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Автор: Grafiati
Опубліковано: 14 березня 2023

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Статті в журналах з теми "Soft-skills learning"

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Mishra, Sunil K., and Parul Mishra. "Actuating Soft-Skills through E-Learning in Higher Education." Journal of Advances and Scholarly Researches in Allied Education 15, no. 3 (May 1, 2018): 86–88. http://dx.doi.org/10.29070/15/56960.

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Davis, Barbara D., and Clive Muir. "Learning Soft Skills at Work." Business Communication Quarterly 67, no. 1 (March 2004): 95–101. http://dx.doi.org/10.1177/1080569903261973.

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Crosbie, Rowena. "Learning the soft skills of leadership." Industrial and Commercial Training 37, no. 1 (January 2005): 45–51. http://dx.doi.org/10.1108/00197850510576484.

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Setiarini, Siti Dwi, and Sri Ratna Wulan. "Analysis Software Engineering Team's Soft Skills Learning using Online Learning Platform with Project-Oriented Problem-Based Learning (POPBL)." Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi 6, no. 2 (July 28, 2021): 81–86. http://dx.doi.org/10.25139/inform.v6i2.3986.

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Анотація:
In a decade, the 4.0 industry requires improving their employees, especially for freshly graduated employees. Both hard skills and soft skills must be improved. The Computers and Informatics Engineering Department at Bandung State Polytechnic has a software project subject in their curriculum that adapted the Project-Oriented Problem Based Learning (POPBL) method to improve them. It can give the skills experience that the industry needed, especially soft skills for students who act as the software engineering team in this subject. But, after the spread of covid-19, soft skills learning with POPBL must use the online learning platform. The POPBL must be designed with the online learning framework. Based on industrial needs, each student's soft skills are problem-solving, teamwork, responsibility, communication, hard work, and discipline. These two purposes of the research are making the POPBL using the online learning platform and knowing how to use the online learning platform in the POPBL method. The findings in this POPBL research are something happen in POPBL online learning, such as all step in POPBL framework keep running, poor connection and communication device to be a problem that hinders the POPBL process, need more time for lecturer to observe the students directly, and need more time to give the action from the weekly evaluation results. In addition, the impacts of POPBL online learning on soft skills results are founded. Means of the students' soft skills grades and Wilcoxon test are used to get the results of this research. The result of data analysis is four soft skills significantly change. Two of the soft skills significantly increased are responsibility and hard work. Problem solving and communication are decreased considerably. The conclusion is the spread of covid-19 given the impacts on students' soft skills in software project class at Bandung State Polytechnic using the POPBL online learning method.
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Musnandar, Aries. "Soft Skills from Islamic Perspective for Maximal Students’ Learning Achievement." At-Turats 14, no. 2 (January 16, 2021): 176–87. http://dx.doi.org/10.24260/at-turats.v14i2.1856.

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ABSTRACT This study constitutes of conceptual and/or theoretical framework in Islamic values on soft skills as the main discussion. The purpose of instructional management is to handle teaching and learning process for better learning achievement results. Some researches have shown that soft skills can improve the students learning achievement. It is an urgent for any nation to have competent human capital investment in a Country. This article elucidates soft skills from Western adn Islam soft skills which can enhance the quality of students’ soft skills. The method of qualitative research is utilized in this study with case study approach. The research found that hard skills only contribute less than 20% of individual success. Meanwhile, 80% of success performance is contributed by soft skills. This research indicates soft skills as pivotal aspect for individual star performer not only in workplace but also in education sector. Therefore, soft skills will enable and improve also students’ potentials to reach the best learning achievement. At end, the author elaborates Islamic concept of soft skills. It is substantively that the Islamic teachings are comprehensive concepts to build and shape the noble behaviour of Muslims. At some extent, soft skills in Islamic view could be part of akhlak-adab or good personality which may benefit to other creatures. Finally, Islamic soft skills is inspired by the Quran and Sunnah. Keywords: Soft Skills, Learning Achievement, Soft Skills in Western and Islamic Perspectives
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Kurinnyi, O. V., and T. A. Cherkasova. "SOFT SKILLS FORMATION WHILE LEARNING FOREIGN LANGUAGES." Innovate Pedagogy 2, no. 44 (2022): 7–10. http://dx.doi.org/10.32843/2663-6085/2022/44/2.1.

