scholarly journals Examining the Effectiveness of Simulated Interpreting Projects: Students’ Perspectives

2019 ◽  
Vol 11 (2) ◽  
pp. 118
Author(s):  
Wan Hu
Keyword(s):  
Learning Experience ◽  
Real Life ◽  
Empirical Support ◽  
Education And Training ◽  
Interpreter Education ◽  
Fresh Perspective ◽  
Changing Attitudes ◽  
Industry Needs ◽  
And Training ◽  
Practical Implications

In recent decades, bridging the gap between university-based interpreting teaching and industry needs has been increasingly important as an emerging area of interpreter education and training. Many interpreter educators and practitioners have introduced authentic interpreting practices (e.g. mock conference, role-play, conference observation, field training) into their classrooms and received positive feedback from student interpreters. This study investigates the use of simulated interpreting projects, which have been designed by the interpreter trainer to make student interpreters’ learning more stimulating and effective. Findings from this empirical study have demonstrated that the simulated interpreting projects not only enhanced student interpreters’ skills for and knowledge about the interpreting profession, but also cultivated their vocational skills and investigation capabilities which are crucial for many other professions. This research contributes to the current understanding of enhancing student interpreters’ learning experience via real-life activities. It introduces a fresh perspective for designing an investigative learning model for student interpreters. It also has practical implications for interpreting pedagogy, offering theoretical and empirical support for the changing attitudes and approaches in interpreter education and training.

scholarly journals Exploring the Effects of Adult and Community Education and Training on Economic Development of Women, in South Africa

2017 ◽  
Vol 13 (22) ◽  
pp. 94 ◽  
Author(s):  
Sampson Tawiah
Keyword(s):  
South Africa ◽  
Economic Development ◽  
Rural Communities ◽  
Rural Women ◽  
Community Education ◽  
Real Life ◽  
Education And Training ◽  
Study Data ◽  
Educationally Disadvantaged ◽  
And Training

In South Africa, Adult and Community Education and Training (ACET) is established to cater for the educationally disadvantaged individuals, especially rural women, hence, ACET programmes are running in the country nationally. One of the aims of ACET is to open economic opportunities for women; however, the majority of rural women are still performing poorly economically. This empirical study aimed to explore the effect of ACET on the economic development of women in the Lusikisiki district of South Africa. A qualitative approach in the form of a case study design was used for the study to help the researcher relate to the real life circumstances of the women. Purposive sampling was used to select 35 participants from a population of 115. The participants were selected because they had wealth of information and could explain better the phenomenon under study. Data collection instruments used were face to face individual interviews which were audio recorded with the consent of participants. The major findings of the investigation include the following: inadequate learning resources available to women; inadequate skills development programmes provided and skeptical perception of the economic benefit of ACET to women. The study suggested that the programmes of ACET should be restructured and skills driven to meet the needs of women, especially in rural communities.

scholarly journals Questioning the Scope of AI Standardization in Learning, Education, and Training

2020 ◽  
pp. 107-122
Author(s):  
Jon Mason ◽  
Bruce E. Peoples ◽  
Jaeho Lee
Keyword(s):  
Artificial Intelligence ◽  
Public Discourse ◽  
Mixed Reality ◽  
Hot Spot ◽  
Learning Experience ◽  
Education And Training ◽  
Information And Communications Technology ◽  
Offline Learning ◽  
Human Ethics ◽  
And Training

Well-defined terminology and scope are essential in formal standardization work. In the broad domain of Information and Communications Technology (ICT) the necessity is even more so due to proliferation and appropriation of terms from other fields and public discourse – the term ‘smart’ is a classic example; as is ‘deep learning’. In reviewing the emerging impact of Artificial Intelligence (AI) on the field of Information Technology for Learning, Education, and Training (ITLET), this paper highlights several questions that might assist in developing scope statements of new work items.While learners and teachers are very much foregrounded in past and present standardization efforts in ITLET, little attention has been placed until recently on whether these learners and teachers are necessarily human. Now that AI is a hot spot of innovation it is receiving considerable attention from standardization bodies such as ISO/IEC, IEEE and pan-European initiatives such as the Next Generation Internet. Thus, terminology such as ‘blended learning’ necessarily now spans not just humans in a mix of online and offline learning, but also mixed reality and AI paradigms, developed to assist human learners in environments such as Adaptive Instructional Systems (AIS) that extend the scope and design of a learning experience where a symbiosis is formed between humans and AI. Although the fields of LET and AI may utilize similar terms, the language of AI is mathematics and terms can mean different things in each field. Nonetheless, in ‘symbiotic learning’ contexts where an AIS at times replaces a human teacher, a symbiosis between the human learner and the AIS occurs in such a way where both can exist as teacher and learner. While human ethics and values are preeminent in this new symbiosis, a shift towards a new ‘intelligence nexus’ is signalled where ethics and values can also apply to AI in learning, education, and training (LET) contexts. In making sense of the scope of standardization efforts in the context of LET based AI, issues for the human-computer interface become more complex than simply appropriating terminology such as ‘smart’ in the next era of standardization. Framed by ITLET perspectives, this paper focuses on detailing the implications for standardization and key questions arising from developments in Artificial Intelligence. At a high level, we need to ask: do the scopes of current LET related Standards Committees still apply and if not, what scope changes are needed?

