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Web 2.0 training needs analysis for novice researchers.
Abstract
Published in Proceedings of EDULEARN, International Conference on Education and New Learning Technologies, 4-7 July, 2010, Barecelona, Spain.
... These summer schools have been conducted since 2008 and, in addition to professional scientific research, always contain methodical and sociocultural activities. The sum-mer school was first funded as a so-called intensive program by DAAD 2008-2010and OEAD 2012-2014 In 2013, support from the European Social Funds was obtained. The Franco-German University was funding a project for the implementation of a conference for doctoral students in 2014, supplemented by a bilateral Erasmus cooperation. ...
... 2012. These three aspects require appropriate contact information and tools for cooperation and communication (Mohamed and Köhler 2010). Important elements of the structured program E&T include colloquiums, first carried out biweekly and since 2013 weekly during each semester, the summer school, the E-Learning platform with a videoconferencing solution for location-independent participation in the colloquium, a community function, domain-specific selflearning modules, and regular individual consultation appointments with the doctoral supervisor . ...
Which opportunities for academic qualification are available to young researchers in the interdisciplinary and transdisciplinary field of research in Education Science and related Media Technology Research? Junior researchers in this particular field often face the problem of not being able to find suitable theoretical access to the pursued doctoral subject. In many research centers, one may also find the expectation of successfully processing externally funded projects as a priority, before the issue of one’s own personnel development can be sufficiently taken into account. As an approach to dealing with such challenges, the doctoral program “Education & Technology” has been developed. It allows further internationalizing and structuring of the doctoral training with the aim of improving the scientific quality, international scientific competitiveness, and the individual feasibility of doctoral projects in the respective domain of media and education in a generalizable way.
... 2012. These three aspects require appropriate contact information and tools for cooperation and communication (Mohamed and Köhler 2010). Important elements of the structured program E&T include colloquiums, first carried out biweekly and since 2013 weekly during each semester, the summer school, the E-Learning platform with a videoconferencing solution for location-independent participation in the colloquium, a community function, domain-specific selflearning modules, and regular individual consultation appointments with the doctoral supervisor . ...
This open access volume presents papers on vocational education, project-based learning and science didactic approaches, illustrating with sample cases, and with a special focus on Central Asian states. Thematically embedded in the area of Technical Vocational Education and Training (TVET), the book examines the following main topics: project-based learning (PBL), specific didactics with a linkage to food technologies and laboratory didactics, media and new technologies in TVET, evaluation of competencies including aspects of measurement, examination issues, and labour market and private sector issues in TVET, and research methods with a focus on empirical research and the role of scientific networks. It presents outcomes from TVET programmes at various universities, colleges, and teacher training institutes in Central Asia.
... A structured questionnaire together with discussions in small and large groups was used in the research on the training needs (Garcia et al. 2010) of health care professionals working at Peruvian governmental institutions. Survey data from Egyptian novice researchers in the form of an online questionnaire were collected in order to help framing the research students' training programs (Mohamed and Koehler 2010). ...
The survey on the training and professional development needs of Lithuanian publishers was designed and conducted. The pilot research showed that publishers in Lithuania have an interest in professional training. According to the results, the need for training among the employees of Lithuanian publishing houses depends on the previous training experience: the more training courses the employee had before, the greater need for training he/she expresses. 82% of publishing house employees from four different fields agreed and strongly agreed on the need for training. Very few employees would like to pay for training by themselves. The identified need for training appears to reflect the nature of the problems encountered in the publishing field in Lithuania: Copyright, Law & Rights is the most wanted training topic among managing directors. The list of preferred topics for training can be used as the grounds for creating a supply of publishing training courses.
