ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training
Author: Herrera, Lázaro Moreno
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Teaching Methods,Learning Processes,Cross Cultural Studies,Cultural Differences,Literature Reviews,Foreign Countries,Definitions,Anthropology,Theories,Knowledge Level,Curriculum,Sustainability

Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed &quot;didactics&quot;, is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education &amp; training (VET), to develop a close linkage between what some authors consider &quot;an empirically based&quot; side of didactics associated with empirical findings and the &quot;non-empirical&quot; side that is associated with theoretical constructs for understanding the teaching-learning process. The main aim of this article is to revisit research in didactics in German, Nordic and French contexts looking for diversity in the various approaches. This is intended to contribute to the discussion about prospects and shortcomings in the development of a didactics for the intricate subject of vocational education and training. Rather than alternative didactical paths, the article intends to suggest lines of development, encourage discussions and the further research needed concerning relationship didactics and vocational education and training.
The Challenges of Online Learning Supporting and Engaging the Isolated Learner
Author: Gillett-Swan, Jenna
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Learner Engagement,Educational Technology,Higher Education,College Students,Barriers,Reflection,Competence,Blended Learning,Technology Uses in Education,Feedback (Response),Teaching Methods,Integrated Learning Systems,Educational Environment,Grouping (Instructional Purposes)

Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer's perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice.
From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools
Author: Gessler, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Experiential Learning,Task Analysis,Curriculum Development,Apprenticeships,Educational History,Active Learning,Student Projects,Occupational Information,Secondary Education

The &quot;Riga Conclusions&quot; of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five &quot;medium-term deliverables&quot; for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a work-based learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed.
Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden
Author: Gessler, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Vocational Education,Comparative Education,Instructional Design,Educational Innovation,Foreign Countries,Educational History,Education Work Relationship

The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual systems (Denmark, Germany and Norway) are presented in this special issue. From an inside or national perspective, the solutions show a high cultural-historical dependency. From an outside or cross-national perspective, contingency and alternative possibilities become visible. The combination of both perspectives could enable continuity as well as innovation. This is the basic assumption of the presented collection about vocational didactics.
IEngage: Using Technology to Enhance Students' Engagement in a Large Classroom
Author: Sawang, Sukanlaya
Date: 2017-00-00
Type: Journal Articles
Subjects: Learner Engagement,Large Group Instruction,Hypothesis Testing,Audience Response Systems,Educational Technology,Technology Uses in Education,Handheld Devices,Technology Integration,College Freshmen,Program Effectiveness,Student Attitudes,Foreign Countries,Questionnaires,Student Surveys,Likert Scales

This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate students (n = 131). This study provides evidence of significant effect of positive attitude and social pressure on the intent to use KeyPads. In turn, the intent to use KeyPads leads to the actual use of KeyPads which is directly associated with the level of student engagement. In addition, we find evidence for the relationship between extraversion and level of engagement such that compared to extrovert students, introvert students felt more engaged.
The Importance of Context in Management Education: A Report
Author: Morris, Mervin
Date: 2017-00-00
Type: Journal Articles
Subjects: Context Effect,Management Development,Role,Learner Engagement,Foreign Countries,Universities,Student Behavior,Outcomes of Education,Higher Education,Educational Environment,Cognitive Style,Workshops,Teaching Methods,Learning Strategies,Feedback (Response),Business Administration Education

Engaging large first year classes in tertiary education poses a number of significant challenges, many of which have been addressed in the literature. One area that has not received the kind of attention it warrants is the context within which student learning takes place. This paper reports on the processes used to engage a large first year management class in an Australian university and how the context of the classes shaped activities and student responses to these activities. A key finding was the explicit acknowledgement of the role of context in shaping student behaviours and thus impacting on student engagement and learning outcomes.
Design and Design Thinking in Business and Management Higher Education
Author: Matthews, Judy
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Design,Thinking Skills,Management Development,Program Design,Higher Education,Teaching Methods,Definitions,Business Administration Education,Business Schools,Comparative Education

Design and design thinking have been identified as making valuable contributions to business and management, and the numbers of higher education programs that teach design thinking to business students, managers and executives are growing. However multiple definitions of design thinking and the range of perspectives have created some confusion about potential pathways. This paper examines notions of design and design thinking and uses these definitions to identify themes in higher educational programs. We present the findings from an initial exploratory investigation of design and design thinking in higher education business programs and define four distinct educational approaches around human centred innovation, integrative thinking, design management and design as strategy. Potential directions for management education programs are presented.
Systemic Modelling for Relating Labour Market to Vocational Education
Author: Papakitsos, Evangelos C.
Date: 2016-12-00
Type: Journal Articles
Subjects: Labor Market,Vocational Education,Models,Systems Approach,Foreign Countries,Social Systems

