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"Teaching"

Collaborative Open Online Courses (COOC), designed as the enhanced variance of Massive Open Online Courses (MOOC), inherently combines the advantages of high-quality online resources and face-to-face classroom teaching. It stimulates the collaboration and improvement of courses between educators and learners, by realizing the innovation for dynamic and real-time education process, fostering professional skill acquisition and development as well. In this paper, we propose the novel concept and architectural design of COOC that provides the online course, courseware, and online experimental platform, built on top of third party's open source platforms. The preparation of courses is based on GitHub that facilitates multipoint-to-multipoint online courses and concurrent compilation of textbook based on GitBook, by providing open source textbooks and rapid updates as well as remote operations through online experimental platforms. The major differences between MOOC and COOC include decentralized platform and adoption of concepts through crowdsourcing, where instructors, professionals, and learners are able to set up and modify the courses independently and concurrently, empowering the course's construction based on the collaborative, open and shared textbooks, and online experimental platform. Users, including both teachers and learners, are also able to browse, download, and make use of courses in this platform. With embedded intellectual property and quality control mechanisms, such as Creative Commons (CC) licenses, COOC platform can generate and offer high-quality courses and textbooks of emerging knowledge rapidly through consistent updates by professionals, students, and elites in related domains. The proposed design has been tested at trial Chinese universities and initial feedback from instructors and students are very positive. Insights on techniques and related information are provided, to best adapt to any vocational education level, subject matter, or courseware provider. © 2018 Wiley Periodicals, Inc.

This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational education until the second year of their professional careers. Computer-supported construction of PPT concept maps was used at three moments to test hypotheses derived from theories on expertise development. It could be concluded that on average PPTs became more complex. The PPTs of teachers also became richer, but the generality of PPTs did not significantly increase. Appearance and disappearance of concepts and changes in their importance were observed and appeared dependent on the professional environment of the participants. The findings indicate that: PPT development is an important manifestation of expertise development which could be used to support the professional development of students and beginning workers; and the concept map method can be used to reveal this development. © 2017 International Professional Development Association (IPDA).

This empirically informed report presents two innovative approaches to learning through work and working to learn from a secondary school in Germany, with both the school and its innovative development having received the German School Award. In one approach, the school's leadership team deployed the new “Challenges” school project for students' comprehensive educational development. In the other, the school initiated the possibility for teachers to gain practical experience outside the school by working full-time. In addition to their teaching duties, teachers can now work for a limited period in the private sector, thereby gaining valuable experience by shaping their professional stances and influencing their approaches to their students in everyday school life. This empirically informed report is based on desk research complemented by qualitative data gathered during a site visit. These data shall give a deeper understanding of how innovative actions initiated by the school leadership team can contribute to change within an educational system towards advanced teacher learning and transformative school development to achieve better student success. © 2018 Masaryk University, Faculty of Arts. All rights reserved.

The purpose of this study is to investigate the use of e-books, as well as interactive and non-interactive elements, as a way to present learning content, and the effect of application of e-books to nursing education on learning effectiveness and cognitive load of students in Department of Nursing. This study used quasi-experiment research method to conduct an experiment on two classes of different students receiving instruction from the same teacher and using the same teaching materials. The research results showed that e-books had a significant effect on the improvement of learning effectiveness in both classes. Compared with students using non-interactive e-books, the improvement of learning effectiveness of students using interactive e-books was more significant. In terms of cognitive load, cognitive load was gradually decreased during learning process. However, a certain extent of cognitive load still existed. © 2018, Springer Nature Switzerland AG.

Manufacturing educational programs historically have been limited to higher education institutions. Starting in 2013, however, Texas House Bill 5, a new Foundation High School Program, was established with an increasing requirement on the design and manufacturing. Most of the new requirements is outlined in the Career and Technical Education (CTE) section of Texas Essential Knowledge and Skills (TEKS) Standard. This in turn necessitates more training for high school teachers who are in great need of learning the state-of-the-art design and manufacturing technology. In 2016, Lamar University (LU) at Beaumont, Texas was awarded a National Science Foundation (NSF) Research Experience for Teachers (RET) site grant titled "RET Site: Incorporating Engineering Design and Manufacturing into High School Curriculum." The goal of the project is to host 12 high school teachers each summer to participate in engineering design and manufacturing research and then transfer their experience into high school curriculum. During the 2017 summer program, 12 high school teachers participated in the research and education program at LU. In the six weeks' program, six LU engineering professors, each of them mentored two teachers. Besides mentoring research, each professor provides week-long morning workshops. The subjects of these workshops include 3D geometry modeling, finite element stress/thermal/vibration analysis, LED manufacturing, subtractive and additive manufacturing, alternative and renewable energy, and advanced mechanical systems. The teachers are in the process of transferring their new knowledge in design and manufacturing into high school curriculum. © 2018 The Author(s).

