Content uploaded by Luis Ochoa Siguencia
Author content
All content in this area was uploaded by Luis Ochoa Siguencia on Mar 18, 2021
Content may be subject to copyright.
A preview of the PDF is not available
Adult Social Inclusion in a Digital Environment: Digital technology and new relationship between learners and education providers
Abstract
This publication contains the third report of the Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689.
The third report presents a desk research about “DIGITAL TECHNOLOGY AND NEW RELATIONSHIP BETWEEN LEARNERS AND EDUCATION PROVIDERS” carried out by ASIDE consortium and contains:
Introduction.
1. Digital technology and new relationship between learners and education providers: The Czech Republic case.
2. Digital technology and new relationship between learners and education providers: The Polish case.
3. Digital technology and new relationship between learners and education providers: The Spanish case.
4. Digital technology and new relationship between learners and education providers: The Turkish case.
5. Conclusion.
Bibliography.
List of authors.
ResearchGate has not been able to resolve any citations for this publication.
The publication contains the second report of the Adult Social Inclusion in a Digital Environment - Exchange of Good Practices, ERASMUS+ project number 2019-1-PL01-KA204- 065689.
The second report presents a desk research about “DIGITAL NEED FOR SOCIAL SERVICES” carried out by ASIDE consortium and contains:
Introduction
Digital need for social services: The Spanish case
Digital need for social services: The Polish case
Digital need for social services: The Czech Republic case
Digital need for social services: The Turkish case
Conclusion
Bibliography
List of authors
The technical report has been coordinated by staff members of “FUNDACJA INSTYTUT BADAN I INNOWACJI W EDUKACJI” within the “Adult Social Inclusion in a Digital Environment”, ERASMUS+, Cooperation for innovation and the exchange of good practices, Strategic Partnerships for adult education.
The research was conducted within public and private adult education centres, training centres and vocational trainings centres in the Silesian region - Poland. As the descriptive data shows the respondents were almost evenly distributed in terms of gender. Furthermore, the accumulated data illustrates that the majority of the surveyed institutions were Public and the training centres were accounted for almost 50 % from the total number of 57 respondents within ASIDE survey.
This report is part of the implementation and dissemination activities within the KA204 ERASMUS+ Strategic Partnerships for adult education: Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment, project number: 2019-1-TR01-KA204-076875. This report has been divided in two parts. A desk and field research with emphasis in collaborative learning implementation in Adult education in Poland.
When it comes to digital skills, societies experience a growing divide. Digital needs are being recognized in virtually every industry and digital skills are becoming an important factor in the building of organizations' market advantage. Managers expect job candidates to achieve a satisfactory work performance in the digital environment shortly after onboarding. All employees are expected to maintain performance at a relatively constant level, regardless of changes made in this environment. This phenomenon has also been noticed by the educational technology products market, also referred to as EdTech, which is believed to be the largest and most profitable digital sector these days. The project implemented by the authors aims to develop an approach and software that meet these trends. The team conducts research on an IT solution to support office operation using a computer and business software. Even though the project reflects a niche in the EdTech area, but it is part of this global, rapidly growing market. The essence of the project is to provide the employee with quanta of knowledge in the just-in-time mode. The employee works efficiently with a software if they know what to do in the next step. Otherwise, they stop and look for answers to their questions. The project aims to automatically provide answers in real time in case they are needed, which is important from a human point of view. An eyetracker located on the monitor enclosure is used to identify the condition of the user. The researchers put forward several hypotheses that are currently being verified in the course of work. According to one of them, it is possible to automatically identify the need for help based on several parameters, including eye movement. The article presents the results of the first series of tests. It is now possible to develop a method that automatically identifies the need for help; the focus is now on developing another method to identify the screen object associated with the place where the user was lost. The solution to this problem seems less demanding, as the team will refer to the experience at the development project of the WIZLINK product for building bots. The result of the project-a methodology and software for delivering job-related content to facilitate business software use-is expected in 2021. It is then that the product tests will start, enabling conclusions on the behavior of all methods included in the product.
