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"Teaching"

E-tutoring is a hot topic in the context of virtual learning. As such learning environments become more prevalent in schools, universities or vocational training, providing adequate support for learners is becoming increasingly important – not only for individual, but also for collaborative learning. Therefore, there has been a lot of interest in using e-tutoring to foster learning processes and improve the performance of learners. Furthermore, an e-tutor can help prevent phenomena which are common in e-learning environments, such as feeling anonymous and isolated. In this chapter, we would like to first provide a theoretical introduction to e-tutoring that includes the definition, tasks and competencies of an e-tutor. Secondly, we will discuss the e-tutor in action, illustrated by a training for e-tutors and a virtual seminar which was supported by an e-tutor. © 2010 by IGI Global. All rights reserved.

Online education is becoming an important com-ponent of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth, and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners. However, much of the literature in online CTE lacks implicit connec-tions to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and the implications for curriculum design, instruction, and use of tech-nology. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education. © 2010 by IGI Global.

In a world undergoing constant change, in the era of globalisation, the training of medical professionals should be under constant review so that it can be tailored to meet the needs of this society in transition. This is all the more true at times of economic uncertainty, such as the current conditions, which have a direct impact on health services. Professionals need new Competencies for new times. Over the last decade initiatives have emerged in various Anglo-Saxon countries which have defined a framework of basic Competencies that all medical specialists should demonstrate in their professional practice. In addition to this, we must respond to the creation of the European Higher Education Area which has implications for specialised training. In Spain, training for medical specialists was in need of an overhaul and the recently passed law (Real Decreto 183/2008) will allow us to move forward and implement, in medical education, initiatives and innovations required in our medical centres, to respond to the new society and bring us in line with international professional education and practice. The way forward is a Competency-based model for medical education with assessment of these Competencies using simple instruments, validated and accepted by all the stakeholders. The institutions involved (hospitals, medical centres and other health care services) should trial different approaches within the general framework established by the current legislation and be conscious of the duty they have to society as accredited training organisations. Accordingly, they should consolidate their teaching and learning structures and the various different educational roles (Director of Studies, Tutors, and other teaching positions), showing the leadership necessary to allow proper implementation of their training programmes. For this, the Spanish Autonomous Regions must develop their own legislation regulating Medical Specialty Training. So, medical professionals should receive training, based on ethical values, behaviours and attitudes that considers humanistic, scientific and technical factors, developing an understanding of the scientific method and ability to put it into practice; skills to manage complexity and uncertainty; a command of scientific, technical and IT terminology, to facilitate independent learning; and a capacity for initiative and teamwork, as well as skills for personal activities and for making an effective, democratic contribution both within health organisations and in the wider society. © 2010 Revista Nefrología.

Online education is becoming an important component of career and technical education (CTE) in teacher preparation and at the graduate level. In the midst of such growth, and in response to questions about quality compared with traditional learning, there is a consensus that online courses and programs should be designed based on the needs of adult learners. However, much of the literature in online CTE lacks implicit connections to emerging notions of adult development and learning. This article provides an overview of the status of online education in CTE at the postsecondary level, discusses related issues and current research focus, and highlights adult learning developments and the implications for curriculum design, instruction, and use of technology. The article concludes with an outline of emerging trends bridging adult learning and online education relevant to career and technical education. © 2010, IGI Global.

Workplaces are important sites for promoting the skill development required to meet goals for increasing the number of workers attaining vocational qualifications. Since the earliest training reforms of the 1990s in Australia, one of the most important outcomes has been the (re)-claiming of the workplace as a legitimate learning environment. Current policy imperatives in vocational education and training (VET) in Australia acknowledge the value of lifelong learning and the important role that professionals play in ensuring that quality learning opportunities are available to meet the needs of individuals, enterprises, and industries (Hoeckel et al. 2008). The VET system has expanded and now includes over 3,000 private training organisations as well as technical and further education (TAFE) providers (Harris et al. 2006). Enterprises are increasingly engaging in the process of providing learning opportunities for their staff, drawing on the services of the TAFE sector, private providers and consultants, and, where available, their own in-house capabilities. Many of those now engaged in the process of facilitating learning in the VET sector are drawn from a wide range of occupations. These persons may hold a variety of qualifications (e.g., specific trade, human resource development/management, adult education, and other professional qualifications) and work under a variety of non-teaching awards and conditions (Simons et al. 2007, p. 16). © 2009 Springer Science+Business Media B.V.

This paper presents the results of a pilot study of a project that uses 3D-virtual world technologies, namely Second Life, as a platform for learning simulations through role plays with the intent to improve the development of professional decision making amongst pre- graduate teachers undertaking a unit in professional ethics. At present students engage in discussion of ethical issues and case studies within the classroom environment as tools for learning decision-making and developing moral sensitivity. However, the effectiveness of these are limited by the already existing identities and social relationships of the students and the scenarios lack the social complexities evident in the professional world. This pilot study reflects on the first use of the 3D-virtual world to teach in this manner and highlights some of the limitations and possibilities that are to be considered in the larger research study. © 2009 Matthew Campbell.