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Duong, Khanh Ngoc Van, Nhiem Ba Nguyen, Phuc Minh Nhan, C. Thanh Vo, and Nam Hoang Tram. "APPLYING PROJECT-BASED LEARNING METHOD TO MEET LEARNING OUTCOMES OF CDIO-BASED TRAINING PROGRAMS." Scientific Journal of Tra Vinh University 1, no. 2 (August 5, 2019): 148–57. http://dx.doi.org/10.35382/18594816.1.2.2019.166.

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In the integration and development period, training students, which probably meets the urgent requirements of the companies, businesses in professional and soft skills, is becoming a challenge for all universities as well as for the teachers. To accomplish these requirements, CDIO-based training program not only requires students in criteria about knowledge, skills, and behaviors but also be an expert in the technical design process: conceive, design, implement and operate the systems in the entrepreneurial, social and environmental background. Therefore, how can students be skilled in both soft skills and specialist knowledge, but still meet the CDIO requirements? Based on these things, the authors propose solution to integrate soft skills into teaching specialized knowledge through project-basedbusiness method which helps students satisfy specialized knowledge and soft skills directly related to future careers, and meet CDIO requirements.
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J. Munishi, Emmanuel. "Factors Contributing to Lack of Soft Skills among Tanzanian Higher Learning Graduates." March to April 2022 3, no. 2 (April 30, 2022): 64–72. http://dx.doi.org/10.46606/eajess2022v03i02.0160.

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Despite the critical role played by soft skills in ensuring employability and career development among graduates, evidence suggests a huge lack of these skills among graduates in Tanzania. Against this backdrop, this paper explored factors contributing to lack of soft skills among higher learning graduates in the country and recommended effective strategies of ensuring acquisition of soft skills by the graduates. The paper critically reviewed documents related to factors contributing to lack of soft skills among the graduates in Tanzania. The study revealed that lack of soft skills among graduates fundamentally emanates from poor curriculum which does not consider soft skills right from primary to higher learning level, ineffective educational policies and reforms that do not give emphasise on soft skills, incompetent trainers, inadequate teaching and learning facilities as well as lack of career guidance programs in academic institutions. These factors should be holistically addressed in a bid to equip graduates with soft skills necessary for employability. To ensure effective acquisition of soft skills by gradates, there should be regular curriculum and education policy review to include aspects of softs kills, allocating adequate budget for teaching and learning infrastructure, empowering higher learning trainers on soft kills and ensuring relevant teaching methodologies to enable educators equip students with soft skills.
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Ragonis, Noa, Orit Hazzan, and Gadi Har-Shai. "Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork." Journal of Information Technology Education: Innovations in Practice 19 (2020): 185–201. http://dx.doi.org/10.28945/4650.

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Aim/Purpose: This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background: Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology: Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution: The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings: Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners: It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers: A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society: Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research: Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.
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Indriharta, Lilik, S. Suharjana, and M. Marzuki. "PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS TERPADU DALAM PEMBELAJARAN PENJASORKES PADA SEKOLAH MENENGAH PERTAMA." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 4, no. 2 (January 5, 2017): 130. http://dx.doi.org/10.21831/jppfa.v4i2.12413.

