work-based learning (WBL)

Noticias

Invitation to E-ViEW webinar series on work-based learning in December

28 Noviembre 2012

On behalf of the E-ViEW project team who have been actively engaged in the development of a European Virtual Campus aimed at work based learners, I would like to invite you to take part in the webinar series we are organising in December to present the outcomes of the project.

The time table for this series is as follows:

  • Wednesday 5 December 16:30 - 17:30 CET - Defining the needs of work-based learners - results of the research work carried out by the E-ViEW team
  • Wednesday 12 December 16:30 - 17:30 CET - Supporting the needs of work-based learners on a national level - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK
  • Wednesday 19 December 16:30 - 17:30 CET - Building and supporting a European Virtual Campus for work-based learners that enables cross-border collaboration - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK

You are very welcome to take part in the complete series or a single webinar of your choice. Participation is free but you need to register online to be sure of a place.

 

Further information about E-ViEW is available here: http://www.e-view-project.eu.

To register online: http://www.e-view-project.eu/invitation-december-webinar-series-creating-european-virtual-campus-aimed-work-based-learners

work-based learning (WBL), e-view
Noticias

EU calls for immediate action to drive down youth unemployment

28 Diciembre 2011

The new 'Youth Opportunities Initiative', adopted by the Commission, calls on Member States to work on preventing early school leaving; helping youngsters develop skills relevant to the labour market; ensuring work experience and on-the-job training and helping young people find a first good job.

The Commission is also urging Member States to make better use of the European Social Fund which still has €30billion of funding uncommitted to projects. In addition, the Commission has put forward a set of concrete actions to be financed directly by EU funds.

In detail

The main actions financed directly by the Commission in the new 'Youth Opportunities initiative' are:

  • using €4m to help Member States set up 'youth guarantee' schemes to ensure young people are either in employment, education or training within four months of leaving school;
  • dedicating € 1.3 million to support the setting up of apprenticeships through the European Social Fund. An increase of 10% by the end of 2013 would add a total of 370,000 new apprenticeships;
  • using €3m of the European Social Fund Technical Assistance to support Member States in the setting up of support schemes for young business starters and social entrepreneurs;
  • gearing funds as much as possible towards placements in enterprises and targeting at least 130,000 placements in 2012 under ERASMUS and Leonardo da Vinci,
  • providing financial assistance in 2012-2013 to 5,000 young people to find a job in another Member State through the 'Your first EURES job' initiative
  • reinforcing the budget allocation for the European Voluntary Service in order to provide at least 10,000 volunteering opportunities in 2012
  • presenting in 2012 a framework for high quality traineeships in the EU
  • ensuring around 600 further exchanges under Erasmus for entrepreneurs in 2012.

 

Communication: Youth Opportunities Initiative

Summary - EU Youth Opportunities Initiative

youth, new skills, employability, work-based learning (WBL)
Artículos

Formation à distance : quand le tutorat s’adapte à l’industrialisation

03 junio 2011

Dans notre article « Formation e-learning : quand industrialisation rime avec qualité », nous faisions mention de la possibilité et même de la nécessité pour certaines entreprises, d’industrialiser la production de leur formation à distance. Une manière pour elles de pallier les difficultés à introniser une méthode de formation qui requiert l’alliance de compétences pédagogiques, technologiques et humaines. Le tutorat adapté à la formation à distance doit s’accorder avec cette industrialisation du e-learning. Peut-on alors parler d’industrialisation du tutorat ?

