Suchergebnisse

Vor etwa sieben Jahren hat das damalige Bundesministerium für Unterricht, Kunst und Kultur (bm:ukk), das seit 2014 Bundesministerium für Bildung und Frauen (BMBF) genannt wird, verschiedene Maßnahmen im Blick auf neuen Medien – insbesondere im Blick auf das E-Learning – gesetzt, um einen Beitrag zur Vorbereitung der Lernenden auf eine Informations- und Wissensgesellschaft zu leisten. E-Learning wurde als Erfolgsfaktor für die Zukunft gesehen und mit der Begründung, es fördere das individuelle und selbst gesteuerte Lernen, gefördert. Die zentrale Frage ist dabei: Welchen Nutzen hat die Einführung von E-Learning? In diesem Artikel wird dahingehend aufgezeigt, dass E-Learning nicht wegen pädagogischem Bedarf, sondern durch ministeriell gesetzte Maßnahmen eingeführt wurde und dadurch – wenn auch nicht bewusst und schon gar nicht als solches kommuniziert – neoliberale Strukturen durchgesetzt wurden. Die Einführung von E-Learning hat somit für deren Akzeptanz gesorgt.

Strategic Outlook, 1995 - 1998 // (Presented at the 12th Conference of Commonwealth Education Ministers held in Islamabad, Pakistan in November, 1994) // When the Commonwealth Heads of Government created The Commonwealth of Learning (COL) in 1988 in Vancouver, Canada, they pioneered a new kind of international instrument, a bold and imaginative initiative designed to advance the cause of distance learning internationally and to exploit the power of modern information technology as a means of accessing opportunities for quality education and training. The accomplishments of this fledging multilateral organisation to date have received widespread commendation. This Strategic Outlook sets COL's course for the future by providing an overview of the organisation's primary operational objectives and priorities for the period 1995 to 1998, in the context of its mandate, the needs of its client community and anticipated resources. The Outlook is a statement of the future strategic orientation of COL and serves as background to support the overall planning process for the organisation and for more general discussion purposes. // By sketching the What (Mandate-Mission-Objectives), the How (Key Functions-Operational Modalities) and the Where (Clients-Regions-Partners) of COL, the document provides a framework for the overall Strategic Plan of the organisation, from which the Work Plan and detailed budgetary/financial projections are to be developed. Further, although the Outlook identifies threshold levels for the operation of the organisation and for a broad linkage of resources with its stated priorities, detailed budgetary information will be produced elsewhere in the form of a three-year rolling budget, articulated as part of the detailed COL work plan (to be reviewed and approved at the meeting of the Executive Committee of COL's Board of Governors in May 1995).

Our learning design for lifelong learning has been developed during the past ten years at the Teacher Education unit at Stockholm University. Same design with different content has been used to higher the competence of different target groups; teachers in the field, policemen, medical personal, headmasters etc. As an example we would like to present here our learning design for the course "Steps for Skills" which was a government appointed, multi-year national initiative to support municipalities' long-term quality and skills development in health and social care for older people. The purpose of the Steps for Skills was to improve the internal quality of health and social care. This was to be achieved by developing the skills of the staff working close to older people.

This paper presents an analysis of Korean Language Learning (KLL) conducted through socio-educational programs offered by two public organisations in Sydney. For this purpose, the study conducted a survey which investigates motivational factors, preferred learning styles and learning experiences. The study has also examined views on online Korean language learning such as perceived effectiveness, advantages and disadvantages. A total of 105 learners of Korean participated in the survey, and results are presented and interpreted under four broad subtopics: reasons for learning Korean, learning-style preferences, learning experiences and online mode of learning. The analysis reveals that social learners were very practical about their study of Korean, and they wanted to learn conversational Korean through repetition practices and enjoyable real-life language activities. Brief discussions are offered on implications. It is argued that in socio-educational language programs, more 'integrative' orientations need to be reflected, and practical goals related to putting the language to some types of use should be emphasised. It is also argued that more governmental and institutional efforts should be made in providing such socio-educational models of Korean language programs in the community. Strategies to facilitate such programs in metropolitan cities are briefly suggested.

