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Over werkplekleren in het algemeen en over de factoren die werkplekleren beïnvloeden is veel bekend, maar de kennis hierover wordt vaak gefragmenteerd verspreid. In dit werk worden niet alleen recente inzichten bijeengebracht, maar het boek biedt ook handreikingen voor het opzetten, uitvoeren en evalueren van projecten werkplekleren. Centraal staan de opgedane inzichten in de activiteiten die worden uitgevoerd op het terrein van werkplekleren. Eerst wordt ingegaan op de achtergrond van werkplekleren: opvattingen, visies en configuraties. Vervolgens komen het ontwerp en de ontwikkeling van werkplekleren aan de orde. Daarna is er aandacht voor vormen van publieke private samenwerking bij het opzetten en uitvoeren van werkplekleren, en voor de ervaringen bij het opzetten en uitvoeren van samenwerkings projecten tussen kennisinstellingen en arbeidsorganisaties. Tot slot biedt het boek inzicht in de veranderende rollen en taken van docenten, mentoren en werkbegeleiders die bij werkplekleren betrokken zijn.In dit boek worden de hiervoor genoemde onderwerpen op een overzichtelijke manier gepresenteerd. Daarbij wordt onder andere gebruikgemaakt van de ervaringen en inzichten die de afgelopen jaren zijn opgedaan, respectievelijk verworven bij het opzetten en uitvoeren van projecten op het gebied van werkplekleren bij de Hogeschool Rotterdam
didactische werkvormen --- Didactics --- didactiek --- werkplekleren --- Werkplekleren --- Beroepsopleidingen --- Beroepssecundair onderwijs --- Didactiek --- Hoger onderwijs --- Duaal onderwijs --- Stages --- Onderwijs --- Hoger beroepsonderwijs --- Leren --- Reflectie --- Zelfsturing --- 472.7 --- Formation professionnelle Beroepsopleiding --- Formation dans l'entreprise Werkplekopleiding --- Formation du personnel Opleiding van het personeel --- Gestion des compétences Competentiemanagement --- De onderwijzer en zijn opleiding --- Hoger beroepsonderwijs (Nederland) --- Beroepsopleiding --- Stage --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport --- Taalonderwijs --- Reflectie (onderdeel leerproces)
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Work-related learning (WRL) is a topic of steadily increasing interest to today's vocational education institutions as well as organizations in business and industry. This book derives from an international HRD conference held at the University of Twente, The Netherlands. Key papers from the conference have been combined with other high-standard contributions. Together they offer an international collection of leading edge research. The book brings together contributors from various parts of the EU and the USA and includes examples of good practice and recent research on work-related learning. Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different theoretical backgrounds' of the authors: the learning theorists' versus the organizational theorists'. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning. This book is essential reading for practitioners, researchers, teachers and students in the HRM and HRD field as well as in the field of VET.
Teaching --- Technical, artistic and vocational education --- onderwijs --- beroepsopleiding
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Leren op de werkplek biedt een inspirerend, veelzijdig en breed toegankelijk overzicht van de kennis die het onderzoek naar werkplekleren in het afgelopen decennium heeft opgeleverd, alsmede praktijkadviezen voor iedereen die in zijn werk of studie te maken heeft met het ontwerpen van leerwegen waarbij leren en werken geïntegreerd zijn.
Personnel management --- werkplekleren --- bedrijfsopleidingen --- Technical, artistic and vocational education --- Adult education. Lifelong learning --- levenslang leren --- coachen, human recource, talenten, vaardigheden, zelfontwikkeling, wendbaarheid --- 710 Vorming --- Bedrijfsopleiding 331.36 --- Nederland (492) --- e-learning e-learning --- Formation dans l'entreprise Werkplekopleiding --- Formation professionnelle Beroepsopleiding --- Parascolaire Opleiding buiten schoolverband --- 454.2 --- didactisch proces (gez) --- leermethoden (gez) --- Werkplekleren --- Beroepsopleidingen --- Beroepssecundair onderwijs --- Didactiek --- Beroepsopleiding
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Work-related learning (WRL) is a topic of steadily increasing interest to today's vocational education institutions as well as organizations in business and industry. This book derives from an international HRD conference held at the University of Twente, The Netherlands. Key papers from the conference have been combined with other high-standard contributions. Together they offer an international collection of leading edge research. The book brings together contributors from various parts of the EU and the USA and includes examples of good practice and recent research on work-related learning. Work-related learning can be broadly seen to be concerned with all forms of education and training closely related to the daily work of (new) employees, and is increasingly playing a central role in the lives of individuals, groups or teams and the agenda's of organizations. However, as this area of study becomes more prominent, debates have opened about the nature of the field, as well as about its configurations and effects. For example, some authors have a broad definition of WRL and define it as learning for work, at work and through work, ranging from formal, through semi-structured to informal learning. Others prefer to use the concept of WRL mainly in connection to informal, incidental learning processes during work, leading to competent workplace learners. Formal and informal learning are distinguished from each other with respect to the level of intention (implicit/non-intentional/incidental versus deliberative/intentional/structured). Another point of discussion originates from the different theoretical backgrounds' of the authors: the learning theorists' versus the organizational theorists'. The first group is mainly interested in the question of how learning comes about; the second group is predominantly interested in the search for factors affecting learning. This book is essential reading for practitioners, researchers, teachers and students in the HRM and HRD field as well as in the field of VET.
Teaching --- Technical, artistic and vocational education --- onderwijs --- beroepsopleiding
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