work-based learning (WBL)
On behalf of the E-ViEW project team who have been actively engaged in the development of a European Virtual Campus aimed at work based learners, I would like to invite you to take part in the webinar series we are organising in December to present the outcomes of the project.
The time table for this series is as follows:
- Wednesday 5 December 16:30 - 17:30 CET - Defining the needs of work-based learners - results of the research work carried out by the E-ViEW team
- Wednesday 12 December 16:30 - 17:30 CET - Supporting the needs of work-based learners on a national level - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK
- Wednesday 19 December 16:30 - 17:30 CET - Building and supporting a European Virtual Campus for work-based learners that enables cross-border collaboration - the experience of E-ViEW partners in Poland, Portugal, Ireland and UK
You are very welcome to take part in the complete series or a single webinar of your choice. Participation is free but you need to register online to be sure of a place.
Further information about E-ViEW is available here: http://www.e-view-project.eu.
The new 'Youth Opportunities Initiative', adopted by the Commission, calls on Member States to work on preventing early school leaving; helping youngsters develop skills relevant to the labour market; ensuring work experience and on-the-job training and helping young people find a first good job.
The Commission is also urging Member States to make better use of the European Social Fund which still has €30billion of funding uncommitted to projects. In addition, the Commission has put forward a set of concrete actions to be financed directly by EU funds.
The main actions financed directly by the Commission in the new 'Youth Opportunities initiative' are:
- using €4m to help Member States set up 'youth guarantee' schemes to ensure young people are either in employment, education or training within four months of leaving school;
- dedicating € 1.3 million to support the setting up of apprenticeships through the European Social Fund. An increase of 10% by the end of 2013 would add a total of 370,000 new apprenticeships;
- using €3m of the European Social Fund Technical Assistance to support Member States in the setting up of support schemes for young business starters and social entrepreneurs;
- gearing funds as much as possible towards placements in enterprises and targeting at least 130,000 placements in 2012 under ERASMUS and Leonardo da Vinci,
- providing financial assistance in 2012-2013 to 5,000 young people to find a job in another Member State through the 'Your first EURES job' initiative
- reinforcing the budget allocation for the European Voluntary Service in order to provide at least 10,000 volunteering opportunities in 2012
- presenting in 2012 a framework for high quality traineeships in the EU
- ensuring around 600 further exchanges under Erasmus for entrepreneurs in 2012.
Dans notre article « Formation e-learning : quand industrialisation rime avec qualité », nous faisions mention de la possibilité et même de la nécessité pour certaines entreprises, d’industrialiser la production de leur formation à distance. Une manière pour elles de pallier les difficultés à introniser une méthode de formation qui requiert l’alliance de compétences pédagogiques, technologiques et humaines. Le tutorat adapté à la formation à distance doit s’accorder avec cette industrialisation du e-learning. Peut-on alors parler d’industrialisation du tutorat ?
Industrialisation de la formation à distance et tutorat, les craintes
"The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction."
The first edition of the book has been published in Spanish.
The authors of this work are:
Cristóbal Cobo (PhD) University of Oxford.
John Moravec (PhD) University of Minnesota.