ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Candidate Responses to Digital Games: 21st-Century Skills Development
Author: Sardone, Nancy B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Motivation,Middle School Students,High School Students,Skill Development,Undergraduate Students,Preservice Teacher Education,Motivation Techniques,Education Courses,Units of Study,Student Attitudes,Teaching Methods,Instructional Effectiveness,Educational Technology,Computer Assisted Instruction,Computers,Educational Games

Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates' decision to use digital games in the classroom. (Contains 5 tables.)
Assessing, Recognising and Certifying Informal and Non-Formal Learning (ARCNIL): Evolution and Challenges
Author: Svetlik, Ivan
Date: 2009-00-00
Type: Journal Articles
Subjects: Informal Education,Nonformal Education,Certification,Recognition (Achievement),Evaluation,Economic Factors,Social Influences,Foreign Countries

Certifying non-formal and informal knowledge may be a consequence of separating education and training from other social and economic activities. Specialisation and formalisation of education and training both aim to increase learning efficiency. In the emerging knowledge society, this has attracted particular attention among researchers and politicians involved with human resources. There are increased efforts to expand knowledge, including explaining and certifying non-formal and informal variants. Faster knowledge cycle turn-round speed makes the education market an insufficient mediator between demand and supply, increasing inconsistencies between education and work and raising questions of transparency. Offering a second chance of better education attainment and diminishing the effects of closed internal labour and training markets are also important. While favouring certification of non-formal and informal knowledge and skills, the author identifies those who might lack interest and warns against simplifications that discredit certification or create illusions that it might replace formal education. (Contains 3 footnotes.)
Learning Outcomes in Validation and Credit Systems
Author: Bjornavold, Jens
Date: 2009-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Lifelong Learning,Informal Education,Nonformal Education,Educational Trends,Vocational Education,Recognition (Achievement),Credits,Qualifications,Foreign Countries

Instruments and arrangements supporting transfer and accumulation of learning outcomes, such as validation and credit systems, form an important part of European and national lifelong learning strategies. Debate has largely focused on separate initiatives and failed to address how these may interact and could create synergies. A starting point for the analysis is the continuing shift to learning outcomes taking place in most European education and training systems. This is exemplified and supported by the introduction of comprehensive qualifications European (EQF) and national (NQF) frameworks, by increased use of validation of non-formal and informal learning and by the development of credit systems in education and training (ECVET). The article addresses the possible relationships between validation and credit systems, how they may contribute to lifelong learning by aiding recognition of all forms of learning outcomes, irrespective of their origin in formal, non-formal and informal settings. The review on existing patterns and future developments ends by identifying several issues which would need further research and policy-development. (Contains 6 footnotes and 5 figures.)
Accreditation of Prior Experiential Learning in France: An Evolving System with National Characteristics
Author: Mehaut, Philippe
Date: 2009-00-00
Type: Journal Articles
Subjects: Scoring Formulas,Institutional Characteristics,Labor Market,Experiential Learning,Foreign Countries,Regional Characteristics,Accreditation (Institutions),Prior Learning,Educational Principles,Educational Practices,National Standards,Transfer Policy,Alignment (Education),Educational Policy

The purpose of this article is to examine the French system of accreditation of prior experiential learning (APEL) in the light of experiences elsewhere in Europe. We shall do so by determining the extent to which the institutional characteristics of the system and the way in which it is put into practice reflect some of the main French societal characteristics of the training and certification system and its place in the labour market. however, we shall also consider the extent to which this new system departs from the traditional system and meets new socio-political and economic challenges. The article is based on a reading of the law and on the initial analyses and data available. (Contains 4 footnotes and 1 figure.)
APEL Pathways: A Passport to Employment?
Author: Recotillet, Isabelle
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Benefits,Training Methods,Employment Potential,Certification,Experiential Learning,Prior Learning,Accreditation (Institutions),Context Effect,Program Evaluation,Program Effectiveness,Foreign Countries,Measurement Techniques