scholarly journals An Evaluation of a Mental Toughness Education and Training Program for Early-Career English Football League Referees

2015 ◽  
Vol 29 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Liam A. Slack ◽  
Ian W. Maynard ◽  
Joanne Butt ◽  
Peter Olusoga
Keyword(s):  
Training Program ◽  
Education And Training ◽  
Early Career ◽  
Mental Toughness ◽  
Multiple Baseline ◽  
Single Subject ◽  
Validation Data ◽  
Baseline Phase ◽  
And Training ◽  
Practical Implications

The present study evaluated the effectiveness of a Mental Toughness Education and Training Program (MTETP) in elite football officiating. The MTETP consisted of four individual and two group-based workshops designed to develop mental toughness (MT) and enhance performance in three English Football League (EFL) referees. Adopting a single-subject, multiple-baseline-across-participants design, MT and referee-assessor reports were evaluated. Self and coach-ratings of MT highlighted an instant and continued improvement in all three referees during the intervention phases. Performance reports of all referees improved throughout the intervention phases compared with the baseline phase. Social validation data indicated that an array of strategies within the MTETP facilitated MT development. Discussions acknowledge theoretical and practical implications relating to the continued progression of MT interventions in elite sport.

Public Tourism Education and Training in Greece

2010 ◽  
Vol 24 (2) ◽  
pp. 115-120 ◽  
Author(s):  
Anna Diplari ◽  
Irini Dimou
Keyword(s):  
Education And Training ◽  
Training System ◽  
Educational Institutions ◽  
Perceived Need ◽  
Tourism Education ◽  
Tourism Studies ◽  
Tourism Enterprises ◽  
Industry Needs ◽  
The Relationship ◽  
And Training

The authors examine the Greek public tourism education and training system and its structure in order to identify whether there is a need for restructuring and development. To this end, they assess the relationship between the knowledge and skills provided and the requirements of the labour market and the needs of tourism enterprises with regard to specialized personnel. First, they outline the current situation in the Greek public tourism education and training system. They then describe a primary research project carried out (a) among graduates of tourism studies from all educational levels and (b) among tourism executives (directors and personnel managers). The data analysis suggests that the present level of tourism education in Greece is considered satisfactory. However, there is a perceived need for more practice-oriented elements in the curriculum and it is suggested that tourism education departments should restructure their curricula with a view to introducing more practical work, more educational visits to firms and industrial placements of longer duration. The tourism education system in general also needs to be better articulated, preferably with just one overseeing authority. Finally, collaboration between educational institutions and tourism-related bodies, both state-owned and private-sector, is to be encouraged as it will bring benefits to curriculum content and the matching of tourism qualifications with current industry needs.

scholarly journals Program Coherence and Integration of School- and Work-Based Learning in the Icelandic Dual Vocational Education and Training (VET) System

2020 ◽  
Vol 10 (11) ◽  
pp. 314
Author(s):  
Elsa Eiríksdóttir
Keyword(s):  
Vocational Education ◽  
Learning Experience ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Effective Implementation ◽  
Five Factors ◽  
Recent Graduates ◽  
Integration Of Learning ◽  
And Training

This study examines how recently graduated journeymen, vocational teachers, and workplace trainers view the integration between learning at school and at work in a dual vocational education and training (VET) system, and how these views might be influenced by the duration and the sequencing of school- and work-based learning periods. Research indicates that effective implementation of the dual VET system is contingent upon successful integration of learning experience at the two venues. Recent graduates, workplace trainers, and teachers in all 51 certified trades answered an electronic questionnaire (667 participants, response rate 24%). Factor analysis of responses to 22 statements resulted in the identification of five factors. Findings show that the learning venues were parallel rather than integrated. Communication and collaboration between teachers and workplace trainers were limited and recent graduates, in particular, did not experience the program as a coherent whole. The results also showed important variations in the perspectives of the three groups of participants. The duration of the workplace learning period was not found to be associated with perceptions of program integration. Some limited effects of sequencing were found, but no clear pattern emerged. This study adds to knowledge on learning and integration, and indicates possible ways of improving program coherence and integration in a dual VET system.

Entrepreneurship and innovation

2015 ◽  
Vol 57 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Alex Maritz ◽  
Jerome Donovan
Keyword(s):  
Design Methodology ◽  
Training Programs ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Points Of View ◽  
And Training ◽  
Practical Implications ◽  
Specific Learning ◽  
Innovation And Entrepreneurship

Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

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