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Tujuan penelitian ini adalah untuk: (1) mengembangkan model pembelajaran soft skills terpadu, (2) menganalisis keberhasilan pelaksanaan pembelajaran soft skills terpadu, dan (3) me-nganalisis dampak penerapan model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama terhadap siswa. Penelitian ini merupakan penelitian pengembangan (Research & Development). Subjek uji coba dalam penelitian ini adalah kelas VII pada 4 SMP Negeri di Kota Yoyakarta. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa: (1) Tahap pengembangan model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes adalah tahap pendahuluan, pengembangan, dan evaluasi dengam hasil perangkat model berupa buku panduan, perangkat penilaian, dan instrumen pengembangan model pembelajaran. (2) Model pembelajaran soft skills terpadu dalam pembelajaran Penjasorkes menunjukkan tingkat keterlaksanaan yang tergolong sangat baik, memenuhi kriteria valid, sangat efektif, dan sangat praktis. (3) Model pembelajaran Soft Skills Terpadu dalam pembelajaran Penjasorkes di Sekolah Menengah Pertama mampu mengembangkan soft skills siswa.Kata kunci: model pembelajaran soft skills terpadu, pembelajaran pendidikan jasmani, olahraga, dan kesehatan, sekolah menengah pertama DEVELOPING INTEGRATED SOFT SKILLS LEARNING MODEL IN PHYSICAL EDUCATION, SPORT, HEALTH, AND RECREATION INSTRUCTION IN JUNIOR HIGH SCHOOLAbstractThis research is aimed at: (1) developing integrated soft skills learning model, (2) analyzing the success of integrated soft skills learning model implementation, and (3) analyzing the impact of the implementation of integrated soft skills learning model in physical education, sport, health, and recreation instruction on the students of junior high school. The research was a research adn development (R & D). The subject of the research was students of grade VII in four junior high schools in Yogyakarta Municipality. Data analysis was conducted using qualitative and quantitative descriptive method. The result of the research shows that: (1) The stages of developing integrated soft skills learning model in physical education, sport, health, and recreation instruction include the stages of introduction, development, and evaluation which results model set in the form of handbook, assessment set, and instrument of learning model development. (2) Integrated soft skills learning model in physical education, sport, health, and recreation instruction reveals a very good level of implementation, fulfills the ‘valid’ citerion, is very effective and also practical. (3) Integrated soft skills learning model in physical education, sport, health, and recreation instruction in junior high school is capable to develop students’ soft skills.Keywords: integrated soft skills learning model; physical education, sport, health, and recreation instruction; junior high school
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Дисертації з теми "Soft-skills learning"

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Cornwall, Robert John. "Learning, soft skills and community regeneration : a case study analysis." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55636/.

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The focus of this study is to reflect critically on current policy and practice concerning social exclusion with a view to contributing ideas to improve the lives of people who inhabit our most disadvantaged communities. Three main arguments are developed. Firstly, that engagement in lifelong learning is now central to ensuring social inclusion and disposition and motivation to learn, as well as the capacity to benefit fully from the learning experience are influenced significantly by cognitive, conative and interpersonal skills. These are more widely known as soft skills. Secondly that these soft skills remain little understood, particularly among managers and staff of community based regeneration agencies. Finally, this lack of understanding results in inadequate community based provision to ensure that residents develop the necessary disposition, motivation and resilience to enable them to learn their way out of social exclusion. A case study involving participant observation was conducted in a disadvantaged community in the south Wales Valleys. The study found that engagement in lifelong learning is now essential to ensure social inclusion and residents require a formidable portfolio of skills to learn their way out of social exclusion. The new policy emphasis on residents becoming co-responsible and empowered citizens places a greater significance on soft skills within the context of learning for health and well being, learning for socially active citizenship and learning for economically active citizenship. Despite this, soft skills were little understood among community regenerators and community based learning and support provision to enable residents to acquire soft skills was inadequate. Other policy and practical impediments to soft skills development were found and these, together with the implications for national policies to ensure social inclusion and more importantly the residents of our most disadvantaged communities are discussed.
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Chase, Mackie, Leah P. Macfadyen, Kenneth Reeder, and Jörg Roche. "Intercultural Challenges in Networked learning: Hard Technologies Meet Soft Skills." First Monday, 2002. http://hdl.handle.net/2429/1323.

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This paper gives an account of themes that emerged from a preliminary analysis of a large corpus of electronic communications in an online, mediated course for intercultural learners. The goals were to test assumptions that electronic communication is internationally standardized, to identify any problematic aspects of such communications, and to construct a framework for the analysis of electronic communications using constructs from intercultural communications theory. We found that cyberspace itself has a culture(s), and is not culture-free. Cultural gaps can exist between individuals, as well as between individuals and the dominant cyberculture, increasing the chances of miscommunication. The lack of elements inherent in face-to-face communication further problematizes intercultural communications online by limiting opportunities to give and save face, and to intuit meaning from non-verbal cues. We conclude that electronic communication across cultures presents distinctive challenges, as well as opportunities to course planners.
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Thomas, Theda Ann. "A teaching environment for learning soft skills applicable to information systems development." Pretoria : [S.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07192006-134404/.

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Britton, Gwendolyn Suzanne. "Using Online Project-Based Capstone Experiences to Enhance Soft Skills Development." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/101.

