

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Baltz, Diana Lynn-Maria. "Effect of Delivery Method on Nursing Students' Math Competency and Learning Perceptions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3973.

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The delivery method of a math course may affect the math scores of nursing students, which relates to rates of medication errors that could be fatal. The purpose of this study was to discover the relative effectiveness of a delivery method of a math course. Benner's novice-to-expert theory guided the study. A sequential explanatory, mixed-methods, nonexperimental pre-/posttest alternative treatment design was used. Phase 1 answered which delivery methods-online self-directed, face-to-face, or a mix of online self-directed with instructor lead-were associated with the best Medication Administration Competency exam results. Phase 2 included students' assessment of each learning method. The sample size was 148 students who were admitted to 1 nursing school between 2011 and 2013. The data were collected from 4 sources: (a) archival standardized entrance exam math scores, (b) archival standardized exit exam math scores, (c) a qualitative survey regarding student perceptions of the delivery method, and (d) a qualitative section of the same survey with math questions. The ANCOVA analysis showed no statistically significant difference in the delivery method used. Students with lower pretest exam scores took the posttest exam more times and also had lower posttest grades. The content analysis showed that students from all 3 groups did not see an advantage in the delivery method, but in certain teaching strategies that support learning. Therefore, the nursing school should continue to allow students to select their preferred delivery method, or offer fewer methods as they were equivalent. Positive change could come from using teaching strategies that students valued, improving their ability to provide correct dosages and increasing patient safety in the healthcare environment.
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Brown, June Grace Isa. "A mixed method approach to investigating therapeutic commitment towards adults with learning disabilities : the perceptions of final year adult, mental health and learning disability student nurses." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28438.

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All nurses should have the ability and disposition to engage in therapeutic relations with people who have learning disabilities. Therapeutic commitment is described as a therapeutic attitude that is influenced by nurses' perceptions of role competency and role support. It is essential to the provision of nursing care leading to improved patient outcomes. The study aimed to explore final year adult (AD), mental health (MH) and learning disability (LD) student nurses' perceptions of therapeutic commitment towards people with learning disabilities and the factors they perceived influenced it. A mixed method, convergent approach for complementarity and expansion purposes was used. A survey collected quantitative and qualitative data from 398 final year student nurses across four Higher Education Institutes in Scotland. Integrated findings suggested when caring for people with learning disabilities that student nurses are therapeutically committed, with LD student nurses' perceptions being greater than their counterparts. LD student nurses also perceived greater role competency and reported they could access experienced support more readily. Having education, a personal experience, the opportunity to provide care whilst on clinical placement and previous work experience with people with learning disabilities influenced the therapeutic commitment and role competency all students perceived. Other influencing factors included receiving thanks, being challenged by the task and the attitudes and qualities held by the nurse. Some AD and MH student nurses believed that people with learning disabilities characteristics negatively influenced their therapeutic commitment. This study has implications for nursing practice and education as it builds on the theory of therapeutic commitment, providing new knowledge of the factors that influence it, either positively or negatively when caring for people with learning disabilities. This knowledge will support nurses to engage in positive therapeutic relationships with people with learning disabilities to enhance the delivery of nursing care.
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Carlsson, Angelica, and Lina Eliasson. "En lärande organisation? - Kompetensutveckling inom en Polismyndighet." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1273.

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This essey discuss competence development for the employees in a unit of the Swedish police authorities. The purpose with this survey has been to show an understanding for how this unit within the Swedish police authorities works with competence development and what kind of competence investments they carry out and also why competence development is important in their organisation. To answer the purpose of the survey and the questions a qualitative method has been used remaining interviews with five involved respondents working in the investigated unit. The result shows that needs for competence development are made clear during meeting for personal development and during the local educational council inventories. Competence development for the employees is prioritated for the policemen comparing to the civil employees on account of that the policemen have a demanding work and they have to develop their work all the time because of the resisting circumstances. The policemen always have to retain and develop their competence to always feel safe and secure and they have to be able to handle the situations that their profession require. According to the result it has been shown that evaluation and follow- ups after carry out an education shuld be more effective and should be performed after every education occasion. According to the investigated unit the work with evaluation and follow-ups in the unit are not taking place in the extent it should be doing. The result of the survey has further shown that a development concentrated on learning takes place in the daily work of a policeman despite their experiences about the learning within the organisation has gone from collective learning to individual learning. This unit of the Swedish police authority does an extensive work with competence development for their employees. They have a positive attitude to competence development when they think retaining and development of competence are very important within the profession of a policeman.