Industrialisation de la formation à distance et tutorat, les craintes

Les études révèlent une constante progression de la part de la formation à distance, en comparaison à l’ensemble du marché de la formation. Alors que la formation à distance effraie encore de nombreuses structures, l’idée d’industrialisation du tutorat n’est pas pour convaincre les plus réticents. Cette notion insinue la potentielle disparition des interactions humaines entre le tuteur et les apprenants, au profit d’une médiation exclusivement technologique.En formation à distance, on distingue quatre types de tutorat. Trois d’entre eux nécessitent forcément de l’interaction humaine pour assurer le suivi des apprenants, l’autre pas :
 
- Le tutorat proactif
Objectif : cadrer les apprenants, les relancer et les motiver, envoyer et corriger des activités. Ces actions peuvent s’effectuer de manière automatiquement par le biais d’une plateforme de formation. (rapport informatisé)
 
- Le tutorat réactif
Objectif : conseiller et répondre aux questions à la demande des apprenants. Le tuteur attend d’être sollicité pour réagir sur le contenu pédagogique. (rapport humain)
 
- Le tutorat technique
Objectif : guider les tuteurs dans la conception des ressources et permettre aux apprenants l’accès à ces mêmes ressources, par exemple en résolvant les problèmes de connexions. (rapport humain via une hotline)
 
- Le tutorat communautaire
Objectif : construire et animer un espace communautaire, alimenter  et organiser un forum, etc. (rapport humain)
 
Tutorat industrialisé, les atouts à exploiter
Avec le e-learning, le tutorat a évolué. Le e-tuteur doit profiter des nouveaux outils de la formation à distance, notamment de la plateforme LMS, pour : accompagner les apprenants lors de leur parcours de formation ; former et rassurer sur l’utilisation des outils informatiques ; évaluer et analyser les résultats ; mais aussi motiver tout simplement. Lorsqu’une partie du tutorat (pro-actif) est administrée par une plateforme LMS, le tuteur a plus de temps pour se concentrer sur l’essentiel : les aspects pédagogiques (tutorat réactif et communautaire). Il délègue à la machine les tâches non pédagogiques qui sont gérées automatiquement. Toutefois, un tuteur tout à fait compétent dans le domaine du présentiel n’a pas spontanément les clés pour manager une formation à distance. Pour satisfaire cette demande, le nombre de formations au e-tutorat ne cesse de croître et répond aux exigences pédagogiques de ce nouveau métier.
 
eLearning programme, e-learning, formation à distance, , logiciels, Informal learning, work-based learning (WBL), Blended, Creativity, formation professionnelle
Artículos

Invisible Learning towards a new ecology of education

18 Mayo 2011

"The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction."

 

The first edition of the book has been published in Spanish.

 

The authors of this work are:

Cristóbal Cobo (PhD) University of Oxford. 

John Moravec (PhD) University of Minnesota.

 

Book summary
In the first chapter, we introduce the Invisible Learning concept, and how it developed from the authors’ previous collaborations.  We also share sets of 21 st century skills and competencies that others have identified that integrate into the Invisible Learning framework.
 
the second chapter explores studies developed by research institutions, including the World Bank and OECD, that involve the invisibilization of technologies and the development of digital skills as they relate to educational policies are reviewed in the second chapter.  Moreover, this is tied into a broader “Invisible Learning” framework of personal knowledge development and creating capacities to act on knowledge in purposive ways (innovation).
 
In Chapter 3, we outline the problems surrounding Invisible Learning.  We frame it within a “Society 1.0 – Society 3.0” framework that illustrates our transformation from industrial societies to knowledge societies, and now on to innovation‐centered societies.  Our challenge today is to create “Education 3.0” that meets the needs of a post‐1.0 society. 
 
More specific examples of Invisible Learning are discussed in Chapter 4.  The ideas of lifelong learning, incidental learning, and ubiquitous learning are invitations, from very different perspectives, to find patterns more flexible, innovative and creative learning that can happen anytime, anywhere – and are generative within a “continuum” of experiences based on diverse interactions in different contexts.
 
In Chapter 5, we highlight tools and methods to create preferred futures for education.  The need to stay “ahead of the curve” requires new approaches that enable us to think about the future … and act.
 
Finally, in the sixth chapter, we further discuss the Invisible Learning project and summarize contributions from others (including links to submitted papers that will be published on the Invisible Learning website).  We wrap up by iterating that the development of the Invisible Learning paradigm is incomplete, and provide a list of steps for action and identify pathways for continuing the conversation.

 

Informal learning, Blended, , work-based learning (WBL), Creativity