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Анотація:
Employers of newly minted information technology graduates are concerned that students graduating with information technology degrees offered in online environments are lacking critical noncomputing skills (soft skills). Further, it is unclear whether online environments have the capacity to foster the "soft skills" necessary for graduates to be successful in actual work environments. On-ground universities have tried multiple solutions including integrating soft skills into lower division courses--both technical courses and general education courses. On-ground universities have also suggested incorporating performance-based capstone experiences into technical degree programs. While much research has been done in evaluating the value of capstone experiences in face-to-face environments, research investigating the potential of such an experience to enhance and demonstrate soft skills resulting from the engagement in an online environment is lacking. The purpose of this study was to examine the value of a project-based capstone experience in promoting and assessing the enhancement of soft skills in an online undergraduate information technology degree program. The main goals of this research were to discover whether online competency based programs and the culminating project-based capstone promoted enhancement and demonstration of critical soft skills necessary to succeed in information technology work environments. Results of the study were based on analysis of interviews, curriculum and literature reviews, and extant survey data. A standout outcome of the study includes a new Gains' in Soft Skills Scalelet based on National Survey of Student Engagement (NSSE) survey questions to measure gains in soft skill competence. Several conclusions can be drawn from this study. First, critical soft skills are taught and demonstrated as a result of engagement with the online competency-based undergraduate information program. Second, it appears that some soft skills are more strongly emphasized than others thereby implying that the online learning model may be well suited to teaching and demonstrating some soft skills and not others. Finally, the culminating project-based capstone experience appears to be missing two key requirements: team participation and oral presentations.
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Bauerová, Andrea. "Blended Learning." Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199517.

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This thesis is focused on a new approach of education called blended learning. The history and developement of Blended Learning is described in the first part. Then the methods and tools of Blended Learning are evaluated and compared to the traditional methods of education. At the final part an efficient developement of the educational programs is emphasized.
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Maurer, Patrick, Antonia Christine Raida, Ernst Lücker, and Sander Münster. "Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.

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Purpose – SUFUvet is a cross-disciplinary teaching-learning project designed to adapt students’ soft skills and track usability and the concrete surplus value of work techniques in the field of visual media design. Design/methodology/approach – For SUFUvet, a collaboration between the Institute of Food Hygiene/University of Leipzig and the Media Center/Technische Universität Dresden was initiated. Bachelor students of media informatics generate 3D visualisations in the framework of SCRUM: Undergraduate veterinary students issue instructions in order to create an e-learning class. During the project, questionnaires, group discussions, and feedback methods are used to detect changes in selected soft skills. Originality/value – This design is meant to increase knowledge and employability by adapting student’s media, communication, and project management competences. Using SCRUM appears to be a new approach, not only in the field of programming, but for media production as well. Additionally, it offers an interdisciplinary work environment, which is rare but considered fruitful within university studies. Practical implications – The outcomes of the application are a 3D-visualised meat inspection e-learning class for veterinary students plus a documentation of SCRUM as a framework for visual media design. It is seen as an experiment for future applications in a variety of cross-disciplinary learning and media design cases.
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Hansen, Janine. "A mentoring strategy for learnerships." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1019892.

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Mentoring is a powerful developmental tool that can be utilised in organisations to enable learnerships to learn various skills – hard and soft – that will enable them to become more equipped for the workplace. The hard skills refer to technical competencies, e.g. computer literacy, and soft skills refer to competencies such as interpersonal skills, communication skills, work etiquette, etc. Mentoring is no quick fix to filling all the gaps within a learnership, but it can add significant value to have a formal mentoring strategy within organisations to transfer much needed skills and competencies. The literature on mentoring provides many examples of possible strategies, and in this research project, the competencies of both mentor and mentee were highlighted, together with the advantages, disadvantages, myths and challenges in formal mentoring strategies. The process of developing a mentoring strategy is not complex, but requires support and involvement from various stakeholders to ensure the sustained success of a mentoring strategy. The different models of mentoring strategies in the literature review provided a framework for the researcher to develop a mentoring strategy that was tested through the completion of questionnaires sent to organisations that employ learnerships. The research study rated the responses of the respondents on the suggested model and various steps to be followed in the process. The research study concluded with a formal mentoring strategy or model that can be used within organisations that employ learnerships.
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Short, Kathleen M. "The Impact of Experiential Learning: Assessing the Outcomes of Internship Experiences for Students Entering the Construction Industry." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/63890.