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King, Delores Cauthorne. "Leadership Competency, Service Time, and Gender Orientation: A Comparative Study of CPA Leaders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2051.

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Working in environments that could be described as task-oriented, certified public accountants (CPAs) are generally considered to be leaders. In 2015, within the United States, fewer than 30% of CPAs were women. Based on the theoretical framework of Eagly and Karau's role congruity theory and Bandura's social learning theory, this survey study sought to understand the relationship between self-rated leadership competency, service time, and gender orientation of female CPAs in leadership positions for 5 years or more, compared to men working in similar positions. A sample of 92 CPAs (46 women, 46 men) completed 2 online surveys, the LPI-Self Leadership Inventory and the Bem Sex Role Inventory, in addition to a demographics profile form. Data were analyzed with independent samples t tests, Pearson correlation coefficients, ANOVA, and stepwise multiple regression. Four hypotheses were tested to answer the research questions regarding the differences between male and female CPAs with respect to leadership competency, gender orientation (masculine, feminine, androgynous, or undifferentiated), and a potential increase in masculinity over time to maintain a high level of leadership competency. Results showed no difference in leadership competency between male and female CPAs, but a significant finding showed masculinity orientation was a strong predictor of leadership competency. Positive social change may result if the findings are used by curriculum developers and organizations to promote male-oriented behaviors (e.g., decisiveness, assertiveness, and risk taking) together with traditionally feminine behaviors (e.g., helpfulness, interpersonal sensitivity, and gentleness) for young women who aspire to leadership positions.
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Zobec, Helena, and helena zobec@canberra edu au. "An investigation of library literacy levels of flexible learners at the Canberra Institute of Technology: a pilot study." University of Canberra. Information Management & Tourism, 1998. http://erl.canberra.edu.au./public/adt-AUC20050809.143304.

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The present study attempted to measure library literacy levels of open or flexible learners at the Canberra Institute of Technology (CIT) during the 1995 academic year, and to investigate to what extent the information skills component of TAFE open learning modules influence adult learners' library literacy levels. To address these issues, a quasi-experimental research methodology was used to measure library literacy levels at the beginning and, again, on or near course completion to ascertain whether any change had occurred, through the administration of a questionnaire. A number of participants were then interviewed to further validate the responses fiom the questionnaires. The study attempted to show that though courses claim to address key competencies in a vocational education and training environment, one component of the key competencies, the ability to collect, analyse and organise information, was not being met. That one component was the ability to locate (or collect) information. No strong correlations resulted fiom the library literacy levels measured and the degree to which the key competency was addressed within course modules. No statistical measures were possible due to the small sample population that eventuated, though it was almost half the original targeted population. No real gain was achieved in library literacy levels between the pretest and posttest stages of the research for either the Experimental or Control groups. Though a highly suitable research methodology, the quasi-experimental research design did have some limitations in this piece of research. The CIT flexible learning environment at the time of the study contributed to the limitations of the study. However, a number of recommendations were made on the basis of the research results, advocating some strategies that might be implemented to improve the library literacy levels of learners undertaking open or flexible delivery courses within CIT, and suggestions to change the research environment to avoid many of the problems experienced. The CIT pilot study was the first known formally documented study of library literacy levels in an Australian TAFE environment of its kind. The study reflects the literature published at the time of the study. At that time, the research in this field was minimal. Many publications and research have emerged since 1995 when this study was conducted, indicating this is an area of great interest.
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Saud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.

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Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.
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Gower, Graeme. "Ethical research in indigenous contexts and the practical implementation of it." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1594.

