Rapid Assessment of Vietnam\u27s Labor Inspection System

[Excerpt] In July 2010, a team from the U.S. Department of Labor (USDOL) visited Vietnam to conduct an assessment of the Ministry of Labor, War Invalids & Social Affairs’ (MOLISA) labor inspection system. This effort was requested by the SIIR project (funded by USAID) as part of its aim of identifying MOLISA’s needs and providing assistance, per MOLISA’s request. The Assessment focuses on: 1) assessing facts related to the labor inspection system; and 2) providing initial recommendations for improving the system. Part I discusses MOLISA’s history, legal and regulatory framework, structure and organization, Department of Labor Inspections (including workforce, forms and data collection, and IPZ). Part II discusses issues and presents recommendations related to data collection, labor inspector training, inspectorate staffing levels, educational outreach, research and networking, systems of continuous improvement, and coordination with international and private buyers

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

An Analysis of Students’ Perceptions and Attitudes to Online Learning Use in Higher Education in Jamaica: An Extension of TAM

The research presents preliminary work on the perception of students to the use of an e-learning system in a top Jamaican University. E-learning, defined as the act, process or experience of gaining knowledge or skill through the delivery of lessons and instructions via the Internet, has grown as key method in education management over the last couple of decades. Studies have shown that significant investments in this technology are made by Universities yet the full benefits expected have not been realized due to issues and challenges experienced by both learners and instructors in adopting and effectively using e-learning. Our investigation revealed that while this University has not officially launched its e-learning systems it has been available for over five years where instructors across faculties have implemented their classroom with varying results. The study extend the original TAM model to include several other constructs such as faculty encouragement, university climate and access to computers as basis to understand perceived usefulness and perceived ease of use of the university’s current e-learning system. The study offers both research and practical significance as it is argued that within the developing contexts these variables are importance in understanding as institutions make the transitions to different modes of e-learning. Additionally, while there is growing literature on e-learning, little or no research is done within the context of the English-speaking Caribbean and it is imperative that technology adoption studies are specifically designed to fit the unique contextual settings, such as Jamaica

Benefits, Limitations and Best Practices of Online Coursework…Should Accounting Programs Jump on Board?

The evolution of online teaching has evolved as quickly and vivaciously as the adoption of the World Wide Web. While there were and are skeptics, research shows that not only is online learning more convenient and makes educational available anytime and anywhere, it has the potential, in some cases, to be an improved tool for educating. To ensure maximized learning outcomes, and to experience the blessing and not the curse of online coursework, it is critical that universities embrace it wholeheartedly and follow online pedagogical best practices in developing and executing online courses. In addition, there are some courses where special forethought should be made to ensure online learning is effective. Courses that are more computational necessitate this consideration. This document serves to provide strategies and best practices on how to obtain excellence and maximized outcomes from online education. It examines research to date and outlines: the benefits and challenges of online learning, strategies and best practices for online educating, and considerations for online accounting coursework