Smart learning environments can be defined as systems aimed at proposing innovative uses of emerging pedagogical approaches and technologies to support effective learning experiences. In the past ...years, rather than designing and developing even more advanced technological solutions attention has been focused on defining environments that adopt appropriate strategies to sustain student motivation and engagement. Game-based learning and gamification approaches could be a promising solution, since there is much experimental evidence that proves their effect. In this context, our research aims at defining and developing a Smart Learning Environment able to improve engagement and motivation by means of game-based learning and gamification approaches. In particular, the paper presents two serious games that, using the gamification dimensions, aim at sustaining engagement and motivation in learning processes in medical contexts. In particular, the games involve both the patients, who have to acquire knowledge and skills about their disease, in order to become responsible for their choices, and the medical and paramedical staff, who must acquire knowledge and skills about diagnostic procedures, therapeutic interventions and follow-up of patients. Some results of a user test show that the games enhance student motivation and this means improvement also in knowledge acquisition.
Nevertheless, knowledge-based activities require direct social connection, despite professional workers having a certain degree of workplace autonomy. However, since the epidemic, these interactions ...have been replaced by ICT. Professionals must adapt and rely on their current IT capabilities. Therefore, this study aims to determine how professional workers' autonomy and IT proficiency influence their performance. The proposed model was empirically tested using data collected from the five Indonesian provinces with the highest concentration of professional workers. The sample selection approach employs cluster random sampling based on population distribution, and the number of respondents was determined using the sampling methodology proposed by Krejcie et al. (1970). This study involved 384 Indonesian professional workers employed in professional Knowledge-Intensive Business Services (p-KIBS). The gathered data was evaluated using the CB-SEM methodology and IBM-AMOS. Even though job autonomy has a beneficial influence on professional worker performance, its association with professional worker performance is stronger through the indirect effect of IT competency. This study implies that professional employees should enhance their IT skills to enhance their effectiveness, particularly during a pandemic or when mobile or hybrid work becomes the norm. In addition, firms that migrate to mobile or hybrid work arrangements must provide appropriate support to guarantee that their professional employees can readily adapt to the new arrangements, such as by giving adequate IT training.
본 논문은 21세기 상황화 선교전략에 관한 것으로, 성공적인 비즈니스 선교를 위하여 직업교육을 통한 선교 교육과정 개선방안에 대한 연구이다. 신학대학 졸업 후 진로조사 결과를 살펴보면 2015년 기준 65.57%의 학생이 취업을 하는 것으로 나타났으며, 특히 선교사역 관련 취업률은 전체의 3.2%로 신학대학을 졸업한 학생들이 졸업 이후 전공과 관련하여 ...선교사역으로의 진로가 보장되지 못하고 있음을 확인할 수 있었다. 이는 곧 신학대학의 커리큘럼에 문제가 있으며, 선교전략 면에서 선교사역을 할 수 있는 전략적인 과목이 매우 부족하여 특별히 현시대의 선교지 상황을 고려할 때 비즈니스 선교와 관련된 직업교육과 이에 따른 신학교육과정의 개선이 필요한 것으로 나타났다.
연구결과를 토대로 새로운 커리큘럼에 대한 제안을 하면 다음과 같다.
첫째, 경영학적 측면에서 21세기 미래 선교를 위한 경영교육에 초점을 맞춰 능동적인 인성 및 사회적 자질을 갖춘 인재 육성에 목적을 두어야 한다. 둘째, 미전도 종족 사회개념에 대한 새로운 이해를 목표로 하는 교과목을 배치해야 한다. 셋째, 창업, 자산관리, 스포츠(태권도), 대체의학, IT산업 등, 선교지에서 활용할 수 있는 자격증 취득 및 기초 지식 습득을 위한 교육과정이 개설되어야 한다.
이와 같은 커리큘럼의 재정비 및 개선은 곧 신학대학의 목회자가 가진 자질 적 문제와 현장에서 실제 활용될 수 있는 전문인 사역자로서의 준비가 부족하다는 비판을 해소할 수 있을 것이다. 또한 기존의 선교 패러다임을 소통, 자비량 선교, 선교지의 재생산 가능성을 증대하는 쪽으로 바꾸어 직업교육을 통한 선교학 커리큘럼의 재정비 및 개선이 곧, 선교 패러다임의 변화 및 21세기 상황화 전략으로써 비즈니스 선교를 활성화 할 수 있는 방안이 될 것으로 생각된다.
This paper is a consideration of the 21st century situationalized missionary strategy, and it is a study of the improvement method of the curriculum for successful business missionary among these contextualization strategies through vocational education. The study found that 65.57 percent of students got a job as of 2015 after graduating from the seminary, and in particular, 3.2 percent of them were not guaranteed their career path after graduating from the seminary. It was soon found that there was a problem with the curriculum of theological college, and that subjects directly related to missionary work were very scarce, requiring the improvement of the curriculum related to vocational education related to business missionary work.
Based on the research results, suggestions for the new curr-iculum are as follows.
First, management should aim to foster people who are active and have personality and social qualities in line with management education for future missionary work in the 21st century. Second, curriculum courses that aim at understanding the unreached ethnic community should be arranged. Third, education courses should be opened for obtaining certificates and basic knowledge habits that can be utilized in private areas, taking advantage of the strengths of start-ups, asset management, taekwondo, alternative medicine, and IT.
The readjustment and improvement of the curriculum ass-ociated with this vocational education will soon address the questions of qualifications held by pastors at theological college and the lack of preparation as a professional worker who can actually be used in the field. In addition, we can change the existing missionary paradigm to increase the possibility of communication, tent-maker, and reproduction of the mission siteto confirm that the readjustment and improvement of the vocational education curriculum will be the aspect that can be utilized well as the transformation of the missionary paradigm and the 21st century contextualization strategy.
A Brookings Institution Press and British-North American Committee publication Two hundred years ago, the first Industrial Revolution sparked a dramatic acceleration in the quantity of goods and ...services available to the average citizen--a trend of steadily increasing real income per capita that continues to this day. Since that time, economists have struggled to develop systematic explanations for what caused the sudden, rapid increase, why the economy keeps growing, and why the rate of growth varies in different time periods and nations. In this book, F. M. Scherer traces the evolution of economic growth theory from the Industrial Revolution to the present. Emphasizing technological change as the most crucial dynamic force for growth, Scherer analyzes early hypotheses that paid little attention to new technologies, follows the emergence of theories that increasingly emphasized technological change, and reviews the current state of economic growth theory. Pointing out a lack of solid microbehavioral foundations to support contemporary "new growth" ideas, Scherer then supplies some foundational "bricks" concerning financial investment and human capital, and concludes by exploring the prospects for sustaining rapid growth into the next century.
The background of this article is the idea that Bildung and transformative learning as concepts share a common ground but have to adapt for a global context. Both aim at an individual who is able to ...meet the challenges of the future.
In this chapter, you will learn to make interdependent bottom line decisions. Interdependent decisions are those in which the optimal deciion in one dimension depends on what is chosen in other ...dimensions.
Our particular application will be to managerial decisions on people, process, and technology. We will work with a case in which the optimal technology depends on the type of people employed, and the optimal type of people to employ depends on the technology used. We will see that it is optimal to minimize neither the cost of labor nor the cost of machinery.
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