Call for Papers: Training and work

CONVOCATORIA DE PROPUESTAS: FORMACIÓN Y EMPLEO. eLearning Papers solicita artículos sobre formación y empleo que aborden temas como el aprendizaje informal en el puesto de trabajo o los mundos virtuales para organizaciones de aprendizaje y formación profesional. La fecha límite para la presentación de artículos es el (2) 18 de agosto de 2008.

In the context of economic globalization and development of an information society, we observe, in all economic areas, a recurring questioning of activities and employment associated to a transformation of competences related to technological evolution, company structure changes and an accelerated renewal of knowledge.

Consequently, lifelong learning becomes an essential method for permanently adapting qualifications, with a view for individuals to engage in learning and build a sustainable career and, in parallel, for companies to find human resources needed within the framework of the evolution of their activities. This issue of continuous adaptation of the relationship between learning and employment generates heterogeneous applications for training and a need for tools, both internal and external to companies, which can satisfy individuals as well as the masses of applicants.

Lifelong learning needs to develop flexible learning tools that can be adapted to each specific request (modularity, capitalizable units, shaping with various types of training and of learners…), but also to develop integrated solutions (competence assessment, skills and learning validation …), in order to consider all formal, informal and non-formal learning when assessing and following-up training needs.

Use of ICT is an essential contribution to the learning environment as it places the individual in the midst of the training process while at the same time creates real multi-actor learning communities and helps to establish active, innovative and enriched pedagogy.

Employees’ competence acquired in vocational and personal contexts is a reference for company productivity evolution. With this in mind, it is important to define qualifications in a broader sense than academic programmes.

Faced with this determining stake in terms of economic dynamism and social cohesion, the eLearning Papers invite contributions on the general subject «Training and work» with a view to presenting reflections, innovating solutions and good practices.

Possible questions to be addressed

• How is learning and training in companies changing?
• How do lifelong learning and working life adapt to each other?
• What new partnerships are there for professional training?
• How are organisations changing into learning organisations?
• How are informal learning and Web 2.0 affecting everyday work?

Papers can be more specifically directed at the following themes:

1. Online Validation and Qualification
2. Computer and Internet Certificates
3. Informal and Non-formal Learning
4. Competence-based learning and e-Learning
5. Virtual World in Training
6. Training Communities
7. Collaborative working
8. New partnership for Learning
9. Transforming organizations (Distance learning, In-company training, blended system…)

Please consult the eLearning Papers website for writer guidelines:
http://www.elearningpapers.eu/index.php?page=collab_guide

The deadline for article submissions is August 18 2008.
Authors will be notified by September.
Provisional publishing date is November 28 2008.

For further information and to submit your article, please contact: editorial@elearningeuropa.info

Invited Editor:
Alain Nicolas, Versailles Saint-Quentin-en-Yvelines University (France)
Alain.nicolas@uvsq.fr

(leer más…)

Fuente: [elearningpapers]
p.d.: 23-jun-08. Gracias por tu ayuda Joaquin, y por detectar el error….

Online Training for Online Faculty by Ron Thomas

Ya conocéis mi gusto por las listas, aquí va una de ocho puntos, recogida de Campustechnology y titulada Online Training for Online Faculty . By Ron Thomas. Sólo apunto los encabezamientos para leer cada punto al post original.

A checklist of the best strategies for designing and delivering online courses to train online faculty.


1. Train faculty on the same platform their students will use.
2. Provide multiple safety nets for faculty during and after their training.
3. Provide multiple ways of learning for multiple learning styles.
4. Stretch the faculty members’ skills and challenge their preconceptions.
5. Be a role model of desired teaching behaviors for online faculty (but even more so).
6. Your organization skills will be tested as an online faculty trainer.
7. Remain open to feedback from your faculty trainees.
8. Online instructor trainees must get practice with their writing skills.

(leer más…)

Fuente: [campustechnology]

Going Live: Best Practices in Online Synchronous Training

Going Live: Best Practices in Online Synchronous Training		February 8, 2007
12 PM Eastern, 9 AM Pacific		45 Minutes

Description:
Many organizations are introducing online synchronous learning – in the form of real-time web conferencing – into their training mixes. It offers some of the convenience and reach of traditional asynchronous web training (learners can participate from anywhere), combined with the intimacy and immediacy of classroom training (instant interaction and feedback).

However, as with any type of training approach, good online synchronous learning experiences do not just happen. These types of training interventions take careful planning to properly organize and execute. There are many potential pitfalls to be avoided. function ValidateForm(the_email){ if (document.LayoutRegion1FORM.email.value == »){ alert(‘Please enter your Email address.’) document.LayoutRegion1FORM.email.focus() return (false); } return (true); } (leer más…)

Fuente: [elearn campus]

tags: e-learning, aprendizaje, web2.0, blog, web 2.0

The Trainer’s Application of Vygotsky’s "Zone of Proximal Development" to Asynchronous Online Training of Faculty Facilitators

Dorette Sugg Welk, PhD, RN
Faculty Online, University of Phoenix , Phoenix , Arizona
and Faculty Emeritus, Bloomsburg University , Bloomsburg , PA

Faculty members require training when they first learn how to teach in a specific online format. Such training introduces them to the technical features that will allow an exchange of information, discussions, and course materials and to how to use these features to advance student learning. Since online education can be defined and approached in numerous ways, several terms require definition to set the context for this paper.
«Online» education can mean asynchronous or no real-time interactions, synchronous or live simultaneous interactions, or a combination. Messages that students post independently at any hour of the day or night in response to discussion questions or topics are asynchronous; posts done in a Chat-Room in real-time with class members or the class as a cohort are synchronous. While typically used in live classroom situations, the term «interaction» can apply to both types of online formats because the response author writes with an intended reader in mind (faculty and classmates) where words are also meant to engage the reader in thinking and return response activities.
The term «faculty facilitator» denotes a faculty role for promoting learning in a student-centered environment; the faculty facilitator is responsible for sufficient course design and structure to help the student meet the objectives but there is less of a dominant teacher emphasis. A faculty facilitator is expected to address each student’s learning needs and level of knowledge, attitudes, or skills consistent with the course objectives and promote learning through typed responses. A faculty facilitator might be viewed more as a «guide on the side» than as a «sage on the stage» (King, 1993). The administrator at the institution delivering the online education hires trainers with background and experience in the system to train such faculty facilitators in its use. The trainer is in essence the first leg of a relay of information from the trainer to the facilitator to the students that facilitator will eventually teach. In this paper, the trainer is presented only as training a group of prospective faculty facilitators in the asynchronous type of online learning. (leer más…)

Fuente: [westga.edu]

tags: e-learning, aprendizaje, web2.0, zdp, web 2.0