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The state of the economy has brought changes in the construction industry creating a more competitive employment environment in the construction industry as well as an increase in project requirements due to complexity, duration of work, fewer employees to do the work, and the type of projects being undertaken.  These changes have created an increased need for managers to possess both technical skills and also emotional competencies.  Employers are now seeking to hire individuals who exhibit emotional competencies and other soft skills, such as empathy, verbal communication and relationship building. Soft skills improve the development and maintenance of relationships among the diverse group of professionals necessary to complete projects.  With the construction industry being nomadic in nature, the ability to develop and maintain relationships can be especially important. Employers are placing more emphasis on these soft skills when evaluating potential hires and starting salaries. With these changes comes the realization that students seeking to gain employment in the industry need to have a competitive edge.  While soft skills are critical for students graduating from construction focused programs, opportunities to learn and enhance these skills are not always available within the curriculum. The majority of students graduating from college programs today are part of a generation referred to as Millennials"a generation differing greatly from those that have come before them. For Millennials to gain a competitive edge and maximize employment opportunities, they must first have an understanding of what the industry perceives students need to be successful in the industry.  Program curriculums must also find a way to produce students that offer more than just technical knowledge to employers.  This is not always possible within existing programs trying to meet the demands of accreditation requirements within the credit hours required.  One option construction focused programs could consider to incorporate opportunities for students to gain a competitive edge would be through the mandatory participation of a structured internship experience. This research sought to address these issues and offer insight into what characteristics industry felt were necessary for student success.  The work also sought to establish whether students had an understanding of these characteristics and whether they felt they were strong or deficient in these areas.  The research also identified the role internships played in current accredited construction focused programs and whether student participation in internships had an impact on their understanding of the characteristics required to be successful in the construction industry.
Ph. D.
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Fixsen, Alison. "Feeling our way : an ethnographic exploration of university staff experiences of 'soft skills' learning and development programmes." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q149q/feeling-our-way-an-ethnographic-exploration-of-university-staff-experiences-of-soft-skills-learning-and-development-programmes.

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Despite their ubiquitous presence in higher education (HE), staff learning and development programmes (LDPs) featuring soft skills remain a largely uncharted dimension of global university culture. Few studies have explored their meaning for participants or the relationship between LDPs, self-care and managerial practices. This study used autoethnography to explore staff experiences of learning and development programmes (LDPs) within one HE setting. Fieldwork included personal participation in a variety of LDPs and 25 semi-structured interviews with participants from a cross section of programmes and work sectors. Symbolic ritual and ritual interaction theory were used to interpret study data. Findings suggest that, as social worlds, LDPs featuring soft skills offer and fulfill practical and affective functions. From a social interaction perspective they emerged as an embodied, enjoyable andcommunal component of staff training and development, providing actors with a space, in which they can temporarily redefine themselves vis-à-vis the group and the wider social world. The ritual aspects of the LDP social world helped to create for participants a sense of passage with a beginning, middle and completion phase, which in contrast to the unending state of liminality associated with modern life, may help explain their appeal to temporary and part time staff, myself included. On some programmes the focus was on performance management (e.g. leadership skills), on others self-care (e.g. meditation, resilience), however most included both. Theatrical and dramatic devices were frequently used as motivational tools, encouraging academic staff in particular to emotionally invest in an increasingly mandatory entrepreneurial culture, with which they might otherwise be reluctant to engage. As ‘social worlds’ with neoliberal directives, LDPs promote various self-governance activities in the form of self-entrepreneurism and novel, corporate versions of selfcare. I propose three major subdivisions; self-entrepreneurial activities, self-care, and self-examination, which together constitute a hybrid form of self-governance. By emphasising self-responsibility they avert wider discussions concerning participation, power and inequalities in HE. The categories of ‘career nomad,’ ‘reluctant entrepreneur’ and ‘course hopper,’ that participants were seen to embody in this study, may prove useful for further research into modern workplace identities, while myobservations concerning liminality in the modern workplace has implications for the future direction of staff learning and development. Study outputs focused on sharing results with senior stakeholders involved in strategic planning of future LDPs, and considering more collaborative and holistic ways to promote staff wellbeing within the organisation.
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Edwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.

