Varieties of work related learning

Simons, P.R.J.; Ruijters, M.C.P.

doi:10.1016/j.ijer.2008.07.001

Cited by 17 publications

(19 citation statements)

References 19 publications

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“…Recent studies instead show that in normal situations learners combine different metaphors to a lesser or greater degree simultaneously: Imitation, Participation, Acquisition, Exercising, and Discovery (Simons, 2003(Simons, , 2004(Simons, , 2008. In ProActive we consider that we don't learn in just one way, but in different ways that depend on personal aptitudes, on the situation where learning takes place and on the content to be learnt.…”

Section: Proactive Projectmentioning

confidence: 99%

“…In ProActive we consider that we don't learn in just one way, but in different ways that depend on personal aptitudes, on the situation where learning takes place and on the content to be learnt. The five metaphors learning model (Simons, 2003(Simons, , 2004(Simons, , 2008 is a description of different ways of learning in different people, embedded with learning theories. It can be treated as a comprehensive model that comes out by combining some learning models with the theories of change by De Caluwé and Vermaak (1999).…”

Section: Proactive Projectmentioning

confidence: 99%

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Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

Sica¹,

Veneri²,

Miglino³

2012

Methodologies, Tools and New Developments for E-Learning

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The aim of this chapter is to introduce at exploring the potential of games in educational sector. More in depth, in this chapter we’ll describe: two European projects (Proactive11 and T31) with a specific focus on use of technology in formative sector; and a platform (Eutopia) experimented in both the projects with which educators can create virtual scenarios where students play a role and simulate a specific situation.\ud Both Proactive and T3 projects have used an experimental approach in which trainings were implemented in order to test the efficacy of the formation planned.\ud Preliminary results of the projects will be presented and discussed. The evidence supports the utility of using new technology in non-ordinary contexts, in order to foster learning process

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Section: Proactive Projectmentioning

confidence: 99%

Section: Proactive Projectmentioning

confidence: 99%

Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

Sica¹,

Veneri²,

Miglino³

2012

Methodologies, Tools and New Developments for E-Learning

View full text Add to dashboard Cite

show abstract

“…Interaction requires that participants enjoy the mutual trust in the process of discussion through which ideas and thoughts are clarified and sharpened. In turn, feedback in the form of genuine interpretations and reactions can be encouraged to arrive at a shared meaning (Simon & Ruijters, 2008).…”

Section: Singapore's Higher Education Reformmentioning

confidence: 99%

Service quality ideals in a competitive tertiary environment

Yeo

2009

International Journal of Educational Research

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“…The term work-related learning is sometimes used to mean that learning which is developed and experienced in the workplace, Simons & Ruijters (2008); possibly outside an academic programme. This is seen to be a form of training and is perhaps better termed work-based learning, where the learning experiences arise directly from the work tasks to hand.…”

Section: Introductionmentioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

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PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

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Varieties of work related learning

Cited by 17 publications

References 19 publications

Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

Exploring New Technological Tools for Education: Some Prototypes and Their Pragmatical Classification

Service quality ideals in a competitive tertiary environment

HEAd'15 - International Conference on Higher Education Advances - Proceedings

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