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Research in Indigenous Australia has historically been controlled and dominated by non-Indigenous researchers. However, recent national research guidelines which have been developed by the National Health and Medical Research Council (NHMRC) and together with a number of other research guidelines that have been developed by other institutions, including the Australian Institute for Aboriginal & Torres Strait Islander Studies (AIATSIS), have signalled a shift towards Indigenous ownership and control over research. However, despite these revised guidelines, researching in Indigenous contexts can still result in cultural insensitivities, neglect or disregard by researchers and mistrust by Indigenous participants. Similar issues have also been expressed by Indigenous academics such as Moreton-Robinson, Rigney and Nakata who advocate for further reforms in Indigenous research. This thesis presents a documentary study on the application of the NHMRC’s ethical research guidelines of research involving Aboriginal and Torres Strait Islander people. A unique case study has been chosen to examine the adequacy of the 1991 and 2003 guidelines in conducting ethical research and best practice in Indigenous contexts. The case study evaluation reveals that good ethics practice can be compromised by third parties who are involved in the research process but are not subject to ethical conduct and secondly, by the absence of cultural competence training in research. To minimise risks and to develop effective relationships between researchers and participants, cultural competence training is advocated in this thesis.
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Kurdian, Nancy. ""... Jag utgår istället ifrån att träffa människor på rätt nivå..." : En studie om professionellas erfarenheter av lärande i etableringsuppdraget för nyanlända på Arbetsförmedlingen." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11110.

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Flyktingströmmen till Europa är en faktor som har påverkat inflödet av nyanlända i landet. Nyanländas etableringsprocess har därför blivit en betydelsefull aspekt för Sveriges folkhälsa. Väsentliga aspekter utifrån ett folkhälsoperspektiv kan vara individers sysselsättning och arbete, då det kan främja deras stimulans och delaktighet. Arbetsförmedlingen är en myndighet som arbetar med Sveriges arbetsmarknad. Myndigheten har som avsikt att etablera nyanlända på arbetsmarknaden, vilket benämns som etableringsuppdraget. Arbetsförmedlarna på Arbetsförmedlingen skulle kunna betraktas som en heterogen arbetsgrupp, då de har olika akademiska bakgrunder. Frågan är hur de professionella kan utveckla kompetens, eller har kompetens för att kunna bidra till en etableringsprocess där nyanlända upplever hanterbarhet och meningsfullhet i sin etablering. Studien har haft en kvalitativ ingång och inspirerats av en fenomenologisk ansats, där syftet har varit att genomföra sju semistrukturerade intervjuer. En kvalitativ innehållsanalys har därefter genomförts för att låta resultatet framhävas i sin annanhet. Resultatet lyfte fram betydelsen av tre teman, processer, lärande och utveckling, som kan tolkas som väsentliga för arbetsförmedlarnas lärande i arbetet. Därutöver lyfter resultatet stöd och förutsättningar som betydelsefulla aspekter för lärande.
The influx of refugees to Europe has influenced the quantity of newly arrived immigrants in Sweden. The process of establishment of newly arrived has therefore become an important aspect of the country's public health. Significant aspects from a public health perspective involve employment and work, as it promotes stimulation and participation. The Employment Agency, Arbetsförmedlingen, is an authority on the Swedish labor market. It has the intension to establish newly arrived on the labor market, which is the purpose of to the establishment programme. The professionals at the Employment Agency could be considered a heterogeneous working group, as they have different academic backgrounds. The question is whether the professionals have competence, or can develop competence, to contribute to an establishment process where newly arrived will experience manageability and meaningfulness in their establishment. The study has had a qualitative method inspired by a phenomenological approach, with the purpose of conducting seven semi-structured interviews. A qualitative content analysis has been conducted to let the result appear independently. The result highlighted the importance of three themes, processes, learning and development, that may be interpreted as essential to the professionals' learning at the Employment Agency. Furthermore, the results indicate that support and conditions are important aspects for learning.
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Binder, Nadine [Verfasser], Ulrich [Akademischer Betreuer] Kühnen, Margrit [Gutachter] Schreier, and Athanasios [Gutachter] Chasiotis. "Promoting and Assessing Students' Intercultural Competence Development : the Role of Self-Reflection, Peer-Learning, and Multi-Method Assessment / Nadine Binder ; Gutachter: Margrit Schreier, Athanasios Chasiotis ; Betreuer: Ulrich Kühnen." Bremen : Staats- und Universitätsbibliothek Bremen, 2018. http://d-nb.info/1179349849/34.

