Adult Learning in the Transformational Environments of the Digital Revolution: Connecting Theory and Practice

The purpose of this study was to investigate the learning preferences and the post-secondary educational experiences of a group of Net-Gen adult learners, aged between 18 and 35, currently working in the knowledge economy workplace, and their assessment of how adequately they were prepared to meet the requirements of the knowledge economy workplace. This study utilized an explanatory mixed-method research design. Participants completed a questionnaire providing information on their self-reported learning style preferences, their use of digital tools for formal and informal learning, their use of digital technologies in postsecondary educational experiences, and their use of digital technologies in their workplace. Four volunteers from the questionnaire respondents were selected to participate in interviews based on the diversity of their experiences in higher education, including digital environments, and the diversity of their knowledge economy workplaces. Data collected from the questionnaire were analyzed for descriptive and demographic statistics, and categorized so that common patterns could be identified from information gathered from the online questionnaire and interviews. Findings based on this study indicated that these Net-Gen adult learners were fluent with all types of digital technologies in collaborative environments, expecting their educational experiences to provide a similar experience. Participants clearly expressed an understanding that digital/collaborative aptitudes are essential to successful employment in the knowledge economy workplace. The findings of this study indicated that the majority of participants felt that their post-secondary educational experiences did not adequately prepare them to meet the expectations of this type of working environment.

Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif

La présente recherche porte sur la lecture littéraire dans un contexte d’enseignement primaire et concerne plus précisément les albums jeunesse qui favorisent le développement des habiletés interprétatives. Il s’agit d’une recherche-développement qui comporte trois objectifs. Le premier objectif consiste à développer un outil pour analyser les procédés narratifs des albums jeunesse et y cerner les éléments propices au travail interprétatif. Le second objectif vise à mettre à l’essai l’outil d’analyse afin d’en mesurer la validité et la fidélité, alors que le dernier objectif consiste à élaborer, à l’aide de l’outil développé, un répertoire d’albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire. La méthodologie mise en œuvre afin d’atteindre les trois objectifs a d’abord permis d’analyser les besoins, c’est-à-dire, les finalités et les utilisateurs de l’outil d’analyse, puis d’en concevoir et d’en élaborer une première version, de la mettre à l’essai afin d’en évaluer la validité auprès d’experts, avant d’en produire une deuxième version, d’en évaluer la fidélité à l’aide de codeurs et finalement, d’en produire une troisième puis une quatrième version afin d’élaborer un répertoire d’albums jeunesse québécois propices au travail interprétatif. Bien que la mise à l’essai ne permette pas de conclure de façon tout à fait satisfaisante à propos de l’objectivité des indicateurs de l’outil développé, l’analyse des commentaires des experts permet d’affirmer que les indicateurs de l’outil d’analyse présentent un très haut degré de pertinence, ce qui donne à penser que l’outil développé de même que le répertoire de quinze albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire élaboré, dans le cadre de cette recherche, peuvent s’avérer de premiers outils utiles et pertinents pour le milieu scolaire.

Economics of Human Resource Planning With Special Reference to Higher Education in Kerala

Ongoing changes in global economic structure along information revolution have produced an environment where knowledge and skills or education and training are considered increasingly valued commodities. This is based on the simple notion that nation’s economic progress is linked to education and training. This idea is embodied in the theory of human capital, according to which the knowledge and skill found in labour represents valuable resources for the market. Thus the important assumptions of the Human capital theory are 910 Human capital is an investment for future (2) More training and education leads to better work skills (3) Educational institutions play a central role in the development of human capital(4) the technological revolution is often cited as the most pressing reason why education and knowledge are becoming valuable economic commodities . The objectives of the present study are, the investment and institutional or structural framework of higher education in Kerala, the higher education market and the strengths and weakness of supply demand conditions , cost and the benefits of higher education in Kerala , impact of recent policy changes in higher education,need for expanding higher education market to solve the grave problem of Un employment on the basis of as systematic manpower planning and the higher education and its association with income and employment.

Gone with the internet - How the old education was lost

Despite its young history, Computer Science Education has seen a number of "revolutions". Being a veteran in the field, the author reflects on the many changes he has seen in computing and its teaching. The intent of this personal collection is to point out that most revolutions came unforeseen and that many of the new learning initiatives, despite high financial input, ultimately failed. The author then considers the current revolution (MOOC, inverted lectures, peer instruction, game design) and, based on the lessons learned earlier, argues why video recording is so successful. Given the fact that this is the decade we lost print (papers, printed books, book shops, libraries), the author then conjectures that the impact of the Internet will make this revolution different from previous ones in that most of the changes are irreversible. As a consequence he warns against storming ahead blindly and suggests to conserve - while it is still possible - valuable components of what might soon be called the antebellum age of education.

WAIS seminar: Computer Science, the Revolution in Schools

Tuesday 22nd April 2014 Speaker(s): Sue Sentance Organiser: Leslie Carr Time: 22/04/2014 15:00-16:00 Location: B32/3077 File size: 698 Mb Abstract Until recently, "computing" education in English schools mainly focused on developing general Digital Literacy and Microsoft Office skills. As of this September, a new curriculum comes into effect that provides a strong emphasis on computation and programming. This change has generated some controversy in the news media (4-year-olds being forced to learn coding! boss of the government’s coding education initiative cannot code shock horror!!!!) and also some concern in the teaching profession (how can we possibly teach programming when none of the teachers know how to program)? Dr Sue Sentance will explain the work of Computing At School, a part of the BCS Academy, in galvanising universities to help teachers learn programming and other computing skills. Come along and find out about the new English Computing Revolution - How will your children and your schools be affected? - How will our University intake change? How will our degrees have to change? - What is happening to the national perception of Computer Science?