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Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.
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Книги з теми "Soft-skills learning"

1

Enny, Ron. Learning Soft Skills : Expert Strategies to Improve Your Communication Skills: Develop Soft Skills. Independently Published, 2021.

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2

Fairfield, Jane, and Linda Mallinson. School to Work: Learning Soft Skills Through Technology. D D C Pub, 2000.

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Equip with Soft Skills by Nandini Dash: Nandini Dash. India: Nandini Dash, 2021.

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Tuhovsky, Ian. The Science of Interpersonal Relations: A Practical Guide to Building Healthy Relationships, Improving Your Soft Skills and Learning Effective ... Psychology Coaching Series). CreateSpace Independent Publishing Platform, 2018.

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Zunic, Ljiljana. Sewing Soft Books: Learn to Make Adorable Sensory Toys for Learning through Play How to Sew Soft Toys for Babies and Toddlers - Engages Kids' Attention and Improves Fine Motor Skills. Landauer, 2022.

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Dupuy, Béatrice, and Muriel Grosbois, eds. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.44.9782490057757.

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In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume’s eight chapters underscore that research findings should inform the design of learning experiences so that people’s communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained.
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Goldsworthy, Micheal. Professional Agile Project Management : the Ultimate Beginner's Guide to Learning Agile Principles from Beginning to End, Developing Agile Leadership and Improving Soft Skills: Agile Values and Princip. Independently Published, 2021.

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Telford, Carole. Hard and soft. Heinemann Library, 1995.

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Caicedo Alarcón, Óscar. Education 4.0: A view from different digital proposals. Edited by Cristian Suárez-Giraldo. Editorial EAFIT, 2020. http://dx.doi.org/10.17230/9789587207002lr0.

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This book presents how 4.0 technologies enable a highly participatory and dialogic education, where students of different levels have the possibility of learning and training in their discipline while developing soft skills and, at the same time, the teachers can follow the development and evolution of these capacities and the purposes expected in the courses. Given the variety of courses modalities that are currently offered (e-learning, b-learning, m-learning, blended learning, among others), the applications presented in each chapter, as well as the appropriation of technologies for the enrichment of the students' cognitive and social skills, are an opportunity to explore new perspectives and approaches to Education 4.0.
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Theodorou, R., and C. Telf. Animal Opposites: Hard and Soft (Animal Opposites). Heinemann Educational Books - Library Division, 1996.

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Частини книг з теми "Soft-skills learning"

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Jackson, Liz. "Learning to live together." In Soft Skills and Hard Values, 180–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003219415-13.

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Sousa, Maria José, and Álvaro Rocha. "Game Based Learning Contexts for Soft Skills Development." In Advances in Intelligent Systems and Computing, 931–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56538-5_92.

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Beutell, Nicholas J., Katherina Kuschell, and Maria-Teresa Lepeley. "Learning from Failure." In Soft Skills for Human Centered Management and Global Sustainability, 41–55. New York, NY : Routledge, 2021. | Series: Human centered management: Routledge, 2021. http://dx.doi.org/10.4324/9781003094463-3-5.

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Lemmel-Vélez, Karen, Saúl Emilio Rivero-Mejía, and Carlos Alberto Ocampo-Quintero. "Experiences of the SICAP Research Seeding in the Development of Soft Skills." In Learning and Collaboration Technologies. Learning and Teaching, 446–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91152-6_34.

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Shahabadkar, P. K., P. S. Vispute, and K. N. Nandurkar. "Soft Skills Training Through Cooperative Learning: A Case Study." In Proceedings of the International Conference on Transformations in Engineering Education, 573. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1931-6_72.

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Gudkova, Svetlana A., Tatiana S. Yakusheva, Anna A. Sherstobitova, and Valentina I. Burenina. "Soft Skills Simulation and Assessment: Qualimetric Approach for Smart University." In Smart Education and e-Learning 2020, 527–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5584-8_44.

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Sjödén, Björn, Vania Dimitrova, and Antonija Mitrovic. "Using Thematic Analysis to Understand Students’ Learning of Soft Skills from Videos." In Lifelong Technology-Enhanced Learning, 656–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_67.

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Janßen, Daniela, Sarah Valter, Esther Borowski, René Vossen, and Sabina Jeschke. "Simulation-Based Learning for Conveying Soft-Skills to XL-Classes." In Engineering Education 4.0, 647–54. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46916-4_49.

