Titlebook: Information and Communication Technologies and Real-Life Learning; New Education for th Tom Weert,Arthur Tatnall Conference proceedings 200

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Using ICT in a Problem-Based Learning Approach,a Graduate Certificate in Tertiary Education at Victoria University. The first author took the subject as a student while the second author taught the subject and views the experience from the viewpoint of both student and teacher to show how ICT and the PBL approach can support real-life learning.

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Real-Life Learning in Higher Education,oes not preclude real-life learning experiences occurring within Higher Education programs. This paper describes a program that aims to integrate real-life learning experiences into a pre-service teacher education program in a way that provides rich, contextualised learning experiences, provides a b

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Higher Education: Learning in Real-Life,that society where ICT, innovation and knowledge work are closely interwoven. Three elements are essential in knowledge work: creation of innovative solutions, knowledge creation about these solutions (and how to get such solutions) and personal development. For without innovative solutions there ar

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,In Real-Life Learning, What is Meant by ‘Real’?, in actual (real) business organisations. Another is that we are referring to the acquisition of useful skills that have some every-day or employment-related (real) application, or perhaps we mean using technologies and case studies from (real) business organisations. Whether or not a technological

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Learning from the ICT Industry Real-Life Context,ership cultures and practices. Action research driven results are interpreted in this paper to reflect the kind of learning challenges that are to be transferred in real-life learning situations. Different examples and potential solutions are discussed.

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Pathways in Real-Life Learning,knowledge that underpins the profession. This research explores expert teachers and the knowledge that underpins the teaching profession. Much research in teacher education has concentrated on individual elements of expert teaching. There has been less emphasis on understanding the complex real-life

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