Análisis de la Política Exterior rusa enmarcada en el concepto de “Espacio Post-soviético”, a la luz de la teoría de Realismo Clásico de Hans Morgenthau durante los dos periodos de Vladimir Putin, 2000 A 2008

La Política Exterior rusa ha tenido un giro sustancial con la llegada de Vladimir Putin en el año 2000. En consecuencia, esto se ve reflejado en las acciones tomadas por el Kremlin con las revoluciones de Ucrania (Revolución Naranja) y Georgia (Revolución de las Rosas). La apuesta de los dos mandatos de Putin era claramente influenciar su zona geográficamente más cercana, es decir el "Espacio Post-soviético".

Technical education in England, Germany and France in the nineteenth century: a comparison

Este documento describe el desarrollo de la educación técnica en Inglaterra, Alemania y Francia durante el siglo XIX, contrastando sus similaridades y diferencias. También analiza el papel del Estado en la provisión de educación técnica en estos países. El artículo sugiere que el alto estándar científico y técnico en la enseñanza, contribuyó significativamente para que el país se convirtiera en una potencia económica. Por ejemplo, la creciente superioridad técnica de los alemanes sobre los británicos en actividades como producción química, tinturas, hierro y acero, ha sido atribuida al hecho de que los británicos persistieron en el uso de métodos empíricos que representaban una barrera para alcanzar mejoras y adaptación, mientras que los alemanes desarrollaron un sistema de educación universitario y politécnico con fuertes lazos industriales que le permitían convertirse en la potencia industrial mas grande de Europa al inicio del Siglo XX.

Russia in war and revolution : Russia 1900-1924.

Se examinan las malas condiciones de vida en las que se encontraba la población rusa a principios del siglo XX, y lo poco que el gobierno zarista hizo para mejorarlas. Se describen los acontecimientos que llevaron a los bolcheviques al poder en 1917 y cómo Lenin obtuvo el control del país, introdujo una nueva política económica y una nueva constitución. Incluye fragmentos de fuentes históricas originales, así como, material de aprendizaje activo: ejercicios, preguntas, y pruebas.

Citizens' minds. Teacher's book : the French Revolution.

Es un recurso para el profesor basado en el libro del alumno, que le ayuda a planificar el estudio. Utiliza preguntas de carácter muy general, para dar a los estudiantes una visión de conjunto y en profundidad de los acontecimientos históricos.

France in revolution.

Se adapta su contenido a las especificaciones AS y A2 de 2008 de todos los tribunales examinadores. Estudia las causas de la Revolución Francesa, su impacto político, social y económico y el establecimiento del Terror. También, se incluye un capítulo adicional sobre el dominio napoleónico en Francia entre 1799 y 1815. Contiene fechas clave, términos y temas, perfiles biográficos, resúmenes esquemáticos, fuentes literarias y síntesis de los principales debates historiográficos.

Edexcel AS History: Russia in Revolution 1881-1924 , from Autocracy to Dictatorship.

Esta guía ha sido escrita por un examinador y explica los requisitos de cada unidad, resume el contenido relevante de cada unidad e incluye una serie de preguntas y respuestas. Cumple los requisitos establecidos para aprobar el examen de historia del nivel Edexcel AS que pertenece al segundo ciclo de enseñanza secundaria. El tema principal del libro es Rusia en la revolución, 1881-1924, de la autocracia a la dictadura, los otros temas del libro son: Rusia en 1881, la realización de la revolución 1881-1905, la revolución de 1905, la caída del régimen zarista 1905-17, el fracaso del gobierno provisional de 1917, Lenin en el poder: 1917-24.

Who adopts Green Revolution (GR) technology in Ghana?

Sub-Saharan Africa in general and Ghana in particular, missed out on the Green revolution. Efforts are being made to re-introduce the revolution, and this calls for more socio-economic research into the factors influencing the adoption of new technologies, hence, this study. The study sought to find out how socio-economic factors contribute to adoption of Green revolution technology in Ghana. The method of analysis involved a maximum likelihood estimation of a probit model. The proportion of Green revolution inputs was found to be greater for the following: households whose heads had formal education, households with higher levels of non-farm income, credit and labor supply as well as those living in urban centers. It is recommended that levels of complementary inputs such as credit, extension services and infrastructure are increased. Also, households must be encouraged to form farmer-groups as an important source of farm labor. Furthermore, the fundamental problems of illiteracy must be addressed through increasing the levels of formal and non-formal education; and the gap between the rural and urban centers must be bridged through infrastructural and rural development. However, care must be taken to ensure that small-scale farmers are not marginalized, in terms of access to these complementary inputs that go with effective adoption of new technology. With these policies well implemented, Ghana can catch up with her Asian counterparts in this re-introduction of the revolution.

Adoption of green revolution services and poverty reduction in Ghana

In Sub-Saharan Africa (SSA) the technological advances of the Green Revolution (GR) have not been very successful. However, the efforts being made to re-introduce the revolution call for more socio-economic research into the adoption and the effects of the new technologies. The paper discusses an investigation on the effects of GR technology adoption on poverty among households in Ghana. Maximum likelihood estimation of a poverty model within the framework of Heckman's two stage method of correcting for sample selection was employed. Technology adoption was found to have positive effects in reducing poverty. Other factors that reduce poverty include education, credit, durable assets, living in the forest belt and in the south of the country. Technology adoption itself was also facilitated by education, credit, non-farm income and household labour supply as well as living in urban centres. Inarguably, technology adoption can be taken seriously by increasing the levels of complementary inputs such as credit, extension services and infrastructure. Above all, the fundamental problems of illiteracy, inequality and lack of effective markets must be addressed through increasing the levels of formal and non-formal education, equitable distribution of the 'national cake' and a more pragmatic management of the ongoing Structural Adjustment Programme.