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Gynther, Per. "Möjligheter och begränsningar : Om lärares arbete med montessoripedagogiken i praktiken." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132533.

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This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice.  The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers'  everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.
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Книги з теми "Competency method of learning"

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Cameron-Bandler, Leslie. The EMPRINT method: A guide to reproducing competence. [San Rafael, Calif.]: FuturePace, 1985.

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1951-, Gordon David, and Lebeau Michael, eds. The EMPRINT method: A guide to reproducing competence. San Rafael, Calif.]: FuturePace, 1985.

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Objectives, competences and learning outcomes: Developing instructional materials in open and distance learning. London: Kogan Page, 1997.

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Dixon, Valerie. Learning competency architecture: 6Cs learning process. Richmond Hill, Ont: Learnware Design, 2008.

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Knasel, Edward G. Becoming competent: Effective learning for occupational competence : a report produced for Employment Department Learning Methods Branch by Learners First. [London?]: Employment Department, Learning Methods Branch, 1994.

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Competency and the learning organization. Menlo Park, CA: Crisp Publications, 2000.

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Berman, Sally. Performance-based learning: Aligning experiential tasks and assessment to increase learning. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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Barrowman, Lesley M. Practice learning: Opportunities for competency development. [Belfast]: The National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2000.

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Competency-based instruction for teachers of students with special learning needs. Boston: Allyn and Bacon, 1991.

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N, Boyle Helen, ed. The competency curriculum toolkit: Developing PLTS through themed learning. Bancyfelin: Crown House Publishing Ltd., 2009.

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Частини книг з теми "Competency method of learning"

1

Eryomina, Natalia, and Yaroslav Lopukhin. "Method of Automatic Creation of Curriculum with a Competency-Based Learning Model." In Artificial Intelligence: Anthropogenic Nature vs. Social Origin, 325–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39319-9_36.

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Owens, Kevin P. "Competency-Based Experiential-Expertise and Future Adaptive Learning Systems." In Adaptive Instructional Systems. Adaptation Strategies and Methods, 93–109. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77873-6_7.

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Frison, Daniela. "The Design of Work-Related Teaching & Learning Methods: Case Studies and Methodological Recommendations." In 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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Sheshasaayee, Ananthi, and S. Malathi. "Achieving Competence in Higher Education Using Blended Teaching – Learning Method." In International Conference on Intelligent Data Communication Technologies and Internet of Things (ICICI) 2018, 573–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03146-6_63.

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Zaikin, Oleg. "Methods of Modelling of Competence." In Open Distance Learning, 43–58. New York: Jenny Stanford Publishing, 2022. http://dx.doi.org/10.1201/9781003132615-2.

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Ghanbari, Shahram Azizi. "Competency-Based Learning." In Encyclopedia of the Sciences of Learning, 668–71. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1209.

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Sansone, Nadia, Donatella Cesareni, and Ilaria Bortolotti. "Promoting 21st century skills in Higher Education through collaboration and activities." In Employability & Competences, 163–73. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.24.

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The paper presents a model of university teaching where students are involved in concrete activities and collaborate while developing key competences for the academic and working future. 52 students of the Degree Course in Psychology at the Sapienza University of Rome participated to the activity. The method of data collection and analysis combines qualitative and quantitative approach. Results show a general perception of skills enhancement and a good appreciation of the course, especially in comparison with traditional learning modes
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Woodside, Arch, Rouxelle de Villiers, and Roger Marshall. "Contributions to Theory, Method, and Practice." In Incompetency and Competency Training, 211–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39108-3_8.