It would seem that most policies to promote the use of APEL as a certification method parallel to that offered by formal education and training systems are based on the belief that it is a less costly and shorter method, which is more attractive. Few countries, however, have convincing surveys or observations of the real advantages of APEL for individuals, employers or society as a whole. On the basis of a survey conducted by Dares (Direction de l'animation de la recherche, des etudes et des statistiques), Drees (Direction de la recherche, de l'evaluation, des etudes et des statistiques) and Cereq (Centre d'etudes et de recherches sur les qualifications), this article aims to fill this gap by pinpointing some of the real benefits which applicants gain from embarking on and/or successfully obtaining APEL and the circumstances in which they obtain these benefits. (Contains 17 footnotes, 4 tables, and 2 figures.)
Recognising and Certifying Lifelong Skills: Impact on Labour Market Integration of the Unemployed
Author: Fernandes, Pedro Afonso
Date: 2009-00-00
Type: Journal Articles
Subjects: Unemployment,Labor Market,Lifelong Learning,Foreign Countries,Comparative Analysis,Transitional Programs,Certification,Models,Program Validation,Longitudinal Studies,Job Skills,Behavior Rating Scales

The process for recognising, validating and certifying (RVC) non-formally or informally acquired lifelong learning, launched in 2000, is now part of mainstream education and training policies in Portugal. This article aims to determine how much the labour-market behaviour of the RVC-certified unemployed differs from that of other unemployed persons, using an econometric estimate of conditional and unconditional models, supported by a purpose-built longitudinal database. A comparative analysis of the certified unemployed from 2001 to 2003 and those registered at job centres at the end of 2003 supports the hypothesis that RVC favours the transition between unemployment and employment, especially where (very) long-term unemployment is concerned. The role of RVC in encouraging the unemployed to transit to inactivity to undertake formal learning, however, is less clear. (Contains 4 footnotes, 5 tables, and 2 figures.)
Skills Recognition and Validation--Complexity and Tensions
Author: Cavaco, Carmen
Date: 2009-00-00
Type: Journal Articles
Subjects: Skills,Recognition (Achievement),Certification,Adult Education,Prior Learning,Experiential Learning,Humanism,Responsibility,Foreign Countries

This article seeks to identify and examine the reasons for the complexity and tensions underlying the skills recognition, accreditation and certification scheme (SRAC) that has been in place in Portugal since 2001. Empirical data were collected through semi-directive interviews with staff in three Centros Novas Oportunidades [CNOs] [New Opportunity Centres] (organisations delivering the SRAC process), and biographical interviews with adults who have completed the scheme. The complex nature of the assumptions associated with skills recognition and accreditation practices and the tensions raised by their underlying paradox are important factors. It is the particular features of the aspects that SRAC practices analyse and assess, i.e. prior experiential learning, that generate this complex nature. These practices are marked by a paradox that arises because these processes, initially based on a humanist approach, are currently linked to a very different ideology. This complexity and these tensions are reflected in the way skills recognition and accreditation schemes are organised and function, and are evident in the comments of staff in the CNOs studied, who play a key role in managing such complexities and tensions. (Contains 3 footnotes.)
Informal and Implicit Learning: Concepts, Communalities and Differences
Author: Straka, Gerald A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning,Informal Education,Nonformal Education,Lifelong Learning,Incidental Learning,Educational Policy,Foreign Countries

Informal learning and its validation has become a major issue in European and national education policy, raising the following questions. May learning be constituent for political action? Is learning the focus of validation? Is informality a feature of learning? Is implicit learning solely related to informality? To give answers, a general learning concept is introduced, focusing on the acting individual in socioculturally shaped environments. using this concept, learning is exclusively realised by the individual and therefore may not be a constituent element of political actions. Learning outcomes, not learning, are validated. Implicit learning is not only related to informality, and formality is not a feature of learning. From this perspective, &quot;informality&quot; and the opposite &quot;formality&quot; have to be located in conditions external to the learner, characterised by the &quot;extent of educational arrangement&quot;, &quot;certification&quot; and &quot;approved public regulations&quot;. Consequently, the term &quot;informal learning&quot; is triggering inappropriate associations. (Contains 1 table and 2 figures.)
Continuing Vocational Training in Local Government in Portugal, 2000-05--What Has Changed?
Author: Cabrito, Belmiro Gil
Date: 2009-00-00
Type: Journal Articles
Subjects: Municipalities,Foreign Countries,Local Government,Human Resources,Vocational Education,Professional Continuing Education,Program Effectiveness,Program Evaluation,Case Studies,Training Objectives,Training Methods,Performance Factors

