Center of Excellence
Join the Center of Excellence. It is designed to help you improve your practice of Integrated PM through:
- Collaboration
- Training
- Shared Assets
- Knowledge Management
- While helping you overcome change adoption hurdles
Center of Excellence
Join the Center of Excellence. It is designed to help you improve your practice of Integrated PM through:
seamless transition between working and learning.”
Kamler, Barbara. 2008. “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis.” Studies in Higher Education 33 (3): 283–94. doi:10.1080/03075070802049236.
Badging may be seen as an alternative to traditional forms of educational assessment and recognition. Traditional systems for recognizing learning – letter grades, transcripts, or even diplomas– may not be able to fully demonstrate students’ actual learning or achievements. Digital badging would allow metadata to be attached to each badge, bringing together valuable information about the criteria for earning the badge, the institution or instructor behind the badge, the date the badge was earned, descriptions or copies of assessment tools, or even examples of actual work submitted to receive the badge. [4] Additionally, as a form of micro-credentialing, badging would help document specific learning achievement along a larger path towards general achievement.
This is a good idea for large, multi-site libraries. Staff have trouble leaving the branch for training, and have no incentive to increase their skills. Badges would be a tangible result, which (ideally) would accrue over time to illustrate an upward trend in skill development. An extrinsic motivator, true, but also a record of effort and time expended.
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Workplace learning typically embodies an outside-in approach where a teacher or instructor provides the learner with content, information and ideas
A generalization not true in all cases especially not with big and advanced organizations. As a trainer, it was always about discovery, experiential, sharing, role playing, projects etc.
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I want to practice tagging... let's see.
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Heutagogy contends that there is a difference between the acquisition of knowledge and skills (competencies) , and learning.
Coursera targeted higher ed students and discovered that many users were in companies and already had jobs
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Tyton’s Bryant sees LinkedIn, Lynda and Microsoft tapping into continuing and lifelong learning, an arena in which he thinks higher-ed institutions have done poorly.
much more tied to employment
Cue Thorstein.
“In my perfect world, I have a competency profile — you know, on LinkedIn, presumably — that is kept up to date in real time on the competencies that I am exhibiting in my work, as well as competencies that I’ve demonstrated through assessments, through my education, the formal credentials that I’ve accrued,”
It’s a very specific dream, but it sounds like it’s shared by a lot of people.
traditional certification market
currently fragmented corporate-training market
There’s typically a big gap between “education” and corporate training. Sounds like the deal is more about the latter than the former.
In this paragraph they are talking about how kids are better off playing more than one sports because it helps them become better athletically. This relates to me because I was recently working on a post about playing two sports, but I was actually going against it saying that focusing on one sports is an better advantage of making.
Businesses are not saying "I want someone who went through a programme that promised them a job".
In the Ivory Tower, we hear less about that part of the relationship between Higher Ed. and businesses. Those colleagues of ours who are so against the 100-year push for universities to become more vocational tend to assume that employers are the ones doing the pushing. While it’s quite possible that some managers wish for universities to produce optimised employees, many people on that side of the equation argue that they’re quite able to train employees, as long as they’re able to learn. Now, there’s a whole thing about the “talent pipeline” which might get faculty in a tizzy. But it’s not about moulding learners into employees. Like much of Higher Ed., it’s about identifying (and labeling) people who conform to a certain set of standards. Not less problematic, perhaps, but not so much of a distinction between academia and employability.
In my experience, the best way to lift weights for runners is to use a heavy weight that is enough to push your limits after 5 repetitions
Agrees with the advice at http://victorsrunningblog.com/2014/04/15/why-distance-runners-should-lift-heavy/ which also has more references and a better explanation.
The other way to help these students would be to dramatically reduce the price or time required to get an education of acceptable quality (and for acceptable read “enabling the student to get a better job”, their commonest goal.) This is a worse option in every respect except one, which is that it may be possible.
After the massive expansion of higher education into job training, the promising 18-year-old who goes straight to a residential college is now the odd one out.
The role of higher-ed has changed to encroach into the territory of community colleges with job training as a goal.
I say to them that if they are to excel in oratory or in managing affairs or in any line of work, they must, first of all, have a natural aptitude for that which they have elected to do; secondly, they must submit to training and master the knowledge of their particular subject, whatever it may be in each case; and, finally, they must become versed and practised in the use and application of their art; for only on these conditions can they become fully competent and pre-eminent in any line of endeavor. In this process, master and pupil each has his place; no one but the pupil can furnish the necessary capacity; no one but the master, the ability to impart knowledge while both have a part in the exercises of practical application: for the master must painstakingly direct his pupil, and the latter must rigidly follow the master's instructions.
Aptitude, training, practice/teacher
Watching over them and training them in this manner, both the teachers of gymnastic and the teachers of discourse are able to advance their pupils to a point where they are better men and where they are stronger in their thinking or in the use of their bodies.
Outlines a consistency here between training the body and training the mind.
For ability, whether in speech or in any other activity, is found in those who are well endowed by nature and have been schooled by practical experience.(17) Formal training makes such men more skilfull
Natural ability, experience, and training all contribute to skill. It's complex, fed by many factors