Intended as a companion text to Learning for Development, the Commonwealth of Learning's ThreeYear Plan for 2006-2009, this compendium COL in the Commonwealth 2003-2006 reviews COL's work over the last triennium country by country. These two documents provide the starting point for the Country Action Plans that will guide COL's future activities in each country and ensure their consistency with the national priorities of governments. It has been more than a decade since COL has attempted such a detailed report on its work in each Member State. I apologise for any inconsistencies of presentation in this first version and invite feedback from readers so that we may make it even more useful in future. // These country reviews, which cover all Commonwealth countries except Australia, Canada, New Zealand and the United Kingdom, are grouped under four regions: Africa (and the Mediterranean), Asia, Caribbean and Pacific.

105 p. ; Libro Electrónico ; Changing technology, changing business models, changing workforce demographics and the rise of online, on-demand knowledge are challenging corporations' approaches to workplace learning and training. Learning Strategies is a non-commercial, vendor-neutral collection of case studies from senior learning executives in global corporations and government agencies. ; Table of Contents Learning Strategies Elliott Masie 4 What Makes a Successful Learning Strategy? Nigel Paine, MASIE Learning Fellow 5 CIA's Learning Strategy: Focusing Out on the Organization We Serve Bob Baker, Central Intelligence Agency 20 The Strategy of Managing Change Lisa Pedrogo, CNN 29 Building the Case for a Learning Strategy Ruben Bonales, Waste Management, Inc 42 Learning Strategy at Shell: 2 Parts, 3 Pathways & 3 Horizons Willem Manders, Shell 48 Putting the Strategy Back into a Learning Strategy Keith Dunbar, Defense Intelligence Agency 60 Making a Strategic Learning Portfolio the Heart of any Learning Strategy Terry M Farmer and Evan Ishida, Eaton Corporation 68 Setting Learning Strategy: Technology is Key When You Use it Well Mike Cuffe, Farmers Insurance Group 83 The Dynamic Strategy Relies on Insight -­‐ Not Planning Peter Hallard, Lloyds Banking Group 91 On Learning Strategies An Interview with Elliott Masie

A group of 10 Heads of Government are reviewing the Commonwealth with a view to making it stronger and more relevant to current needs. The group, known as the High Level Review Group (HLRG), was formed during the 1999 Commonwealth Heads of Government Meeting in South Africa to come up with ways of enabling the Commonwealth to address existing and new challenges. // The group will report to the October 2001 Commonwealth Heads of Government Meeting in Brisbane, Australia. // HLRG requested a submission from The Commonwealth of Learning, which was prepared with contributions from several eminent persons. The submission which follows was endorsed by COL's Board of Governors and Commonwealth Ministers of Education when they met in Halifax in November 2000.

In preparation for the 14th triennial Conference of Commonwealth Education Ministers, The Commonwealth of Learning is pleased to present Ministers with two documents (attached). // In the first document, Expanding Learning Horizons: COL's Summary Report 1998 - 2000 , COL is delighted to be able to report on several recent programme accomplishments from its Three-year Plan 1997 - 2000, in the areas of staff development, training, policy formulation, collaborative materials development, technology applications, knowledge sharing and research. // The second document, COL's Three-year Plan 2000 - 2003 , is based on the ideas that COL presented to Commonwealth Heads of Government, at their biennial summit (CHOGM, Durban, November 1999), on how it can best serve the Commonwealth in the future. It reviewed the basis for a new and modestly ambitious plan for the next three years (2000 - 2003) which shifts the agency's focus somewhat and in so doing positions it to exploit the assets of the knowledge era to add value to the Commonwealth's aspirations to develop its human capital. Funding requirements were also outlined. This vision was endorsed by CHOGM's Committee of the Whole, which noted that COL is an "ideal instrument" to meet their needs.