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Haugan, Siri, Eivind Kværnø, Johnny Sandaker, Jonas Langset Hustad, and Gunnar Orn Thordarson. "Playful Learning with VR-SIMI Model: The Use of 360-Video as a Learning Tool for Nursing Students in a Psychiatric Simulation Setting." In How Can we Use Simulation to Improve Competencies in Nursing?, 103–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_9.

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AbstractEducational institutions can elevate student perspective and activation so that playful learning is formed by looking for new teaching possibilities. Didactical methods need to provide a safe environment where students can focus on interpersonal interactions with patients while being aware of how their own emotions can influence their situational awareness and decisions. The authors believe that relevant scenarios in a 360-degree video format will be beneficial for nursing students, specifically in preparation for the clinical setting. The potential of 360-degree video in virtual reality (VR) gives the instructor flexibility to create systematic, experiential learning and shapes emotional learning in collaboration with students. 360-Degree video can be seen as a playful way to learn in new situations. Playfulness of this kind can affect teachers and students motivation, as well as the opportunity to promote learning. This field lacks studies exploring the use of 360-degree videos in psychiatric simulation settings. This chapter will provide knowledge about the practical use of 360-degree video in VR, insight into technical potential, as well as challenges. Background information on why this method is suitable for promoting nursing students’ competence in mental health work will be presented. Another function of this chapter is to give an introduction and inspire exploration of 360-degree video in VR in professional education, with particular focus on how this can be used as a tool for nursing students in psychiatric simulation settings, like the VR-SIMI model, which is discussed later in the chapter.
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Brazdil, Pavel, Jan N. van Rijn, Carlos Soares, and Joaquin Vanschoren. "Metalearning in Ensemble Methods." In Metalearning, 189–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67024-5_10.

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AbstractThis chapter discusses some approaches that exploit metalearning methods in ensemble learning. It starts by presenting a set of issues, such as the ensemble method used, which affect the process of ensemble learning and the resulting ensemble. In this chapter we discuss various lines of research that were followed. Some approaches seek an ensemble-based solution for the whole dataset, others for individual instances. Regarding the first group, we focus on metalearning in the construction, pruning and integration phase. Modeling the interdependence of models plays an important part in this process. In the second group, the dynamic selection of models is carried out for each instance. A separate section is dedicated to hierarchical ensembles and some methods used in their design. As this area involves potentially very large configuration spaces, recourse to advanced methods, including metalearning, is advantageous. It can be exploited to define the competence regions of different models and the dependencies between them.
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Тези доповідей конференцій з теми "Competency method of learning"

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Abder, Carlton H., and Bruce D. Thomas. "Competency Systems - A Task Based Learning and Development Method." In SPE Latin American and Caribbean Petroleum Engineering Conference. Society of Petroleum Engineers, 2003. http://dx.doi.org/10.2118/81117-ms.

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Yuliaty, Farida, and Adi Yusmar. "MOTIVATION AS INTERVENING VARIABLE ON STUDENT ACHIEVEMENT THROUGH LEARNING COMPETENCIES AND FACILITIES AT SMPN 1 BUNGBULANG, GARUT REGENCY." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.36.

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The purpose of this research is to analize partially and simultaneously the influence of teachers competency and learning facilities to motivation and the implication to students achievement in SMPN 1 Bungbulang Garut District.Population and samples in this research is educator resources (teachers) and educational resources in SMPN 1 Bungbulang, Sub District Bungbulang, Garut District, West Java. The amount of educator and educational resources is 71 people. The method of this research is descriptive qualitative and verificative. Whereas the data analysis using path analysis.The descriptive analysis result of variable competency, learning facilities, motivation, and students achievement that on average in good category. The verificative analysis result and hypothesis test shows that (1) Teachers competency affects positively and significantly to motivation, (2) Learning facilities affect positively and significantly yo motivation, (3)There is a positive and significant influence of teachers competency and learning facilities to students learning motivation in SMPN 1 Bungbulang Garut District (4) Teachers competenc affects positively and significantly to students learning achievement 0,924% and the coefficient value is 0,854 or 85,4% with the amount of residue results 14,6%.
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Koh, Elizabeth, Helen Hong, and Jimmy Seah. "An Analytic Frame and Multi-method Approach to Measure Teamwork Competency." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.82.