With advances in information technology, "information-assisted instruction" has been gradually introduced to nursing education curricula. Specifically, the integration of an e-book system can effectively enhance nursing students' attention and interest. Most studies on nursing education that incorporated e-books have focused on the advantages of convenience and assistance provided by e-books. Few studies have addressed community health nursing and off-campus practice activities in relation to suitable teaching strategies for learning activities. This study involved designing and planning a multimedia e-book learning system with a project-based learning activity that conforms to the curriculum and practical requirements of a community health nursing course. The purpose was to reduce the gap between theory and practice and realize an effective learning process. For learning evaluations, a final examination analysis with an independent sample t test; a scoring scheme with intrateam, interteam, and expert ratings; and Bloom's taxonomy-based analysis were conducted. The evaluation results indicated that the comprehension and learning abilities of the experimental group using the e-book system with a mobile device were effectively improved. In addition, the exploratory process involved in project-based learning can develop multiple cognitive skills and problem-solving ability, thereby realizing effective learning. © © 2018 Wolters Kluwer Health, Inc. All rights reserved.

Purpose: Vietnam’s 11th National Party Congress prioritised integration, modernisation and industrialisation as the new key orientations for Vietnam. It outlined Vietnam’s integration with the world, not only economically, but also in terms of the social, cultural, educational, scientific and technological areas that can support social and economic development and sustainability. Vocational education has been recognised as pivotal to the nation’s sustainable workforce development and transformational changes. The purpose of this paper is to analyse how foreign approaches and practices have been filtered and appropriated to bring about sustainable development and transformational changes for Vietnamese vocational education. Design/methodology/approach: The paper is derived from a study that involves documentary analysis, observation and semi-structured interviews with vocational learners and staff across three different vocational education and training (VET) sites in Vietnam. The overall study includes three vocational education providers and 22 participants altogether, but this paper involves observation and semi-structured interviews with eight participants, including one leader, two teachers and five students. It focusses on a Germany-funded vocational college in the northern central area of Vietnam that came under the management of the Ministry of Labour, Invalids and Social Affairs, and the local province where the college located. Findings: The findings of the study show a critical need to develop a new “Vietnamese VET pedagogy” that filters international influences and flexibly and creatively combines them with the existing local pedagogy. To meet the local and global demands and bring transnational changes for Vietnamese vocational education, new VET pedagogies need to align with both Vietnamese historical and political situations, especially the emergent demands of the open market socialist economy and to capitalise on international influences – Confucian, French, Soviet and Western. Such a balance will ensure Vietnam makes use of both international forces and local strengths for sustainable development and transformational changes rather than passive dependence on foreign practices. Research limitations/implications: The research provides valuable insights into the appropriation of foreign practices and principles in Vietnamese vocational education. However, it focusses only on three vocational education sites in central Vietnam. Further studies with larger scale of participants and across a variety of vocational education settings including public and private institutions, community centres and family workshops will offer broader findings related to this important topic. Practical implications: The study suggests practical implications for institutions to deal with the challenges associated with the adaptation of international forces into the vocational education context in Vietnam. It outlines the transformational changes in pedagogical practices related to the increased requirement to move from the traditional didactic teaching to more self-directed learning, to meet the requirements of a modern vocational education system. Originality/value: This study provides unique insights into the practices and challenges of filtering foreign VET practices and principles to bring about transformational changes in Vietnamese vocational education. It, therefore, responds to the paucity of literature in this area. In addition, it examines internationalisation in Vietnamese VET, an under-researched area in the field of internationalisation of education as most of the literature in this field concentrates on the higher education sector. © 2018, Emerald Publishing Limited.

Providing veterinary students with opportunities to develop clinical skills in a realistic, hands-on environment remains a challenge for veterinary education. We have developed a novel approach to teaching clinical medicine to fourth-year veterinary students and technical high school students via development of a primary care clinic embedded within a technical high school. The primary care clinic targets an underserved area of the community, which includes many of the participating high school students. Support from the veterinary community for the project has been strong as a result of communication, the opportunity for veterinarians to volunteer in the clinic, and the careful targeting of services. Benefits to veterinary students include the opportunity to build clinical competencies and confidence, as well as the exposure to a diverse client population. The financial model of the clinic is described and initial data on outcomes for case load, clinic income, veterinary student evaluations, and high school students' success in passing the veterinary assisting examination are reported. This clinical model, involving a partnership between a veterinary school and a technical high school, may be adoptable to other clinical teaching situations. © 2018 AAVMC.

The importance of vocational education that focuses base on learning by doing,which is context of Nakhon Phanom University (NPU). They emphasized this through integration of existing vocational institutes in Nakhon Phanom Province. This paper aims to develop teaching and created inspiration for students of electrical technology program. The methodology employed teaching by project based learning (PBL) and community based learning (CBL). The student have been created an innovation to involve the control system and application in community knife manufacturing process. The sample group consisted of 13 bachelor degree students in a six week in class, followed by a seven week practical experience in the factory manufacturing knives. The total project required15 weeks. The students applied engineering principles to design and simulate PID and closed loop control for temperature modulation of a furnace. In this case study, students used basic knowledge, practical skills and invoked community participation. The students learned and conducted a project in a real-world practical application. © 2018, Paulus Editora. All rights reserved.