scholarly journals Developing of Human Resources in E-learning and Practical Experience in its implementation

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Tamar Gogoladze ◽  
Natia Zhozhuashvili ◽  
Elene Khojevanishvili ◽  
Ana Tsiklauri
Keyword(s):  
Human Resources ◽  
Practical Experience ◽  
E Learning

Entdecken und Entwickeln von Praxiswissen mit PATONGO-Storm

i-com ◽  
2012 ◽  
Vol 11 (1) ◽  
pp. 46-52
Author(s):  
Till Schümmer ◽  
Martin Mühlpfordt
Keyword(s):  
Organizational Learning ◽  
Practical Knowledge ◽  
Practical Experience ◽  
Learning Tool ◽  
Evangelical Church ◽  
Positive Effects ◽  
E Learning ◽  
Organizational Exchange

Summary An important factor for individual and organizational learning is the identification and the sharing of practical experience. This article presents PATONGO-Storm, a process and an e-Learning tool for supporting workshops that initiate cross-organizational exchange of practical knowledge. The tool collects and relates experiences and challenges. Practitioners with related contributions are then brought into a discourse where they develop solutions for relevant challenges. The approach was validated in the Evangelical Church in Germany (EKD) where it showed first positive effects.

scholarly journals Towards the use of ICT in the training of human resources working in the field of education and training

2014 ◽  
Vol 5 (5Bis) ◽  
Author(s):  
Mohamed Baidada
Keyword(s):  
Human Resources ◽  
Continuing Education ◽  
Information Technologies ◽  
Education And Training ◽  
Teaching Staff ◽  
New Information ◽  
Human Resources Managers ◽  
E Learning ◽  
Training Courses ◽  
And Training

The use of new information technologies has the advantage of supporting all those in charge of any organization in their decisions, and allowing them visibility as quickly as it is relevant to all the important indicators of their system. Human resources managers are using more and more IT tools to better follow the continuing education open for the teaching staff. The number of these training courses and the high number of participating teachers can pose many monitoring and traceability problems. Hence the idea of proposing a model based on e-learning solutions to help adapt the teaching to the learner, and to ensure traceability when switching from one training to another.

Robotics E-Learning Supported by Collaborative and Distributed Intelligent Environments

2020 ◽  
pp. 97-113
Author(s):  
Maki K. Habib
Keyword(s):  
Mixed Reality ◽  
Practical Experience ◽  
Intelligent Environments ◽  
Intelligent Environment ◽  
Realistic Interaction ◽  
Training Mode ◽  
Working Together ◽  
E Learning ◽  
Real Time Tracking ◽  
The Web

Robotics e-learning environment that facilitates tailored learning for individual students studying robotics is developed. The developed collaborative and distributed intelligent environment (CoDIE) enables multi-users to access simultaneously remote and integrated mixed reality facilities through the web. The developed system constitutes a robotic center to help in transferring theoretical knowledge enhanced by simulation and practical experience. It enables realistic interaction by immersing users in a shared 3D CoDIE. The system enables users to do programming, simulations, experiments, manipulating data and objects, diagnostics and analyses, control and monitor actions. Also, users can receive feedback from the system or instructors. The developed system has been implemented and tested using two real manipulators and virtual robots supporting real-time tracking and simulation. Three modes of operations have been implemented, individual robot training mode through virtual robot models, multi-user mode working together, and individual or group-based training by instructor.

Keeping Up with the Corporate University

2005 ◽  
pp. 144-170
Author(s):  
Pamela D. Sherer ◽  
Timothy Shea
Keyword(s):  
Knowledge Management ◽  
Strategic Planning ◽  
Human Resources ◽  
Corporate University ◽  
Corporate Universities ◽  
Internet Resources ◽  
E Learning ◽  
Major Factors ◽  
Key Resources

The number of corporate universities is increasing by leaps and bounds, and the role of corporate universities is rapidly evolving and becoming more tightly integrated with an organization’s strategic planning and assessment. How can HRM faculty and practitioners keep their respective curricula and organizations up to date? The first section of this chapter provides an overview of the current corporate university landscape, discussing the three major factors that influence both their growth and their role in organizations: strategy and human resources, knowledge management, and technology and e-learning. The second section includes an annotated compendium of key resources in each of these areas, especially Internet resources.

Strategic and Organizational Considerations Related to an E-Learning Model

2012 ◽  
pp. 125-137
Author(s):  
Nuria Calvo ◽  
Paolo Rungo ◽  
Ignacio Moreno
Keyword(s):  
Human Resources ◽  
Probit Model ◽  
Organizational Factors ◽  
Economic Incentives ◽  
Organizational Perspective ◽  
Learning Programs ◽  
E Learning ◽  
Bivariate Ordered Probit ◽  
The Impact ◽  
Bivariate Ordered Probit Model

The aim of this chapter is to assess the impact of different organizational factors on the success of e-learning programs, in terms of both self-reported satisfaction and the level of learning. Hence, this study adds to the analysis of the efficacy of e-learning models from an organizational perspective by providing some useful insights, which may help to improve decision-making related to employee’s continuing education and satisfaction. This simulation, using a bivariate ordered probit model, shows that economic and indirect economic incentives play a key role in augmenting the level of both satisfaction and learning. This analysis also considers how efficacy of learning programs may thus improve by linking the human resources development policy with results obtained in e-learning courses.