This paper seeks to improve our understanding of the emotional and political dynamics that are generated (and too often avoided) in action learning. The idea at the centre of the paper is a distinction between 'learning-in-action' and 'learning inaction'. The phrase 'learning-in-action' represents the value of action learning and much of what we know about the productive relationship between learning and practice. For example, we know that action learning can provide a generative learning model for improvements in practice. Membership of an action learning set can assist individuals in the development of strategic actions, which then can be tested and potentially transformed in practice. However, there is another dynamic that is having an effect on learning and the transformation of practice within action learning. This is called 'learning inaction' because participants in learning sets also have (conscious and unconscious) knowledge, fantasies and perceptions about when it is emotionally and politically expedient to refrain from action, when to avoid collective action, and the organizational dynamics that underpin a failure to act. Organizational members are often aware of the political limits of learning within organizations without having to be told; we collude with others in order to create limitations on learning and we are often aware of what is and is not going to be seen as a legitimate result of our attempts to learn. We know these things at the same time as we are engaged in action learning. These developments in theory are related to practice through a focus on four action learning sets within the UK Health Service.

The Information and Communication Technologies (ICTs) use has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of Information and Communication Technologies and e-learning approach in Iraq has increased. Whereas, the latest educational policy of the Government of Iraq has focused on using Information and Communication Technologies and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate Information and Communication Technologies in their classrooms and develop e-Learning Platforms for teaching and learning processes. However, in this study the effectiveness of Information and Communication and e-learning Technologies integration in teaching and learning has been assessed. The context selected for this research study is University of Baghdad Iraq. The research gap, which has been founded through the extensive literature review indicated that most of the students are not able to utilize Information and Communication Technologies effectively. The first objective of this study is to enable students to gain wider range of knowledge and make them enable to access internet for developing a global outlook. Moreover, the second objective of this study is to develop students' capabilities of processing information more effectively and efficiently for teaching and learning.

This dissertation contributes to the understanding of heterogeneity in rational learning. The first chapter proceeds from the observation that, in an environment of social learning under unobserved heterogeneity, those with opinions closest to one's own may in fact be the most informative for oneself. For example, a similar opinion of a restaurant may suggest similar tastes and similar political views may suggest a similarity in values or interpretations of evidence. In this environment, individuals will display rational forms of confirmation bias and other ostensibly anomalous patterns of behavior. The second chapter is a research collaboration with Aydin Mohseni studying learning by agents in social networks. Each agent has a preference for both accuracy (choosing the ``correct" action) and conformity (selecting the action taken by the majority of her neighbors) with the relative weight placed on these two concerns being heterogeneous between agents. Related literature finds the star network to possess optimality properties. In contrast, our analysis finds that agents in highly centralized networks, such as star networks, take longer to settle on the optimal action than agents in other standard networks. To combat the replication crisis in science, a group of prominent scholars has proposed {\it redefining statistical significance} by reducing the p-value significance threshold from 0.05 to 0.005. The third chapter shows that, if researchers can exercise their ``degrees of freedom" to obtain significance and if they are heterogeneous, then this proposal may exacerbate the problems with reproducibility. I provide an example demonstrating that even a small amount of researcher bias can produce this effect and give a general characterization of the conditions when it will occur.

