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Adult education and vocational training in the digital age / / Victor C.X. Wang, Florida Atlantic University, USA
| Adult education and vocational training in the digital age / / Victor C.X. Wang, Florida Atlantic University, USA |
| Pubbl/distr/stampa | Hershey, PA : , : Information Science Reference, , [2017] |
| Descrizione fisica | 1 online resource (xxvi, 294 pages) : illustrations (some color) |
| Disciplina | 374/.26 |
| Collana | Advances in Higher Education and Professional Development (AHEPD) Book Series |
| Soggetto topico |
Adult education - Computer-assisted instruction
Vocational education - Computer-assisted instruction |
| Soggetto non controllato |
Critical thinking skills
Gender considerations Instructional design Online learning Problem-based learning School leadership Serious games |
| ISBN |
9781522509301
9781522509295 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Teaching for critical thinking / Stephen Brookfield -- Public-private partnership principles applied to industry-school partnership to support technical and vocational education / Hitendra Pillay [and 3 others] -- Deep learning and online education as an informal learning process: is there a relationship between deep learning and online education as an informal learning process? / Theresa Neimann, Victor C. X. Wang -- Digital technologies as a change agent in problem-based activities: a comparison of online and campus-based PBL in Swedish firefighter training / Robert Holmgren -- The demand, content, and entrance criteria of operations management programmes under the context of internationalization: an empirical comparative investigation / Chengbo Wang [and 3 others] -- Internet technologies and online learning / Victor C. X. Wang, Theresa Neimann -- The serious use of play and metaphor: LEGO® models and labyrinths / Alison James, Stephen Brookfield -- The need for imagination and creativity in instructional design / Pat Gibson -- In one voice: aspiring and practicing school leaders embrace the need for a more integrated approach to leadership preparation and development / Eleanor Drago-Severson, Patricia Maslin-Ostrowski, Alexander M. Hoffman -- Learning physical and digital conviviality through practice stories / Peter Willis -- The essence of powerful teaching / Stephen Brookfield --
Influences of gender and computer gaming experience in occupational desktop virtual environments: a cross-case analysis study / Lynna J. Ausburn, Floyd B. Ausburn, Paul J. Kroutter -- Workplace incivility and conflict management styles: predicting job performance, organizational commitment, and turnover intent / Thomas G. Reio, Jr., Jeannie Trudel -- What Is CTE?: practitioners struggle to define their field in the United States / Edward C. Fletcher Jr., Johanna L. Lasonen, Victor M. Hernandez-Gantes. |
| Record Nr. | UNINA-9910150332603321 |
| Hershey, PA : , : Information Science Reference, , [2017] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Digitally enabling 'Learning by doing' in vocational education : enhancing 'Learning as becoming' processes / / Selena Chan
| Digitally enabling 'Learning by doing' in vocational education : enhancing 'Learning as becoming' processes / / Selena Chan |
| Autore | Chan Selena |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (120 pages) |
| Disciplina |
370
370.1130285 |
| Collana | SpringerBriefs in education |
| Soggetto topico |
Berufsschule
Neue Medien Computerunterstütztes Lernen Vocational education - Computer-assisted instruction Formació professional Ensenyament assistit per ordinador Aprenentatge actiu |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3405-X |