The Learning Activities Model

2008 ◽  
pp. 75-100
Author(s):  
Richard Caladine
Keyword(s):  
Human Resources ◽  
Training And Development ◽  
Learning Technologies ◽  
Learning Technology ◽  
Flexible Learning ◽  
Electronic Element ◽  
E Learning ◽  
Almost All ◽  
Standard Software

The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology in many subjects now plays a central role and learning management systems (LMSs) are part of the standard software of higher education institutions. However the influence of learning technology has not been limited to education. The literature on human resource management (HRM) recognizes that there are benefits to be gained through the application of some of the techniques and technologies of flexible learning to training and development (Smith, 1992; Wilson, 1999). For example, LMSs are also providing efficiencies to organizations in the development of their human resources. As mentioned earlier in this book, the term flexible learning is used here to refer collectively to the approaches of open, distance, online, and e-learning and to the literature that is concerned with them. More recently terms such as blended learning and e-learning have appeared to refer to learning experiences that incorporate an electronic element. Typically flexible learning or e-learning would involve the use of the learning technologies discussed here.

TRANSFOR-M: A unique transatlantic forestry Master program leading to a dual European and Canadian degree

2013 ◽  
Vol 89 (02) ◽  
pp. 205-210
Author(s):  
Brigitte Leblon ◽  
Heinrich Spiecker ◽  
Jorma Neuvonen ◽  
Marjoriitta Möttönen ◽  
Andreas Hamann ◽  
...  
Keyword(s):  
Environmental Management ◽  
English Language ◽  
Practical Experience ◽  
Graduate Degree ◽  
Language Program ◽  
Master Program ◽  
Key Characteristics ◽  
E Learning ◽  
Canadian Provinces ◽  
Management Approaches

To educate their students in modern sustainable forest and environmental management approaches sensitive to cultural and situational differences, three Canadian (Alberta, British Columbia, New Brunswick) and four European (Albert-Ludwigs- Universität, Freiburg, Germany; University of Eastern Finland, Joensuu, Finland; Swedish University of Agricultural Sciences, Umeå, Sweden; and Bangor University, Wales) universities have developed a new transatlantic forestry Master program leading to a dual European and Canadian post-graduate degree (TRANSFOR-M). The two-year English language program has the following key characteristics: 1) the optimal use of expertise at partner institutions to deliver effective, globally oriented programs in forestry and environmental management; 2) one intensive language course in the language of the host country for the Canadian students; 3) e-learning courses accessible among all partner institutions (and once tested through TRANSFOR-M, to a broader audience); 4) a “thesis” or research project report that is co-supervised by both a Canadian and a European professor; 5) access to work internships to provide practical experience in an international context and increase the employability of the graduate students and 6) two mandatory three-week field courses (one across the four European countries and one across the three Canadian provinces), where all program participants meet.

Integrated Education Programmes Evolution in Poland

2019 ◽  
Vol 583 (8) ◽  
pp. 17-30
Author(s):  
Elżbieta Marek
Keyword(s):  
General Education ◽  
Practical Experience ◽  
Transfer Of Knowledge ◽  
Integrated Education ◽  
Core Curricula ◽  
Fast Pace ◽  
E Learning ◽  
Learning Platforms ◽  
Role Of Parents

One of the aspects of reforming education in Poland is the curricular reform. Since 1999 until today there have appeared four core curricula of the general education (1999, 2009, 2014, 2017) and several programmes of the integrated education. The purpose of the presented research was to show the changes taking place in early childhood education programmes in 21st century. The research used contents analysis of the following documents: the core curricula and teaching programmes. The presented text includes the synthesis of the programmes research that the author has carried out over the past two decades. Research shows that the most new programmes appeared in 1999, nonetheless, the quantity did not always match the quality. Their authors lacked theoretical foundations and practical experience in constructing such programmes. The research shows that the authors of programmes are increasingly aware of the paradigms that should be present in child education, hence the preferred place they give to constructivism. To the positive changes in the programmes I include the following elements:: individualisation of the education process, applying the diversified methods of working with child, change in the position of a teacher manifested in departing from the transfer of knowledge in favour of diagnosing and supporting child development as well as animating the process of discovering knowledge, indicating the role of parents as school partners. Especially noteworthy are the programmes that arose as a result of competitions and projects implemented in our country. Unfortunately, the fast pace of transformations causes that they have not been disseminated, and their interestingly developed e-learning platforms have disappeared from the Internet. The analysis of the programmes that were created in 2017 shows that they have regressed.

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