The present study introduces a systemic model that demonstrates a description of the relationship between the labour-market and vocational education from the perspective of systemic theory. Based on the application of the relevant methodology, the two open social systems are identified and analyzed. Their key-features are presented and the points of contact are examined and linked, with the purpose to define more efficient manners of interrelation. This study has been conducted using information from the equivalent systems of Greece, as an example, and proposes this systemic method for further research in other countries as well. [For the Online Submission version of this article, see ED571492.]
Universities' Engagement with Vocationalism: Historical Perspective
Author: Rospigliosi, Pericles
Date: 2016-12-00
Type: Journal Articles
Subjects: Educational History,Vocational Education,Universities,Vocational Interests,Job Skills,Employer Attitudes,Student Attitudes,Education Work Relationship,Occupational Aspiration,Churches,Western Civilization,Employment Potential

The aim of this article is to explore the historical context of vocationalism in universities. It is based on an analysis of the history of the university from a vocational perspective. It looks for evidence of vocational engagement in the activities of universities over time, taking a long view from the birth of the Western University in the Middle Ages to the 1980s with the emergence of current issues of vocationalism in university education. It adopts a chronological perspective initially and then a thematic one. The main findings are: (1) vocationalism in university education is as old as the Western University itself, (2) there is evidence from the start of the Western University of vocational engagement in terms of the provision of vocationally relevant subjects, vocationally relevant skills and the development of vocationally relevant attitudes, (3) whereas most graduate employers used to be concerned with the vocationally relevant knowledge, skills and attitudes students acquired on their degree courses, most are now more concerned with graduate capacity and disposition to learn within their employment after graduation and (4) subject-centred education is compatible with university education that supports the vocational aspirations of students.
Predictors of Career Adaptability Skill among Higher Education Students in Nigeria
Author: Ebenehi, Amos Shaibu
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Predictor Variables,College Students,Employment Potential,Vocational Adjustment,Questionnaires,Likert Scales,Multiple Regression Analysis,Statistical Significance,Self Efficacy,Goal Orientation,Occupational Aspiration,Social Support Groups,Education Work Relationship,Career Exploration,Databases,Intervention,Statistical Analysis

This paper examined predictors of career adaptability skill among higher education students in Nigeria. A sample of 603 higher education students randomly selected from six colleges of education in Nigeria participated in this study. A set of self-reported questionnaire was used for data collection, and multiple linear regression analysis was used to analyze the data. Results indicated that 33.3% of career adaptability skill was explained by the model. Four out of the five predictor variables significantly predicted career adaptability skill among higher education students in Nigeria. Among the four predictors, career self-efficacy sources was the most statistically significant predictor of career adaptability skill among higher education students in Nigeria, followed by personal goal orientation, career future concern, and perceived social support respectively. Vocational identity did not statistically predict career adaptability skill among higher education students in Nigeria. The study suggested that similar study should be replicated in other parts of the world in view of the importance of career adaptability skill to the smooth transition of graduates from school to the labor market. The study concluded by requesting stakeholders of higher institutions in Nigeria to provide career exploration database for the students, and encourage career intervention program in order to enhance career adaptability skill among the students.
What Would Humboldt Say: A Case of General Bildung in Vocational Education?
Author: Tyson, Ruhi
Date: 2016-12-00
Type: Journal Articles
Subjects: Vocational Education,Educational Philosophy,Case Studies,Affordances,Curriculum Development,Instructional Design,Educational Innovation,Research Design,Research Methodology,Educational Practices,Biographies

A classic philosopher in the Bildung-tradition, Humboldt, argued that general Bildung was the opposite of specialist training (vocational education). This has been a matter of contention and the aim here is to revisit the issue through an empirical case study. In the vocational education biography of craft master Wolfgang B. he speaks about aspects of his education that have much in common with Humboldt's ideal of general Bildung but transposed into the context of vocational education and training (VET). The concept of vocationalism (Beruflichkeit) provides context to the present argument which is that the contrast Humboldt made is relevant but not in the sense of there being two categories of education (general and vocational) but rather two expressions of pedagogy: one expansive and one exclusive. Furthermore, there are two versions of general or expansive Bildung present in the case. The conclusions are that empirical studies of vocational Bildung expand on the concept of Bildung, increase our understanding of how VET contains affordances of Bildung and of the curriculum-patterns related to this.
Employing Active Learning Strategies to Become the Facilitator, Not the Authoritarian: A Literature Review
Author: Patton, Cheryl M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Active Learning,College Instruction,Educational Research,Literature Reviews,Audience Response Systems,Peer Evaluation,Lecture Method,Educational Games

