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"deep learning"

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of 'edupreneurs'. © 2018 by IGI Global. All rights reserved.

As a learning model, apprenticeship is well known for its capacity to develop skills and vocational identities. It is also increasingly appealing for its potential to develop soft skills and enhance dispositions. This article focuses on the nature and role of apprenticeship and employers in developing dispositions and soft skills. It draws on a two-year New Zealand study of 41 apprentices in general practice medicine, carpentry, and engineering technician work, and their workplace mentors and teachers. The study theorised that apprentices’ most significant learning is personally as well as professionally challenging, and can be understood in terms of ‘vocational thresholds’–portals to deeper capability in the field. This article argues that crossing vocational thresholds requires ongoing development of dispositions and soft skills, critically supported by workplace mentors and teachers. The article suggests that the situated nature of apprenticeship uniquely positions it to foster dispositions and soft skills, and that these are field-specific and learnable, rather than general, abstract and fixed. © 2017 The Vocational Aspect of Education Ltd.

Using Squeak Etoys to Infuse Information Technology (USeIT) was designed to offer expanded information technology experiences to 155 middle and high school students over a three-year period by exploiting the Squeak Etoys media authoring tool as a simulation and modeling environment. Through problem-solving activities and development of Squeak Etoys modeling projects, USeIT investigated the impact of Problem-Based learning (PBL) and utilization of Squeak Etoys on student understanding of scientific and mathematical concepts. A design-based research method was used to collect data. The results revealed that when simulation and modeling are used under specific learning conditions, a deeper level of understanding of key science and mathematics concepts is observed. In addition, problem-based simulation tasks cognitively engaged students, particularly those who otherwise did not see the relevancy of STEM content in their lives. Less motivated students developed interests in STEM content and showed confidence in their abilities to learn mathematics and science. © 2018 by IGI Global.

Multidimensional interactive English autonomous learning based on Internet plus is a deep integration of information for autonomous English learning in higher vocational education. Internet plus background English multidimensional interactive autonomous learning can optimize the English learning environment, and improve the attractiveness of independent learning, and enhance students' ability to learn independently, and improve the quality of autonomous learning in English, and enhance students' professional core competence and teachers' ability of informative English teaching. This paper conducts a high degree of integration of vocational English education information and the national Internet plus requirements, and uses the Internet plus space and platform for autonomous learning resources for independent study of English courses reform, and conducts innovative English autonomous learning organization of new forms for autonomous learning resources to re-integrate and build. At the same time, we have paid attention to the content system of the course, the science and norms of the curriculum unit setting and the requirements of occupational core competencies required to cover the corresponding positions of the courses, so as to form a more complete autonomous learning course system and provide a more comprehensive autonomous learning resources for quality courses, which is an open, diverse and shared vocational English autonomous learning course.

Since teaching is a practical activity, efficient problem-solving skill is one of the fundamental competencies teachers need to possess. All teachers face challenging school situations during teaching-learning process no matter where they teach or since when. Despite similarities appearing on the surface, every school situation is unique and depends on several internal and external factors that should have been taken into account. Therefore, in many problematic cases it is not enough to deal with the symptoms, but teachers need to go deeper. This book provides a theoretical and practical background for this step-by-step problem solving-oriented thinking process. The practical activities can help teachers to frame and identify their challenges, to analyse the cause and effect of their situation, and also to find their own solutions and strategies. The material in this book can be used in pre-service or in-service teacher training that deal with pedagogic cases, or challenges of teaching and learning processes. However, most of the tools can also be used individually by teachers at any stage of their career, including any type of compulsory education, thanks to the clear description of each technique. © 2016 Sense Publishers.

The book addresses a crucial issue for all involved in education and training: The transfer of learning to new and different contexts. Educators, employers and learners face the problem of ensuring that what is learnt in the classroom is able to be adapted and used in the workplace. It focuses on adult learners in professional and vocational contexts. The authors provide an accessible book on the transfer of learning which draws on multi-disciplinary perspectives from education, psychology and management. The Transfer of learning will be useful both for postgraduate students and for practitioners wanting to deepen their understanding of transfer and for those interested in practical applications. It combines theory and practice from international research and the authors' own case studies of transfer involving learners engaged in professional development and study towards qualifications. Theories of adult learning, change and lifelong learning are discussed in relation to the transfer of learning. The purpose of this book is to emphasise to tertiary educators and trainers the importance of transfer and in doing so highlight the participants' voices as central foci in coming to an understanding of the process. By doing this it balances the literature which has to date emphasized transfer from a trainer's and/or organization's perspective. There has been little if any substantive material on tertiary transfer issues and yet demands are increasing for tertiary education providers to be more accountable and more focused on developing students' ability to use their learning in everyday work situations. The book is unique in that it adopts a phenomenological perspective and underscores the significance of the participants' voices in understanding issues. © 2006 Sarah Leberman, Lex McDonald and Stephanie Doyle. All rights reserved.