Vorliegender Bericht gibt einen Überblick über E-Learning als Innovation in der Ärztefortbildung im Rahmen gesundheitspolitischer und gesellschaftlicher Wandlungs- und Veränderungsprozesse in der Bundesrepublik Deutschland. Zu Beginn wird der Wandel von gesellschaftlichen Rahmenbedingungen für Ärztefortbildung und daraus resultierende Auswirkungen auf die Qualifizierung von Ärzten skizziert. Es folgt ein zentraler Abschnitt über E-Learning in der Ärztefortbildung, welcher versucht, die aktuelle Situation von E-Learning in der Ärztefortbildung von einer möglichen E-Learning-Situation in der Ärztefortbildung abzugrenzen. Nach diesem Ist-Soll-Zustand-Vergleich wird E-Learning anschließend als Bildungsinnovation untersucht. Hier werden innovative Momente beim E-Learning in der Ärztefortbildung und Faktoren, die für einer erfolgreiche Implementation von E-Learning in der Ärztefortbildung zu beachten sind, aufgezeigt. Der Bericht endet mit einem zusammenfassenden Fazit und einem Ausblick, wie sich E-Learning in der Ärztefortbildung zukünftig entwickeln könnte. ; This report provides an overview of e-learning as an innovative tool for continuing medical education in the context of the alteration and modification processes within German health policy and society. The preliminary section outlines the alteration of the general social conditions and their effects on the qualification of medical professionals. Subsequently, the main section delimits the current situation of e-learning in continuing medical education from a potential improved situation. After a comparison of the current to the potential situation, continuing medical education is examined in terms of innovation of educational practices. This comprises innovative steps for both the development and the implementation of e-learning in continuing medical education. The report concludes with the final results and an outlook for the possible developments of e-learning in continuing medical education.

The COVID crisis has disrupted routine patterns and practices across all spheres of everyday life, rupturing social relations and destabilising our capacity for building coherent selves and communities by recollecting the past and imagining potential futures. Education is a key domain in which these hopes for the future have been dashed for many young people and in which commitments to critical scholarship and pedagogies are being contested. In a world of stark socioeconomic inequality, racism, and other forms of dehumanising othering, the pandemic serves not to disrupt narratives of meritocracy and progress but to expose them as the myths they have always been. This paper will explore forms of political resistance and the (im)possibilities for experimental pedagogies in response to the broken promises and unrealised dreams of (higher) education in the context of the COVID crisis. Reflecting on my own everyday life as a scholar and educator in a South African university, and in dialogue with students' narratives of experience, I will examine the ways in which the experience of the pandemic has released and mobilised new forms of resistance to historical institutional and pedagogical practices. However, these hopeful threads of alternative narratives are fragile, improvised in the weighty conditions of a status quo resistant to change, and in which the alienation and inequality of the terrain are being exacerbated and deepened through a proliferation of bureaucratic and technicist solutions.

Learning disability is so prevalent a concept that it has become difficult to imagine a world without it, especially given the centrality of schooling in contemporary society. However, the history of learning disability (LD) clearly shows that it need not have developed as it has. In fact, school systems in many countries know no such category. In America, the development of LD is inseparable from the dramatic expansion of compulsory schooling and intelligence testing since the beginning of the twentieth century. Begun as part of the military's attempts to measure recruits' intelligence during World War I, psychometric testing has since become routine in education, training, and employment. Hotly debated, these statistical and psychological approaches to measuring IQ redefined who was considered "normal" and "abnormal" – based on the normal distribution of intelligence along the Bell or Gauss curve. While "NORMALCY" is a common word, its derivation from mathematical methods of differentiating people by their characteristics (performance on tests, for example) is less well known. Early on, the EUGENICS movement abused IQ tests as arguments for the genetic "inferiority" or "superiority" of particular ability groups, classes or races. Despite repeated criticism of these tests' validity and reliability, they were used to justify policies that limited births and immigration, segregated people in asylums, and led to forcible sterilizations. Revised for widespread use in schools, psychometric tests promoted the development of school "tracking" systems that separate students into ability groups according to their scores.

The context of this research is the study of the processes whereby the effectiveness of training and lifelong learning policies are improved. This covers, in particular, the area of research into the policy-making procedure adopted by the regional governments. Regional policy-making is the outcome of formalised standards and procedures, and does not depend on legal, contextual or cultural variables, or combinations thereof, which differ considerably from context to context. (DIPF/Orig.)