| Classificazione | DL 7000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- 1 Supporting Practice-Based Learning with Digital Technologies -- 1.1 Introduction -- 1.2 Rationale for Better Understanding How to Digitally Support Practice-Based Learning -- 1.3 The NZ Context -- 1.3.1 Pre-COVID-19 -- 1.3.2 During COVID-19 -- 1.3.3 Present Initiatives -- 1.4 Challenges Posed by Shifting Practice-Based Programmes to Digitally Enabled Learning -- 1.4.1 The Need for 'Hands-On' Learning -- 1.4.2 Multimodalities of Practice-Based Learning -- 1.5 Overview of Chapters -- 1.6 Conclusion -- References -- 2 'Learning as Becoming' and Processes of 'Learning to Become' and the Role of Technology-Enhanced Learning (TEL) to Support the Process -- 2.1 Introduction -- 2.1.1 How Learning as Becoming Occurs Through Learning to Become -- 2.1.2 The Holistic Nature of 'Learning to Become' a Craftsperson -- 2.1.3 Supporting Learning Through Feedback -- 2.1.4 The Roles of Digital Technology in Supporting Feedback -- 2.2 Conclusion -- References -- 3 Technology-Enhanced Learning (TEL) in VET: Theories and Approaches to the Present -- 3.1 Introduction -- 3.2 Key Theories Relevant to TEL -- 3.3 Theories of Learning -- 3.3.1 Behaviourism -- 3.3.2 Cognitivism -- 3.3.3 Constructivist Learning Theories and VET -- 3.3.4 Constructivism and VET -- 3.3.5 Contemporary Learning Theories -- 3.3.6 Practice-Based Learning Pedagogies -- 3.4 Practice-Based Learning and TEL -- 3.4.1 Using Video to Support Practice-Based Learning -- 3.5 Conclusion -- References -- 4 The Future of Work and How It Impinges on 'Learning as Becoming', TEL and VET Pedagogy -- 4.1 Introduction -- 4.2 Future of Work -- 4.3 Challenges of Attaining Occupational Identity in a Fast-Changing World -- 4.4 Responses to the Challenges Posed by the Future of Work -- 4.4.1 Industry 4.0 -- 4.4.2 Education 4.0 -- 4.4.3 Vet 4.0.
4.5 TEL and the Future of Work -- 4.6 Pre-requisites for Engaging with TEL Practice-Based Learning -- 4.6.1 Literacies Required to Engage with Digitally Enabled Learning -- 4.6.2 Aspects of Digital Equity -- 4.7 Learning Design -- 4.7.1 Learning Design Processes and Principles -- 4.8 Conclusion -- References -- 5 VET Learning Approaches for Industry 4.0 -- 5.1 Introduction -- 5.2 VET Skills, Knowledge, and Dispositions -- 5.3 Project-Based Learning -- 5.3.1 Defining Project-Based Learning -- 5.4 Extending Project-Based Learning to Include Inquiry and Problem-Based Learning -- 5.4.1 Inquiry-Based Learning -- 5.4.2 Problem-Based Learning -- 5.4.3 Individual or Team-Based Learning -- 5.5 Importance of Personalised Learning Environments for VET -- 5.6 Authentic Learning When Access to f2f Learning Is Not Possible -- 5.6.1 Video and Its Contribution to VET -- 5.6.2 Simulations-A Continuum -- 5.6.3 Simulations When Physical Learning Spaces Are Not Accessible -- 5.7 Applying the Push-Connect the Dots-Pull Framework to Practice-Based Learning -- 5.8 Conclusion -- References -- 6 TEL Supporting VET into Industry 4.0 -- 6.1 Introduction -- 6.2 The Aspect of Flexible Learning -- 6.3 TEL Structure for Teaching and Learning -- 6.3.1 Blended Learning -- 6.3.2 Digitally Enabled Learning When F2f Contact Is Not Available -- 6.3.3 Mobile Learning -- 6.3.4 Non-tech and 'mblend' VET Distance Learning -- 6.4 Learning Design for Digitally Enabled Delivery When F2f Learning Is Not Possible -- 6.4.1 Learning Activities for Digitally Enabled Learning -- 6.5 Assessments for Distance Learning -- 6.5.1 eAssessments for Learning -- 6.5.2 eAssessment of Learning -- 6.6 Conclusion -- References -- 7 Implementing TEL in VET 4.0 and Future Possibilities -- 7.1 Introduction -- 7.2 Overview of Model of Learning -- 7.2.1 Rationale for the Incorporation of Flexible Learning. 7.3 Recommendations -- 7.3.1 Preparation and Preparedness -- 7.3.2 Learning Design -- 7.4 Future Possibilities -- 7.4.1 Augmented, Virtual, Mixed, and Extended Reality (AR/VR/MR/XR) -- 7.4.2 AR/VR/XR/MR and VET -- 7.4.3 Adaptive Learning and PLEs into the Future -- 7.5 Summary of the Key Themes -- 7.6 Conclusion -- References -- Glossary. |
| Record Nr. | UNINA-9910488705803321 |
Chan Selena
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| Gateway East, Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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