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Janßen, Daniela, Sarah Valter, Esther Borowski, René Vossen, and Sabina Jeschke. "Simulation-based Learning for Conveying Soft-Skills to XL-Classes." In Automation, Communication and Cybernetics in Science and Engineering 2013/2014, 389–96. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08816-7_30.

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Semoushin, Innokenti, Julia Tsyganova, and Vladimir Ugarov. "Computational and Soft Skills Development through the Project Based Learning." In Lecture Notes in Computer Science, 1098–106. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/3-540-44862-4_118.

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Тези доповідей конференцій з теми "Soft-skills learning"

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Hazzan, Orit, and Gadi Har-Shai. "Teaching and learning computer science soft skills using soft skills." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538885.

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Pereira, Isabel, Rita Cadima, Hugo Menino, and Inês Araújo. "SOFT SKILLS TO INCREASE EMPLOYABILITY." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1382.

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Apriyani, Delta, I. Made Sudana, Sri Wahyuningsih, and Edy Ismail. "Strengthening Soft Skills in Online Learning." In Proceedings of the 4th International Conference on Vocational Education and Technology, IConVET 2021, 27 November 2021, Singaraja, Bali, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.27-11-2021.2315539.

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"Soft-Digital Skills in Higher Education Curricula." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.037.

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Temnova, Elena. "HONING SOFT SKILLS VIA ZOOM-MEDIATED LEARNING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2047.

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Christensen, Emily Laue, and Maria Paasivaara. "Learning Soft Skills through Distributed Software Development." In ICSSP'22: 16th International Conference on Software and System Processes. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3529320.3529331.

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Imron and Andi Triyanto. "Development of Student Soft Skills in Learning Process." In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.167.

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"DEVELOPING SOFT SKILLS IN A B-LEARNING ENVIRONMENT." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002778000960100.

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Skyrius, Rimvydas, and Jonas Lankutis. "INCLUSION OF SOFT SKILLS IN MANAGEMENT INFORMATION SYSTEMS EDUCATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1170.

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Díaz-Gutiérrez, David, Rodrigo Pérez-Fernández, Jorge Enrique Pérez-Martínez, Luisa Martínez-Muneta, Rafael D’Amore-Domenech, Antonio Villalba-Herreros, and Teresa Jesús Leo. "ARE SOFT SKILLS BEING ACHIEVED IN THE SPANISH UNIVERSITIES?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1968.

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Звіти організацій з теми "Soft-skills learning"

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Cho, Siwon, Laura Morthland, Laura K. Kidd, and Shelby Adkinson. Developing Soft Skills through Multi-Disciplinary Cooperative and Situated Learning. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-160.

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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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Анотація:
On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. In addition, authors point to the expediency of using this system and, in general, e-learning as an instrument for collaborating students to the world’s educational community and for developing their lifelong learning skills. The article specifies the features of providing electronic support in philosophy teaching, to which the following belongs: the difficulty of parametrizing the learning outcomes; plurality of approaches; communicative philosophy. The paper highlights the types of activities that can be implemented by tools of Moodle. The use of the following Moodle test tasks is considered as an example: test control in the flipped class, control of work with primary sources, control of self-study, test implementation of interim thematic control. The authors conclude that the Moodle system can be used as a tools of online support for the philosophy course, but it is impossible to transfer to the virtual space all the study of this discipline, because it has a significant worldview load. Forms of training, directly related to communication, are integral part of the methodology of teaching philosophy as philosophy itself is discursive, dialogical, communicative and pluralistic. Nevertheless, taking into account features of the discipline, it is possible to provide not only the evaluation function of the test control, but also to realize a number of educational functions: updating the basic knowledge, memorization, activating the cognitive interest, developing the ability to reason and the simpler ones but not less important, – the skill of getting information and familiarization with it.
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Semerikov, Serhiy, Viacheslav Osadchyi, and Olena Kuzminska. Proceedings of the 1st Symposium on Advances in Educational Technology - Volume 2: AET. SciTePress, 2022. http://dx.doi.org/10.31812/123456789/7011.

