Comparing the Army's 88M Advanced Individual Training Course to a Civilian Vehicle Operator Training Course

1999 ◽  
Author(s):  
William G. Howard
Keyword(s):  
Operator Training ◽  
Training Course ◽  
Individual Training

РОЗВИТОК НАВИЧОК АУДІЮВАННЯ В МЕЖАХ Е-КУРСУ

2019 ◽  
pp. 296-301
Author(s):  
В. М. Гальченко ◽  
Т. М. Лисенкова
Keyword(s):  
Training Program ◽  
Quantitative Assessment ◽  
Electronic Format ◽  
Teaching Tools ◽  
Training Course ◽  
Listening Skill ◽  
Cognitive Activities ◽  
Individual Training

The study concerns creating a training course, Smart English Online; principles of organization of educational and cognitive activities of students, aimed at developing competence in the field of listening. The structure of the listening course for level B2 have been defined; types of tasks; strategies, methods and teaching tools have been developed. The difficulties encountered by students in coping with listening skill as well as ways to overcome them have been described in various ways. The course have been built on the interactive Moodle platform and intended on the preparation of our students for taking FCE level B2 exam. The final quantitative assessment of the listening effectiveness on the basis of speed, completeness and accuracy of the solution is displayed in the evaluation zone of an individual training program presented in the electronic format Progress Bar LTC.

Definition and Assessment of Competences in the Context of the European Diploma in Psychology

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe
Keyword(s):  
Professional Competence ◽  
Professional Psychology ◽  
European Standard ◽  
Course Content ◽  
Training Course ◽  
And Training ◽  
Oriented Approach

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?

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