標(biāo)題: Titlebook: Digital Workplace Learning; Bridging Formal and Dirk Ifenthaler Book 2018 Springer International Publishing AG 2018 Digital learning.Game- [打印本頁] 作者: mentor 時(shí)間: 2025-3-21 16:51
書目名稱Digital Workplace Learning影響因子(影響力)
作者: Capitulate 時(shí)間: 2025-3-21 22:00
978-3-319-83470-2Springer International Publishing AG 2018作者: deviate 時(shí)間: 2025-3-22 01:41
‘Suppose you see’: The Chorus in , and emphasis on digital learning. Digital learning is defined as any set of technology-based methods that can be applied to support learning processes. For corporate organisations, digital technologies enable the implementation of customised learning environments even on small scale. Access to digital t作者: myriad 時(shí)間: 2025-3-22 05:06 作者: evince 時(shí)間: 2025-3-22 12:36 作者: nutrients 時(shí)間: 2025-3-22 12:59
https://doi.org/10.1007/978-1-349-22059-5pt continuously. Lifelong learning and especially informal learning are considered to be crucial to keep pace. Technologies are used in almost all areas of life resulting in an increasing amount of available data; thus, in more and more contexts, this information is used for real-time analyses or ev作者: nutrients 時(shí)間: 2025-3-22 17:09 作者: 緯度 時(shí)間: 2025-3-22 22:36 作者: HATCH 時(shí)間: 2025-3-23 04:42 作者: Badger 時(shí)間: 2025-3-23 07:53
Conclusion: Drama and Historiography,lios and stable systems, the learner’s experience is often negative. In this chapter, we review how to combine two large-scale big data infrastructures – the JISC UK national experimental learning analytics (LA) and the Cedefop’s European Job Market Intelligence (JMI) infrastructure – to provide opt作者: Tractable 時(shí)間: 2025-3-23 09:48
Pathos and Tenderness: The Victorian Erao new social and economic structures via information and communications technology (ICT) in Turkey. Specifically, the focus is on supporting small and medium enterprises’ (SMEs) professional development by creating 100 MOOCs based on digital workplace learning and informal learning. By observing and作者: 一個(gè)姐姐 時(shí)間: 2025-3-23 15:59 作者: 防水 時(shí)間: 2025-3-23 18:59
https://doi.org/10.1057/9781137523587ew type of course which is massive in student numbers, open for anyone, and available for all without limitations. MOOCs integrate social networking, accessible online resources, and open-ended outcomes and are publicly shared. In addition, MOOCs offer several online variables that allow researchers作者: FOLD 時(shí)間: 2025-3-24 00:02 作者: phytochemicals 時(shí)間: 2025-3-24 06:03 作者: 植物茂盛 時(shí)間: 2025-3-24 08:23
Introduction: A Sentimental Paradox,t are able to quickly adapt to unknown situations and complex problems. In recent years, learning factories have been established in universities and industry-owned training facilities as a means to allow training in a realistic manufacturing environment. In Germany, most of the shop-floor workforce作者: 不出名 時(shí)間: 2025-3-24 11:06
https://doi.org/10.1007/978-3-031-09472-9academic resource center, and office of information technology to take a pretest, watch an online training video, and take a posttest to successfully communicate the departments’ goals, history, and power structure (Bauer. Onboarding new employees: maximizing success. SHRM Foundation’s Effective Pra作者: 浮雕 時(shí)間: 2025-3-24 18:47
Dirk IfenthalerProvides insights into how digital technologies enhance formal and informal workplace learning.Offers design, implementation, and assessment strategies for digital workplace learning in organizations.作者: Myocarditis 時(shí)間: 2025-3-24 21:21 作者: 拍下盜公款 時(shí)間: 2025-3-25 03:09
https://doi.org/10.1007/978-1-349-22059-5en the organizational readiness for this potential solution can be determined. Thus, the authors conclude by describing an emerging model of big data readiness in organizations and its implications for determining readiness. Recommendations for other future research are also provided.作者: languor 時(shí)間: 2025-3-25 04:57
Book 2018 themes:.1. Current?research exploring the theoretical underpinnings of digital workplace learning..2. Insights into?available digital technologies as well as organizational requirements for technology-enhanced?learning in the workplace..3. Issues and challenges for designing and implementing digita作者: TRACE 時(shí)間: 2025-3-25 08:32
strategies for digital workplace learning in organizations..This book?aims to provide insight into how digital technologies may bridge and?enhance formal and informal workplace learning. It features four major themes:.1. Current?research exploring the theoretical underpinnings of digital workplace 作者: 喪失 時(shí)間: 2025-3-25 12:21
‘Suppose you see’: The Chorus in , and nts. Still, research in digital workplace learning and how digital technologies can bridge formal and informal learning at the workplace is scarce. Therefore, this edited volume . aims to provide insight into how digital technologies may bridge and enhance formal and informal workplace learning.作者: 啜泣 時(shí)間: 2025-3-25 17:15 作者: 不滿分子 時(shí)間: 2025-3-25 22:15
How We Learn at the Digital Workplacents. Still, research in digital workplace learning and how digital technologies can bridge formal and informal learning at the workplace is scarce. Therefore, this edited volume . aims to provide insight into how digital technologies may bridge and enhance formal and informal workplace learning.作者: modest 時(shí)間: 2025-3-26 02:59
Encouraging Metacognition in Digital Learning Environmentsplanation, and elaborative interrogation facilitate the retention and application of new material. In digital learning environments, applying a combination of the 13 principles and evidence-based pedagogical techniques should result in increased metacognition, learning, and engagement.作者: ACRID 時(shí)間: 2025-3-26 04:59