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Анотація:
Symposium on Advances in Educational Technology (AET) is a peer-reviewed international conference focusing on research advances and applications of combined use of computer hardware, software, and educational theory and practice to facilitate learning. Today, AET is the premier interdisciplinary forum for learning scientists, academicians, researchers, professionals, policymakers, postgraduate students, and practitioners to present their latest research results, ideas, developments, and applications. AET topics of interest are: • Artificial intelligence in education • Augmented reality in education • Cloud-based learning environments • Cloud technologies for mathematics learning • Cloud technologies for informatics learning • Computer simulation in science and mathematics learning • ICT in primary and secondary education • ICT in higher education • Learning environments • Learning technology • Professional training in the digital space • Massive open online courses • Methodology of informatization in education • Modelling systems in education • Psychological safety in the digital educational environment • Soft skills development • STEM education • Virtualization of learning This volume represents the proceedings of the Symposium on Advances in Educational Technology, held in Kyiv, Ukraine, on November 12-13, 2020. It comprises 110 contributed papers that were carefully peer-reviewed and selected from 282 submissions. Each submission was reviewed by at least 3, and on the average 3.1, program committee members. The accepted papers present a state-of-the-art overview of successful cases and provide guidelines for future research. We are thankful to all the authors who submitted papers and the delegates for their participation and their interest in AET as a platform to share their ideas and innovation. Also, we are also thankful to all the program committee members for providing continuous guidance and efforts taken by peer reviewers contributed to improve the quality of papers provided constructive critical comments, improvements and corrections to the authors are gratefully appreciated for their contribution to the success of the workshop. Moreover, we would like to thank the developers of HotCRP, who made it possible for us to use the resources of this excellent and comprehensive conference management system, from the call of papers and inviting reviewers, to handling paper submissions, communicating with the authors, and creating the volume of the workshop proceedings.
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Chopra, Deepta, Devanik Saha, Luize Guimarães, Lucia Bernadete, and Kerry Selvestre. The case of MUVA Assistentes: Moving Beyond Income Generation to a New Approach Towards Achieving Women’s Empowerment. Institute of Development Studies, March 2023. http://dx.doi.org/10.19088/muva.2023.002.

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This paper highlights the case of MUVA Assistentes, a public works programme (PWP) that provided training and mentoring to young vulnerable women (YVW) in urban Mozambique. Our paper draws out the main learnings from the MUVA Assistentes project to inform the design of other PWPs that have women’s empowerment as their major aim. We show through our analysis that it is possible for PWPs to achieve women’s empowerment, but only if they go beyond a sole focus on income provision through paid work to women. Instead, we argue that if PWPs formulate their theory of change in line with Kabeer (1999)’s notion of empowerment, with its three interrelated dimensions (resources, agency and achievements), women’s empowerment through PWPs can be both realistic and long-lasting. PWPs have always been popular in low- and middle-income countries as tools for poverty alleviation and mitigating high unemployment rates among young people. Given the disproportionate impact of poverty on women and girls, many existing PWPs often include a ‘gender’ component in their theories of change. A common limitation of such PWPs and theories of change is their overarching focus on providing income opportunities, which they suggest leads to women’s empowerment. However, this has not been the case for most PWPs; hence, learnings from a project that has led to substantive empowerment of young women are highly valuable. The MUVA Assistentes project was a component of the broader MUVA Programme running in urban Mozambique. It provided training to YVW and gave them paid work as classroom assistants in primary schools for one academic year. The project addressed two major problems plaguing Mozambique today: (1) high unemployment among urban young people, especially women; and (2) poor educational outcomes among primary school students. Through a dedicated focus on mentoring the participants, the project supported these women to build soft assets and skills to enable them to realise their future goals and aspirations. This paper highlights that the MUVA Assistentes project led to three major outcomes: (1) building technical skills; (2) improving opportunities for women’s employability in the labour market (while improving public goods); and (3) building soft assets through training and mentoring. Through a close discussion of the experiences of four women participants, we find that the MUVA Assistentes led to an increase not only in income opportunities for YVW, but also in their sense of self‑worth and confidence to exercise their agency in achieving their goals. Further, the project also provided a critical public good by working towards improving the quality of classroom outcomes in government primary schools. We conclude that through building these skills and increasing women participants’ self-worth, PWPs can build women’s resources, agency and achievements, thereby moving closer to achieving a holistic view of empowerment, which encouragingly extends beyond the PWPs’ duration as well.
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