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Shittu, Michael, Patrick Momoh, and Evelyn Oduntan. "Auchi Polytechnic/Commonwealth of Learning (COL) Skills-in-Demand Project: A Review of Concept, Objectives and Strategie." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5975.

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The Skills in Demand Project is an initiative of Commonwealth of Learning (COL) with Auchi Polytechnic, Auchi partnering with the Auchi Tailors Union. It is a formal curriculum for training fashion designers under the National Skills Qualification (NSQ) Framework using apprentices under different master-craft persons to upgrade and standardize their training, evaluate their competence and certify them while still under the master-craft persons. The knowledge component of the curriculum will be delivered by Auchi Polytechnic Team members headed by the Project Manager using Open and Distance Learning (ODL) method with AptusPi devices provided by Commonwealth of Learning which is pre-loaded with Moodlebox LMS. The practical component will be delivered in the workplace by master-craft persons, who would be given prior training on competency-based learning and use of formal curriculum. The apprentices would be assessed internally and externally and issued NSQ Level 2 Certificates if competent by National Business and Technical Examinations Board (NABTEB). This initiative is necessitated by the rising demand for knowledge, skilled and competent workforce in the Nigeria fashion and garment industry especially among the women and girls to deliver quality designs for fashion apparel, research fashion trends and similar design, create prototypes of design piece, collaborate with fabric manufacturers for materials and work with other designers and creators to build designs. The project is co-funded by Commonwealth of learning to ensure girls and women are given better considerations and improve their employability, find decent employment and startup businesses in the nearest future as it concerns women. The benefits of this project will be in four-fold namely: learners will be acquiring new skills; acquainted with trainers who are specialist in various skills that might attract their interest to learn; increase livelihood and remote access to the training. The Auchi Polytechnic will improve on its standards and create a platform for its skills to be evaluated; the Internal Generation of Revenue (IGR) of the institution will also increase, then improve the institutional (production, achievements, women presence etc) ranking. The master-craft person (i.e. the project partners) will be more competent as they will be more exposed to the new skills and technology and the use of competency-based assessment. Lastly, the Commonwealth of Learning objectives of skills upscale and poverty reduction from partner countries would be achieved.
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Unger, Michelle, Karen Collins, and Phil Hopkins. "The Future Pipeline Engineer: Educated, Trained, and Qualified in a Virtual World." In 2022 14th International Pipeline Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/ipc2022-87100.

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Abstract The world has undergone a huge change in the past two years with millions of people working from home, as offices temporarily closed. Home working, virtual meetings, virtual teams, and virtual management are expected to continue in the future, as workers embrace both the challenges and advantages of this ‘new world’. The rapid adoption of digital technologies has transformed the workplace and business, and all aspects of business must adapt to this transformation, including learning and development. This is not a simple switch — current learning and development strategies are still mainly based on in-person training courses, or a management’s view of needs, which is usually based on past experience. As business processes and practices change, and they have changed fundamentally in the past two years, the way of learning has to change, which means an urgent switch to on-line, as already witnessed in schools and universities. Staff in the pipeline industry particularly need continuous learning and development, as pipeline standards and regulations specifically require staff to be both competent and qualified in the tasks they perform. Indeed, the American Petroleum Institute’s recommended practice API 1173 states: ‘The pipeline operator shall ensure that personnel... have an appropriate level of competence in terms of education, training, knowledge, and experience.’. Competence, education, training, knowledge, and experience are clearly pre-requisites for pipeline staff, but now these requirements need to be delivered in an increasingly virtual world. The good news is that both on-line learning and virtual competence development are available for pipeline staff, and this paper presents a complete competency development model and process in pipeline integrity engineering, that can be delivered virtually, on-demand. The model has been tested in pipeline operators, and is both independently certified and accredited. It is a ‘world’s first’, and available now. The paper outlines the virtual competency development model in pipeline integrity engineering, with its detail being in previous papers at IPC 2016, 2018, and 2020. The paper focuses on: the model’s recent certification (by the certification body, CERTivation) and accreditation (by the American National Standards Institute’s National Accreditation Board (ANAB)); the new learning guides needed to assist staff in the learning process; and, the new competency assessment procedures that have been developed to show that staff completing the process have reached a high standard. These assessment procedures are reported, and involve examinations, designed by subject matter experts, assessed using methods such as the Angoff method, and audited by psychometricians. Assessment can be by on-line ‘proctoring’ (supervision by both an individual and software to ensure a secure and reliable outcome) at any time or location. The paper also introduces a learning platform that contains learning content needed to meet pipeline engineering competencies. The internet-based learning platform offers e-learns in various formats, allowing bespoke, on-demand learning. This is important as we need to make learning more a part of our day-to-day jobs, and the ‘learning while working’ fits into our new remote world. The learning platform is used by nearly 3000 members, and both their use and their learning preferences are analysed to determine both what the users want and need. Finally, the implementation of the competency development model in pipeline operating companies is summarised, with the operators’ views and conclusions.
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Thomas, Jason L. "Entomology extension learning methods: Competency differences between video and slideshow presentations." In 2016 International Congress of Entomology. Entomological Society of America, 2016. http://dx.doi.org/10.1603/ice.2016.108880.