Pro-entrepreneurial education plays an increasingly important role in creating multidimensional entrepreneurship, which includes not only providing the necessary knowledge, but also shaping people who are socially entrepreneurial or creative and active in their workplaces. An important area in the implementation of these concepts is cooperation between academic circles and Business Environment Institutions (BEIs) as entities supporting the education process. The main objective of the article is to identify areas and ways of cooperation between universities and BEIs in order to improve the process of shaping students and encouraging them to take up self-employment and develop their entrepreneurial attitudes. In the years 2016-2018, research was conducted on the identification of cooperation areas and tools used by BEIs in terms of their impact on cooperation with academic centers. The purpose was to improve the process of shaping entrepreneurial attitudes among students. The study was carried out using the following research methods and techniques: computer-assisted personal interview (CAPI), individual in-depth interviews (IDI) and participant observation. The study covered BEIs in the Małopolskie province, where a system project of the Polish Agency for Enterprise Development (PARP) was implemented in the years 2012-2013 titled "Information and advisory services in the KSU network", financed under measure 2.2.1 of the Human Capital Operational Program (HC OP). The surveyed representatives of BEIs emphasized that the cooperation with universities not only allowed to reach potential recipients of system services, but above all brought tangible benefits to the teaching process. Participation in university events and classes broadened the knowledge about the practical aspects of taking up and running their a business not only among students but also the entire academic community. The academia also highly rated the cooperation with business, including the development of student education programs in specific areas as well as the hands-on involvement of practitioners in education. What's more, the cooperation between BEIs and universities initiated at the implementation of the system project continues despite the formal closing of the publicly funded project. In the context of changes the Polish university education system is undergoing, and its orientation on active cooperation with the business environment, this is of considerable importance.
W dobie wszechobecnych nowoczesnych technologii informacyjno-komunikacyjnych (ICT) nie powinno ich zabraknąć także w procesie kształcenia dorosłych. Nowoczesna edukacja dorosłych odchodzi od encyklopedyzmu dydaktycznego na rzecz łączenia tradycyjnych metod wykładowych z zastosowaniem ICT, z aktywnymi metodami pracy grupowej, warsztatami, treningami czy metodą moderacji. Nowoczesna edukacja dorosłych, to taka, w której edukator nie ma „jednej słusznej” roli oraz jedynej skutecznej metody kształcenia. W zamian za to jako trener, facylitator czy moderator wykorzystuje osobiste zainteresowania, doświadczenie i wewnętrzną motywację dorosłych do uczenia się. Kreując pozytywne i wpierające środowisko uczenia się, motywuje dorosłego ucznia do samodzielnego zdobywania wiedzy, inspiruje i wzmacnia procesy uczenia się. Uczący się, dzięki takim działaniom edukatora, samodzielnie kieruje procesem uczenia się i rozwoju, wzmacnia poczucie własnego sprawstwa, a przez to i własnej wartości.
Background & Purpose: The economic purposes of innovation in enterprises result from their growth strategy. Usually, they comprise replacing the products that are at the end of their life cycle and are withdrawn from the market, broadening the product offer, creating environmentally friendly products, maintaining or increasing the market share, winning new foreign and domestic markets, or increasing the production's flexibility. Technology audit is one of the special forms of the internal audit in an enterprise. It is not required by law, and usually it does not play a controlling role.
The best practices in the education of software developers require substantial interactions between educator and student, and between students in team projects. Because many students are remote, and colocated students often have different work schedules, their educational needs mirror the needs of distributed software developers. These needs include collaboration tools that replicate the benefits of face-to-face meetings, support real-time tasks such as pair programming, and facilitate asynchronous project-focused communication among team members. Software researchers have invented various development tools that integrate collaborative features. Unfortunately, most of the available collaborative tools have specialized capabilities, such as source-code editing, and developers face numerous collaboration and communication challenges in working with each other.