Issues and challenges for designing and implementing digital?workplace learning as well as strategies for assessments of learning in the workplace..4. Case?studies, empirical research findings, and innovative examples from organizations which?successfully adopted digital workplace learning..978-3-319-83470-2978-3-319-46215-8作者: 用不完 時(shí)間: 2025-3-26 12:25
Introduction: A Sentimental Paradox,ation efforts (job demands, job control, and social support). In addition, the contribution discusses how the different status groups (workers, HR representatives, and employee representatives) describe issues of digitalisation from their perspectives.作者: Basilar-Artery 時(shí)間: 2025-3-26 16:10 作者: RUPT 時(shí)間: 2025-3-26 19:58 作者: 撕裂皮肉 時(shí)間: 2025-3-26 22:13
Online Onboarding: Library Workplace Training in a Trilingual Interactive Online Asynchronous Envirotudent workers and one librarian to design online onboarding training modules for student workers. Student workers’ pre- and post-module training are shared, and design plans for future iterations are discussed.作者: 教育學(xué) 時(shí)間: 2025-3-27 02:15 作者: 善于騙人 時(shí)間: 2025-3-27 08:17
Book 2018l?workplace learning as well as strategies for assessments of learning in the workplace..4. Case?studies, empirical research findings, and innovative examples from organizations which?successfully adopted digital workplace learning..作者: oncologist 時(shí)間: 2025-3-27 09:53
The Integration of Violent Action in racteristics. A new assessment vision is presented that approaches assessments holistically, putting the learner first and using innovative methodologies. Innovative assessment approaches are summarized for blended learning, personalized learning, and whole person assessment with examples of how the作者: chemical-peel 時(shí)間: 2025-3-27 14:32
https://doi.org/10.1007/978-1-349-22059-5earning were taken into account in sociopolitical discussions. For that reason, a brief outline of individual and sociopolitical perspectives on informal learning is given. The context of this contribution is informal learning in the workplace which is mostly related to collaborative forms of learni作者: PHAG 時(shí)間: 2025-3-27 17:59
Events Before the Opening of the Action in ,rino et al., (2003) Knowing what students know: the science and design of educational assessment. National Academy Press, Washington, DC), this leads to a growing need for appropriate assessments to be aligned with curriculum and instruction. Hence, we introduce an instrument that aims to bridge the作者: linear 時(shí)間: 2025-3-28 01:32 作者: MUTE 時(shí)間: 2025-3-28 04:44
Conclusion: Drama and Historiography,oviding transferable long-term markers of attainment. We populate through entity extraction running ensembles of machine learning algorithms across millions of job descriptions. We enhance the process with LA allowing us to approximate the skill level of the learner and select the tasks within the e作者: 吞下 時(shí)間: 2025-3-28 08:22
Pathos and Tenderness: The Victorian Erachallenges of such projects, the needs of the target group, and the topics that emerged from the various data sources can provide different perspectives to the readers. Due to .’s uniqueness in Turkey, presenting the development phases of the 100 MOOCs can reveal some important insights for similar 作者: Chivalrous 時(shí)間: 2025-3-28 14:27 作者: cardiovascular 時(shí)間: 2025-3-28 15:20 作者: 宴會 時(shí)間: 2025-3-28 22:08
Introduction: A Sentimental Paradox,t this background, we outline a VET-specific pedagogical model, the so-called Erfahrraum (space for reflection on experiences), which views technologies as boundary objects that could support teaching, learning, and communication across the sites. In addition, we exemplify how this model was put int作者: minimal 時(shí)間: 2025-3-29 00:49 作者: 腐蝕 時(shí)間: 2025-3-29 04:54
Massive Open Online Courses in Digital Workplace Learning作者: grudging 時(shí)間: 2025-3-29 09:36
A New Work-and-Learn Frameworkracteristics. A new assessment vision is presented that approaches assessments holistically, putting the learner first and using innovative methodologies. Innovative assessment approaches are summarized for blended learning, personalized learning, and whole person assessment with examples of how the作者: 苦澀 時(shí)間: 2025-3-29 12:03 作者: 收藏品 時(shí)間: 2025-3-29 16:43
Designing Competence Assessment in VET for a Digital Futurerino et al., (2003) Knowing what students know: the science and design of educational assessment. National Academy Press, Washington, DC), this leads to a growing need for appropriate assessments to be aligned with curriculum and instruction. Hence, we introduce an instrument that aims to bridge the作者: 激怒 時(shí)間: 2025-3-29 20:55
Designing Flipped Learning for Digital Workplace Learningred. It is also suggested that Internet-supported flipped learning might fit corporations to organize their business schedules easier. The second part is workplace, where the actual practice happens to prove during the training what is learned before.作者: Mechanics 時(shí)間: 2025-3-30 02:05 作者: 陳列 時(shí)間: 2025-3-30 07:08 作者: Ingratiate 時(shí)間: 2025-3-30 09:55
KFZ4ME.DE: Design-Based Learning Settings for Vocational Education and Trainingent acquisition by learners within a creative didactical process. The third chapter broaches the sequence of actions and carves out practice-oriented elements exemplarily. The concept’s learning efficiency will be reflected critically within the fourth chapter, aiming at indicating potentially probl作者: Myocyte 時(shí)間: 2025-3-30 14:33
Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Studytigate whether the Internet helps or hurts in the endeavor to increase health literacy of the public and how it affects the practitioner-patient relationship. Nevertheless, the research study in this chapter is looking onto a different point of view. We will follow a quantitative investigation and a作者: 牲畜欄 時(shí)間: 2025-3-30 16:32 作者: 讓步 時(shí)間: 2025-3-30 20:57