Self-directed learning and other life-long learning skills are among requirements of today workers. To sustain in competitive globalised world of work they need to be creative, innovative, critical and analytical in their approach. In order to achieve all those competences, learning institution can no longer teach their students using traditional teacher-centred approach only. More student-centred approach such as Problem Based Learning (PBL) and Problem Oriented Project Based Learning (POPBL) should be employed. It is believed that those two approaches are able to promote the competencies required for lifelong learners. In the present teaching scenario, polytechnics are still practicing the traditional approach in classroom such as pen-and-paper or exam-based learning. Students can no longer survive by memorizing textbooks, they now need to explore and experience genuine tasks that connects to the real-world; in which they can develop, master, and demonstrate authentic skills. Engineering Education needs to move from an instructive to constructivist approach.Problem based learning (PBL) is one of the constructivist approaches where cooperation among learners plays important role in the learning method. Project is one of the core subjects in the Polytechnics system which carries 2.5 credit hours. Students will be assessed based on their performance throughout the projects as well as the final outcome of the projects. However most of these final projects designed by students are lacking of creative and innovative dimensions.PBL differs in certain aspects from conventional learning. In normal conventional classes, students normally learned based on what the lecturers delivered in class. This paper discusses issues and challenges the lecturers faced in promoting students-centred approach such as POPBL. Several suggestions are proposed to assist the implementation of POPBL approach in the polytechnics setting in Malaysia.

With the purpose of combining current extensive E-learning with classroom teaching, a learning content management system on Engineering Hydrology curriculum (hydro-LCMS) is introduced in this paper. Considering the engineering and practical characteristics of comprehensive training courses on hydrology and with the help of hydro- LCMS, this paper proposes a complete project which is throughout teaching process and a project-oriented teaching practice in which E-learning environment is applied as the carrier so as to fulfill project teaching tasks. The system provides students with better training in vocational awareness and the ability to solve practical problems. © 2009 IEEE.

Within the context of a Europe-wide project UNITE, a number of European partners set out to design, implement and validate a pedagogical framework (PF) for e- and m-Learning in secondary schools. The process of formulating and testing the PF was an evolutionary one that reflected the experiences and skills of the various European partners and secondary schools involved in the project. The framework involved pedagogies which underpin the teaching of subject matter in a number of European secondary schools as well as the ways in which learning is delivered and assessed. The PF represents an essential part of the e-Learning system conceptualization and development and offers sound concepts for the development of learning scenarios in order to enhance the learning experience of students in secondary schools. A five-component framework which, by means of its constituents, drives and guides the creation of e-Learning scenarios was designed and tested. It is composed of the pedagogical framework context, pedagogical approaches, assessment techniques, teacher education and national specifics and current pedagogical practices implemented in national curricula. A series of learning scenarios were created to test the PF in classrooms. A detailed exemplar of a scenario in practice is offered. An evaluation of the scenarios based on [Reeves, T. C., 1994. Evaluating what really matters in computer-based education. In M. Wild, D. Kirkpatrick (Eds.), Computer education: new perspectives (pp. 219-246). Perth, Australia: MASTEC] pedagogical dimensions revealed that UNITE is based on constructivist and cognitive foundations. With increased experience of the system the teachers' implementation of the pedagogical framework developed into increased mastery in the school context. Teachers from the second validation phase became more confident in their application of the framework principles and evaluated more positively the outcomes. This helped them to become more aware of the opportunities offered by the framework in their secondary school teaching. In order to bring this about the supports for change were put into place at the levels of pedagogical design, administrative support and the provision of the required resources and appropriate continuing professional development. The project has sought to create this support structure to ensure maximal benefits of the system for teaching and learning. Such a pedagogical support PF has offered scope for both collaborative and autonomous learning which have brought about value-added teaching and learning effects in the Europe-wide network of schools. © 2009 Elsevier Ltd. All rights reserved.

This paper presents the IPS-I-model: a model that describes the process of information problem solving (IPS) in which the Internet (I) is used to search information. The IPS-I-model is based on three studies, in which students in secondary and (post) higher education were asked to solve information problems, while thinking aloud. In-depth analyses of the thinking-aloud protocols revealed that the IPS-process consists of five constituent skills: (a) defining information problem, (b) searching information, (c) scanning information, (d) processing information, and (e) organizing and presenting information. Further, the studies revealed that regulation skills prove to be crucial for the on-going IPS-process. The IPS-I-model depicts the constituent skills, regulation skills, and important conditional skills. The model gives an initial impetus for designing IPS-instruction. © 2009 Elsevier Ltd. All rights reserved.