Traditional higher education instruction involves an authoritarian educator who is charged with delivering information in lecture format to passive students. Within the past few decades, a new approach has gained popularity. Active learning allows the students to become more involved in their own learning. The educator becomes more of a facilitator than an authoritarian ruler in the classroom. The purpose of this literature review is to explore the historical underpinnings of active learning, its relevance in pedagogy and contemporary research. Also examined are several active learning strategies that can be utilized in the classroom, including lecturing with pause procedures, the flipped classroom, clickers, peer review and games. At one time, the idea of the college classroom was uniformity. The educator stood at the front of the room and lectured at his or her students. That instructor was the authority, the all-knowing leader who poured wisdom to the students while they busily took notes. That was then. The realm of education has changed dramatically over the past few decades. In the 1980s, educators began to look beyond that passive learning strategy and the words active learning were gaining popularity (Berek, 2013). A broad definition for active learning is &quot;anything that involves students doing things and thinking about the things they are doing.&quot; (Bonwell &amp; Wilson, 1991, p. 4) Traditionally, homework primarily fulfilled this type of learning (Prince, 2004). Today, in order to improve pedagogy, the traditional educator-centric role of lecturing to students is augmented with active learning strategies in the classroom (Bren, Hilleman, &amp; Topp, 1998). The purpose of this literature review is to explore empirical research findings on more active learning pedagogies and to share some strategies that educators can use to incorporate more active learning in the classroom. A literature review is written to accomplish several tasks. The review divulges findings of empirical studies related to the topic of examination. Creswell (2014) notes that it &quot;relates a study to the larger, ongoing dialogue in the literature, filling in gaps and extending prior studies&quot; (p.28). This literature review includes the underpinnings of the active learning pedagogical style, active learning research findings and the application of active learning in the classroom.
Implementing the European Quality Assurance in Vocational Education and Training (EQAVET) at National Level: Some Insights from the PEN Leonardo Project
Author: Gatt, Suzanne
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Quality,Quality Assurance,Labor Force Development,Comparative Education,Evaluation Methods,Foreign Countries,Questionnaires,Knowledge Level,Faculty Development,Vocational Education Teachers,Statistical Analysis

EQAVET, the quality assurance tool in vocational and educational training, was developed in response to the need for a supply of a trained workforce for labour market needs. Implementation of EQAVET at national level, however, remains a challenge. The research reported here focused on the implementation of QA processes by VET providers in 4 countries: Malta, Italy, Turkey, and Sweden. Data was collected through a questionnaire with 62 VET providers. Responses showed that there is an overall commitment to quality. There is, however, little knowledge of EQAVET across the countries, with the exception of Malta. None the less, all VET providers have implemented some aspects of EQAVET, even if not always intentionally. The situation is, however, far from EQAVET being fully implemented. Reflections are made on whether the EQAVET model specifically or qualification assurance principles assurances should be promoted across Europe.
Europeanization in VET Policy as a Process of Reshaping the Educational Space
Author: Loogma, Krista
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Policy,Educational Change,Governance,Policy Formation,Educational Development,Educational Legislation,Public Policy,Educational Planning

The EU represents a transforming educational space, where national and supranational boundaries in educational governance are becoming blurred. The EU has become an important actor in educational governance and an important arena for policy learning and transfer. This paper explores how the process of reshaping the educational space manifests itself in the process of the Europeanization of VET policy in the case of Estonia. In Estonia, this process was followed by the growth of executive VET institutions and has developed from rather uncritical initial policy transfer to more active learning from the EU, although conformism can still be seen in cases of the introduction of standardizing policy tools.
Developmental TVET Rhetoric In-Action: The White Paper for Post-School Education and Training in South Africa
Author: Akoojee, Salim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Education,Vocational Education,Educational Policy,Rhetoric,Role of Education,Inclusion,Democracy,Postsecondary Education,Adult Education,Education Work Relationship,Access to Education,Community Colleges,Development

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training approved by Cabinet in November, 2013 is referred to by the Minister as the &quot;definitive statement of the governments vision for the post school system&quot; and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed.