A competence-based industrial learning approach for factories of the future     

Dimitris Kiritsis  Ahmed Bufardi  Dimitris Mavrikios  Thomas Knothe  Hadrien Szigeti  Anirban Majumdar 《Education and Information Technologies》2013,18(2):331-350

Manufacturing industry can improve its competitiveness through innovation and technological excellence, and appropriate Industrial Learning can help to achieve this goal through allowing the manufacturing workforce to acquire new skills related to the advanced developments in information and communication technologies. This raises the need for new Industrial Learning tools and methods from the viewpoint of learning content, learning processes, and delivery mechanisms. In this paper, we present a generic competence-based approach for Industrial Learning developed in the framework of ActionPlanT project. The approach is composed of (i) an Industrial Learning model which serves to represent and understand competence-based learning, and (ii) a methodology which implements through a number of steps the Industrial Learning actions defined using the Industrial Learning model in industrial organisations. Both the model and the methodology are presented in details. A metrics-based method for evaluating the implementation of the learning actions defined using the approach is also described.  相似文献   

Modifying the System for Observing Fitness Instruction Time to Measure Teacher Practices Related to Physical Activity Promotion: SOFIT+     

R. Glenn Weaver  Collin A. Webster  Heather Erwin  Aaron Beighle  Michael W. Beets  Hadrien Choukroun 《Measurement in physical education and exercise science》2016,20(2):121-130

The System for Observing Fitness Instruction Time (SOFIT) is commonly used to measure variables related to physical activity during physical education (PE). However, SOFIT does not yield detailed information about teacher practices related to children’s moderate-to-vigorous physical activity (MVPA). This study describes the modification of SOFIT (referred to as SOFIT+) to measure teacher practices related to students’ MVPA during PE lessons. Teacher practices that (a) promote and (b) limit children’s MVPA were identified and operationally defined via a literature review and Delphi Method. Reliability and validity data for SOFIT+ were obtained from 20 video recorded elementary PE lessons. Validity of teacher behaviors included in SOFIT+ was established using students’ accelerometer-derived MVPA. Twenty-seven teacher practices were identified. Inter-rater agreement ranged from 75.8% to 99.1% across 724 reliability scans. Six and seven practices were independently related to girls’ and boys’ MVPA, respectively. For example, during elimination activities, boys and girls were less likely to engage in MVPA. Boys were up to 1.51 times more likely to engage in MVPA while girls were up to 2.86 times more likely to engage in MVPA when a greater number of teacher practices were observed concurrently. Findings provide preliminary reliability and validity for SOFIT+, an instrument to comprehensively measure teacher practices related to children’s MVPA during PE.  相似文献