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Paape, Björn, Christoph Maus, Iwona Kiereta, Lars Entgens, Alina Hüben, Laura Plohmann, Patrick Schöner, and Hanja Zillingen. "Serious Games in Vocational White-Collar Lessons – A Methodological End in Itself or a Competency-Promoting Learning Method?" In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.48.

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It is indisputable that games are suitable for lessons, and in this context “serious games” have a special role. The goal of the current study is to establish whether serious games are efficient in the area of vocational white collar education, whereby the following research question is asked: To what degree do serious games lead to superior learning results in comparison to traditional group work? In order to answer this question, four groups were formed, two of which took part in a serious game on the topic of “stock market” and two took part in a group work approach to the same topic. Within these different formations, the respective approach was applied at two different DQR (German Qualifications Framework) levels. Subsequently, the learning results were measured by using a uniform learning test. By means of a twofactor variance analysis, both the impact of the method as well as the DQR level were measured. Although no generally increased effectiveness of serious games as a methodology could be found over the methodology of “group work”, the analysis does show a significantly positive change in the learning effectiveness of serious games among the DQR levels, so that we can assume that serious games show increased effectiveness over group work at lower DQR levels. In line with this finding, we can speak of a “meaningful supplement” with regard to the use of serious games. However, this does not signify that this method is generally better than that of group work: a precise analysis of classes is needed in order to ascertain whether method competence has been trained sufficiently in order to make effective use of serious games.
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Ebenezer, Jazlin. "COMPETENCY-BASED EDUCATION: AN ONLINE SCIENCE METHODS COURSE GROUNDED IN VARIATION THEORY OF LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1970.

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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.

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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.
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Звіти організацій з теми "Competency method of learning"

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

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3888.

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Анотація:
In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the content of key competences and the potential of informatics lessons for the development of separate components of multilingual and mathematical competences; generalizing and systematizing theoretical data on the ways of arranging distant support for informatics learning, Programming Basics in particular; to investigate the content and the methods of teaching Programming Basics in 7th-11th grades; to develop the e-learning Moodle course using Python for Programming Basics on the principles of integrated approach to developing separate components of multilingual and mathematical competence with determining some methodical special features while using it. The object of the study is to teach informatics to junior high school and high school students. The subject of the study is the means and the methods of realizing distant support in the process of teaching Programming Basics using Python on the principles of an integrated approach to developing multilingual and mathematical competences.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3878.

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Анотація:
The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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Анотація:
An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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Анотація:
The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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Анотація:
The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Patching-Bunch, Jessica. Learning Cultural Competency through International Immersion Travel. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.274.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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Анотація:
An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Khan, Tahir, Den Whitford, Lisa Lambert Snodgrass, Sunnie Watson, and Lisa Bosman. Reinventing High School: Competency-Based Model for Learning in the 21st Century. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317457.

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