Предисловие
Уве Мунцерт (Uwe Munzert)
В рамках программы GIZ «Профессиональное образование в Центральной Азии» последние три года разрабатывался учебный план по направлению «Технологии пищевых производств и профессионально-техническое обучение», предназначенный для применения на международном уровне. В целях обеспечения устойчивости и оказания содействия в осуществлении программы была разработана и реализована 18-месячная стратегия УСПЕХ для реализации методики проектного обучения. В настоящем издании представлены статьи участников программы из Казахстана, Кыргызстана и Таджикистана, где они описывают с научной точки зрения направления программы, по которым они
работали. Лучше всего основную идею программы УСПЕХ передал один из наших международных экспертов доктор Маттиас Весселер (Dr. Matthias Wesseler) в проектном предложении: «Эффективное обучение в сфере преподавания и изучения СПО (среднее профессиональное образование) крайне важно, однако, с профессиональной точки зрения, как для участников, так и для тренеров и организаторов, будет важно, если мы сможем удовлетворить потребности участников и их интересы (иногда даже “неозвученные”) и применим методы, создающие возможность для творчества и инноваций».
Таким образом, цель настоящего издания в том, чтобы быть полезным как СПО сообществу в странах Центральной Азии, так и для мирового сообщества исследователей СПО в целом, а также для понимания ими современного уровня развития в данной отрасли.
Было очень приятно наблюдать, как в процессе сотрудничества росло доверие и уважение в группе из 30 человек и как обмен опытом был по-
лезен для всех сторон, вовлеченных в работу. Институт профессионально-технического образования и профессиональной дидактики Технического университета Дрездена сыграл решающую роль в осуществлении одной из важных задач – внедрении значимых результатов в свою работу в сфере СПО в Германии.
Хочу выразить свою благодарность всем участникам за их профессиональный вклад в программу УСПЕХ. Большое всем спасибо за невероятное гостеприимство, которое нам оказывали во время семинаров во всех вышеупомянутых странах Центральной Азии! Я убежден, что такая команда обладает необходимым потенциалом и сможет инициировать реформы в сфере профессионального образования в своих странах.
Осознание того, что в результате нашей работы будет усовершенство-ван уровень образования, будут созданы новые перспективы для молодежи Центральной Азии и основы для построения устойчивого развития в их странах и в мире в целом, дает силу и повышает уровень мотивации.
Издание будет представлено в виде книги на русском и английском языках. Помимо того, книга будет находиться в постоянном открытом доступе в сети в надежде на то, что она будет активно применяться в качестве важного инструмента для будущих работ в вопросе обучения преподавателей СПО. Наша цель – построить мост сотрудничества между партнерами и научно-практическими платформами в Центральной Азии и Европе и дать, таким образом, возможность реализации совместных проектов.
The paper deals with the need to develop sustainable organisational structures and cooperation patterns to assist Ph.D. training in the interdisciplinary field of education and technology research. To meet that specific situation the authors have developed different online media based distance education models over a period of more than 5 years. In the paper the focus is set on two basic approaches:
1. Network development to meet curricular needs of Ph.D. training;
2. Design of a virtual system for managing individual Ph.D. research projects.
Subsequently the paper is divided into two sections dealing with always one approach plus a short conclusion.
Training needs analysis is the initial step in a cyclical process which contributes to the overall training and educational strategy of staff in an organisation or a professional group. The cycle commences with a systematic consultation to identify the learning needs of the population considered, followed by course planning, delivery and evaluation. Although much has been written about training needs analysis in relation to post-registration nursing education, there is disagreement concerning its impact on the training cycle and its potential to influence service delivery. This stimulated the literature review presented below. Initial searches of nursing databases identified 266 works. Twenty three (8.6%) contained empirical findings relating to post-registration nursing education in which assessment of training needs was presented as the major aim. Most of these accounts were concerned with the training needs of nurses in more than one organisation and were classified as macro-level training needs analysis. However, seven studies were concerned with a single, specific organisation (micro-level training needs analysis). Despite their smaller scale and more limited scope, micro-level training needs initiatives demonstrated greater methodological rigour, were more likely to consider the stakeholder perspective, to generate findings which could positively influence the rest of the training cycle and showed the greatest potential for influencing service delivery and quality of patient care. The review drew attention to the similarities between the training cycle and the audit cycle and resulted in the development of a model which could be used to evaluate the effectiveness of the process and outcomes of future training needs analysis initiatives.
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