Local government in Portugal had a good opportunity to modernise through the Programa de Formacao para as Autarquias Locais (Foral) [Training programme for local authorities], implemented between 2000 and 2005. Substantial financial resources were made available through the programme to retrain local government human resources in order to improve coordination between services, respond to requests from local inhabitants, and equip municipalities with technical and human resources. The programme was in operation for six years and its development and outcomes can now be assessed. Starting from an analysis of local authority &quot;social balance sheets&quot; in two key years (2000 and 2005) and from information obtained as part of a process for assessing the impact of the Foral programme (2006), some of the changes brought about in local government due to the effects of the programme are presented and discussed. (Contains 8 tables.)
The QIBB Quality Initiative of the Vocational Training System in Austria
Author: Paechter, Manuela
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Educational Quality,Educational Assessment,Student Surveys,Teacher Surveys,Questionnaires,Statistical Analysis

The QIBB quality initiative was specifically developed for the vocational training system in Austria. The quality system is distinctive in that it includes both objectives and survey instruments designed to address the specific concerns of vocational training. There are general quality concepts and instruments that are common to all schools and others that are differentiated according to the type of school. The various school types within the vocational training system use QIBB first of all to conduct system-related surveys, for example to test common quality objectives in connection with national priorities. QIBB also enables schools to conduct internal evaluations. Survey instruments and an automatic evaluation are available from an online database. The test power of the survey instruments made available in QIBB are also verified in empirical analyses. Initial studies indicate that the test power of almost all survey instruments examined is satisfactory. (Contains 5 tables and 1 figure.)
Regional Educational Strategies-Methods to Promote Human Resource Development in Small Businesses
Author: Knapp, Kornelius
Date: 2009-00-00
Type: Journal Articles
Subjects: Small Businesses,Personnel Management,Labor Force Development,Educational Strategies,Employment Potential,Consultation Programs,Networks,Regional Programs,Foreign Countries

Over the next few decades, demographic change will cause significant changes in the working population. how businesses prepare for these changes will have a decisive impact on whether this transformation has a beneficial or detrimental effect on the economy. Small and medium-sized businesses do not possess the resources required to develop and implement sustainable human resource strategies and thus face particularly significant challenges. This article aims to outline the strategies that small and medium-sized businesses can implement to avert the dangers facing personnel management in the future. Expanding training advisory services and developing regional networks play a pivotal role here. While training advisory services can help to develop and implement the necessary measures, regional networks can support this implementation. (Contains 6 footnotes and 1 figure.)
iPods and Creativity in Learning and Teaching: An Instructional Perspective
Author: Dale, Crispin
Date: 2008-00-00
Type: Journal Articles
Subjects: Creativity,Educational Technology,Educational Environment,Teaching Methods,Theater Arts,Technology Uses in Education,Handheld Devices,College Students,Foreign Countries

Creativity is a term that has many interpretations yet is seen as crucial to the development of students in higher education. As part of a wider research project entitled &quot;Podagogy&quot; at the University of Wolverhampton, a number of individual projects were undertaken within the performing arts subjects. The focus of the projects was to explore the potential use of iPod technologies to support student learning. This article analyzes to what extent the instructors' use of the iPod can nurture creativity in learning and teaching. Using an interpretative approach, the research has found that the iPod is a powerful tool for developing creativity within the learning and teaching environment. In addition to identifying a number of factors that can be associated with the notion of creativity when using the iPod, the study also considers certain conditions that need to prevail in the wider institutional environment if iPods are to be adopted as a learning technology. The study also proposes a number of areas for future research.
The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity
Author: McLoughlin, Catherine
Date: 2008-00-00
Type: Journal Articles
Subjects: Web Sites,Electronic Learning,Teaching Methods,Learning Strategies,Internet,Computer Mediated Communication,Educational Technology,Computer Uses in Education,Web Based Instruction,Technology Integration,Social Networks,Computer Software,Networks,Productivity,Student Participation

