Browsing by Subject "education"

The 2nd Conference on the Future of Legal Services kicked off on Tuesday 16 April 2019. Experts from academia and practice met at the University of Miami School of Law in the Newman Alumni Center.

What are the trends of tomorrow in corporate learning? The swiss centre of innovations in learning (scil) repeated its trend study for the fifth time in order to investigate challenges in education management, changes for learning professionals and getting the important topics on corporate learning. Therefore we used an online questionnaire for data collection from learning professionals in different companies, industry sectors and countries. Based on a proven reference frame of challenges in education management quantitative and qualitative data was collected. Due to the fact that the survey has just been completed, data analysis is still in progress. We want to use the EAPRIL conference 2015 to discuss our results with practitioners of corporate learning because we are convinced that they should know trends in order to estimate and evaluate them. Thereby we want to contribute to professionalization of learning professionals.

Selbstorganisiertes Lernen • CustomGPT • generative KI-Fähigkeiten Generative KI (GenKI) in Form von CustomGPTs (personalisierten generativ vortrainierten Transformern) eröffnet neue Möglichkeiten zur Förderung von selbstorganisiertem und selbstreguliertem Lernen. Der Beitrag zeigt am Beispiel des SCIL GenAI Skills Check auf, wie umfangreiche, vorstrukturierte, personalisierte und zielorientierte Dialoge Lernende bei der Planung, Durchführung und Reflexion ihrer Lernaktivitäten unterstützen können. Der Beitrag betont, dass der erfolgreiche Einsatz von solchen auf GenKI gestützten Werkzeugen an Voraussetzungen gebunden ist. Zum einen an die Einbettung in ein didaktisches Gesamtkonzept und die Begleitung durch menschliche Lernbegleiter:innen. Zum anderen an begleitende Maßnahmen wie technische Infrastrukturen (CustomGPT-Bibliotheken), die Befähigung der Lernenden und die Befähigung der Bildungsverantwortlichen. Der Beitrag liefert praxisnahe Einblicke in die Entwicklung und Implementierung eines spezifischen CustomGPTs und zeigt Handlungsfelder für Bildung und Personalentwicklung auf.

The purpose of this paper is to reconstruct and analyze the long history of Tourism Review and try to outline the future of this journal.

In diesem Beitrag erfahren Sie, • wie Differenzierung, Individualisierung und Personalisierung in der Aus- und Weiterbildung unterschieden werden, • welche Typen von Technologien zur Unterstützung von zielgenauer, personalisierter Aus- und Weiterbildung eingesetzt werden können, • wie Skill-Tech-Lösungen personalisierte Entwicklungspfade unterstützen, • wie Learning Experience Plattformen eine individuell gefilterte Sicht auf relevante Lernmaterialien ermöglichen, • wie intelligente tutorielle Systeme Lernende im Verlauf der Bearbeitung von Lerninhalten individuell unterstützen können, • wie ChatGPT als Plattform für Wissens-Dialoge genutzt werden kann, • dass für die erfolgreiche Umsetzung von Personalisierung in der Aus- und Weiter-bildung technische Lösungen um eine Befähigung der verschiedenen Beteiligten ergänzt werden müssen.

In the domain of education, myths and misconceptions function as invisible barriers, impeding evidence-based teaching and learning practices. Despite robust refutation, these so-called zombie concepts persist, deeply embedded within cultural and institutional frameworks, often making mythbusting seem like a Sisyphean task. This blog post, I examine the dual nature of mythbusting in education: its perceived futility and its undeniable necessity. I argue that while debunking myths is daunting and often feels akin to a battle against windmills, it remains a critical endeavor to foster evidence-informed practices. I outline some challenges involved in changing entrenched misbeliefs but at the same time propose some strategies to mythbusting, such as targeting the undecided middle, fostering mental immunity, and prioritizing the most harmful/impactful myths.

Purpose The need and legitimacy of destination management organizations (DMOs) are increasingly questioned. Still, the tourism literature provides little advice on how DMOs change and finance their activities for the benefit of their destination-given contextual change. This conceptual article aims to contribute to filling this gap. The authors do so by proposing a typology of business models for destination management organizations. Design/methodology/approach With the help of typological reasoning, the authors develop a new framework of DMO business model ideal types. To this end, the authors draw on extant literature on business model typologies and identify key dimensions of DMO business models from the tourism literature. Findings The challenges DMOs face, as discussed in the tourism literature, relate to both ends of their business model: On the one end, the value creation side, the perceived value of the activities they traditionally pursue has been declining; on the other end, the value capture side, revenue streams are less plentiful or attached to more extensive demands. On the basis of two dimensions, configurational complexity and perceived control, the authors identify four distinct ideal types of DMO business models: the destination factory, destination service center, value orchestrator and value enabler. Originality/value The authors outline a “traditional” DMO business model that stands in contrast to existing DMO classifications and that relates DMO challenges to the business model concept. The typology provides an integrated description of how DMO business models may be positioned to create and capture value for the organization and the destination(s) it serves. The ideal types point to important interdependencies of specific business model design choices.

Current teaching and learning of system dynamics is based on materials derived from the expertise of masters. However, there is little explicit reference to the stages which beginners go through to become proficient nor what is learned at each of these stages. We argue that this hinders cumulative research and development in teaching and learning strategies. We engaged 15 acknowledged masters in the field to take part in a three-round Delphi study to develop an operational representation of the competence development stages and what is learned at each stage. The resulting system dynamics competence framework consists of a qualified, expert-evaluated, empirically based set of seven skills and 265 learning outcomes. The skills provide a common orientation, in the language of current educational research, to facilitate research, course design and certification efforts to ensure quality standards. To conclude this paper provides avenues for future work.

The academic success of individual students differs widely and it depends on various factors, ranging from financial to social and to health aspects. In this article, we propose a concept for a novel productivity tracking system that provides the basis for a self-assessment of academic behaviour and that can be used by students to support their academic success. The development of such a system requires interdisciplinary efforts, most of them located in the field of collaborative interactive learning (CIL) that is grounded on a socio-technical system perspective. The system is interactive since it is based on bidirectional communication, collaborative in the sense that it uses students, other students, and external sources such as the Internet for generation of knowledge, and learning in the sense that it continuously and autonomously acquires knowledge. It is further self-organised as it decides about interaction partners and self-adaptive in terms of modifying its behaviour according to changing conditions.