Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions
This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experience...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2012
|
| Schriftenreihe: | OECD Education Working Papers
|
| Schlagworte: | |
| Online-Zugang: | kostenfrei |
| Zusammenfassung: | This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of "hybrid learning environment" show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the "agency perspective", the "spatial perspective", the "temporal perspective", and the "instrumental perspective". The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice |
| Beschreibung: | 1 Online-Ressource (27 Seiten) 21 x 29.7cm |
| DOI: | 10.1787/5k97785xwdvf-en |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV047931547 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220413s2012 xx o|||| 00||| eng d | ||
| 024 | 7 | |a 10.1787/5k97785xwdvf-en |2 doi | |
| 035 | |a (ZDB-13-SOC)061319147 | ||
| 035 | |a (OCoLC)1312686194 | ||
| 035 | |a (DE-599)BVBBV047931547 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-384 |a DE-91 |a DE-473 |a DE-824 |a DE-29 |a DE-739 |a DE-355 |a DE-20 |a DE-1028 |a DE-1049 |a DE-188 |a DE-521 |a DE-861 |a DE-898 |a DE-92 |a DE-573 |a DE-19 | ||
| 100 | 1 | |a Zitter, Ilya |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Hybrid Learning Environments |b Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |c Ilya Zitter and Aimée Hoeve |
| 264 | 1 | |a Paris |b OECD Publishing |c 2012 | |
| 300 | |a 1 Online-Ressource (27 Seiten) |c 21 x 29.7cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a OECD Education Working Papers | |
| 520 | |a This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of "hybrid learning environment" show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the "agency perspective", the "spatial perspective", the "temporal perspective", and the "instrumental perspective". The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice | ||
| 650 | 4 | |a Education | |
| 700 | 1 | |a Hoeve, Aimée |4 ctb | |
| 856 | 4 | 0 | |u https://doi.org/10.1787/5k97785xwdvf-en |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-13-SOC | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-033313040 | |
Datensatz im Suchindex
| _version_ | 1818805996505530368 |
|---|---|
| adam_text | |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Zitter, Ilya |
| author2 | Hoeve, Aimée |
| author2_role | ctb |
| author2_variant | a h ah |
| author_facet | Zitter, Ilya Hoeve, Aimée |
| author_role | aut |
| author_sort | Zitter, Ilya |
| author_variant | i z iz |
| building | Verbundindex |
| bvnumber | BV047931547 |
| collection | ZDB-13-SOC |
| ctrlnum | (ZDB-13-SOC)061319147 (OCoLC)1312686194 (DE-599)BVBBV047931547 |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| doi_str_mv | 10.1787/5k97785xwdvf-en |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nam a2200000zc 4500</leader><controlfield tag="001">BV047931547</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220413s2012 xx o|||| 00||| eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1787/5k97785xwdvf-en</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-13-SOC)061319147</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1312686194</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047931547</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-384</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-1028</subfield><subfield code="a">DE-1049</subfield><subfield code="a">DE-188</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-861</subfield><subfield code="a">DE-898</subfield><subfield code="a">DE-92</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-19</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Zitter, Ilya</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Hybrid Learning Environments</subfield><subfield code="b">Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions</subfield><subfield code="c">Ilya Zitter and Aimée Hoeve</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Paris</subfield><subfield code="b">OECD Publishing</subfield><subfield code="c">2012</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (27 Seiten)</subfield><subfield code="c">21 x 29.7cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">OECD Education Working Papers</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of "hybrid learning environment" show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the "agency perspective", the "spatial perspective", the "temporal perspective", and the "instrumental perspective". The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hoeve, Aimée</subfield><subfield code="4">ctb</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1787/5k97785xwdvf-en</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-13-SOC</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033313040</subfield></datafield></record></collection> |
| id | DE-604.BV047931547 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T19:34:57Z |
| indexdate | 2024-12-18T19:02:45Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033313040 |
| oclc_num | 1312686194 |
| open_access_boolean | 1 |
| owner | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| owner_facet | DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG DE-824 DE-29 DE-739 DE-355 DE-BY-UBR DE-20 DE-1028 DE-1049 DE-188 DE-521 DE-861 DE-898 DE-BY-UBR DE-92 DE-573 DE-19 DE-BY-UBM |
| physical | 1 Online-Ressource (27 Seiten) 21 x 29.7cm |
| psigel | ZDB-13-SOC |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | OECD Publishing |
| record_format | marc |
| series2 | OECD Education Working Papers |
| spelling | Zitter, Ilya Verfasser aut Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions Ilya Zitter and Aimée Hoeve Paris OECD Publishing 2012 1 Online-Ressource (27 Seiten) 21 x 29.7cm txt rdacontent c rdamedia cr rdacarrier OECD Education Working Papers This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of "hybrid learning environment" show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the "agency perspective", the "spatial perspective", the "temporal perspective", and the "instrumental perspective". The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice Education Hoeve, Aimée ctb https://doi.org/10.1787/5k97785xwdvf-en Verlag kostenfrei Volltext |
| spellingShingle | Zitter, Ilya Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions Education |
| title | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |
| title_auth | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |
| title_exact_search | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |
| title_exact_search_txtP | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |
| title_full | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions Ilya Zitter and Aimée Hoeve |
| title_fullStr | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions Ilya Zitter and Aimée Hoeve |
| title_full_unstemmed | Hybrid Learning Environments Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions Ilya Zitter and Aimée Hoeve |
| title_short | Hybrid Learning Environments |
| title_sort | hybrid learning environments merging learning and work processes to facilitate knowledge integration and transitions |
| title_sub | Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/5k97785xwdvf-en |
| work_keys_str_mv | AT zitterilya hybridlearningenvironmentsmerginglearningandworkprocessestofacilitateknowledgeintegrationandtransitions AT hoeveaimee hybridlearningenvironmentsmerginglearningandworkprocessestofacilitateknowledgeintegrationandtransitions |