Web 2.0 and its associated applications and tools have, in many areas, brought about and are continuing to bring about significant shifts in the way people communicate, create, and share information. Pervasive access to broadband Internet connectivity and communication services has created new forms of relationships and patterns of communicating and learning. The expanding lexicon of Web 2.0 applications (podcasts, web logs, wikis, mashups, etc.) signal changes in the learning landscape, where learners are active participants, creators of knowledge, and seekers of engaging, personal experiences. In what has been called a culture of participation, the line separating consumers and producers of content is becoming blurred and we are witnessing a new wave of "prosumers," very often learners, who are actively creating and sharing content and ideas. By adopting an innovative learning paradigm that the authors call Pedagogy 2.0, teaching and learning strategies can enable greater engagement of learners in shaping the education they receive through participatory choice, personal voice, and ultimately, "co-production." (Contains 1 table and 1 figure.)
We Innovate: The Role of Collaboration in Exploring New Technologies
Author: Foulger, Teresa S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Focus Groups,Technology Integration,Cooperation,Educational Technology,Professional Development,Teaching Methods,Preservice Teachers,Cooperative Learning,Computer Uses in Education,Learning Activities,Innovation,Computer Literacy

Pre-service teachers faced an old problem with new possible solutions by working collaboratively to learn new technologies and changed the way they react to new tools. This approach required students to explore technologies independent of instructors--with peers in small groups. Instructors believe the learning activities implemented in this project to facilitate learning new technology are better aligned with professional development realities of their students' future profession. The old problem with the "inability to keep up with all the new technologies" and the new teaching strategy of "collaborative learning communities" prompted the development of the "Innovations Mini-Teach" course project. Through focus groups, an end-of-semester course effectiveness survey, and analysis of students' final products, this study showed that collaboration can be a superior method for helping pre-service students independently learn about the innovative technology tools that may be helpful to them as teachers, explore a professional development model that could support them in their future teaching careers, and most importantly see themselves as future innovators. Finally, students in focus groups indicated their class wiki, which archived each group's consequential knowledge, would continue to support them to become teacher-leaders of technology integration.
Writing in an Online Environment: Student Views of "Inked" Feedback
Author: McVey, Mary
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Learning,Feedback (Response),Writing Assignments,Online Courses,Computer Uses in Education,Writing (Composition),Student Attitudes,Writing Achievement,Undergraduate Students,Evaluation Methods

Providing effective feedback on writing is a challenge in any learning environment, but it is even more problematic in fully online instruction. The lack of face-to-face interaction in web-based classes increases the need for highly transparent, prompt, and personalized feedback. Student views on the use of a semi-structured template combined with the "inking" feature of a Tablet PC for feedback on writing in an online course are reported. Survey results indicated the procedure was seen as providing clear and focused feedback with a highly personal touch. Students also reported being able to use the feedback to improve their performance on later writing assignments. Overall, this appears to be a well-received and helpful method for giving writing feedback to students in online classes.
Exploring Faculty Learning Communities: Building Connections among Teaching, Learning, and Technology
Author: Nugent, Jeffrey S.
Date: 2008-00-00
Type: Journal Articles
Subjects: Teaching Methods,Teacher Collaboration,College Faculty,Educational Technology,Computer Uses in Education,Technology Integration,Workshops,Seminars,Program Effectiveness

Faculty learning communities (FLCs) provide their members with both information and support as they move toward utilizing digital technology tools, learn new skills, and share meaningful instructional practices. This paper emerges from the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction. Key aspects of an FLC are addressed, including the effectiveness of the FLC in reshaping the nature of member's engagement in the academy, the challenges and opportunities of creating an FLC, and the power of FLCs to enhance the way faculty learn about technology.
Presence Pedagogy: Teaching and Learning in a 3D Virtual Immersive World
Author: Bronack, Stephen
Date: 2008-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Teaching Methods,Computer Uses in Education,Computer Simulation,Educational Innovation,Cooperative Learning,Student Role,Teacher Role,Online Courses,Social Environment,Social Influences,Misconceptions,Virtual Classrooms

As the use of 3D immersive virtual worlds in higher education expands, it is important to examine which pedagogical approaches are most likely to bring about success. AET Zone, a 3D immersive virtual world in use for more than seven years, is one embodiment of pedagogical innovation that capitalizes on what virtual worlds have to offer to social aspects of teaching and learning. The authors have characterized this approach as "Presence Pedagogy" (P2), a way of teaching and learning that is grounded in social constructivist theory. In it, the concepts of presence, building a true community of practice, and constructing an online environment which fosters collaboration for reflective learning are paramount. Unlike learning communities that might emerge from a particular course taught under more traditional circumstances, students engaged in a P2 learning environment become members of a broader community of practice in which everyone in the community is a potential instructor, peer, expert, and novice--all of whom learn with and from one another. (Contains 1 figure and 3 tables.)