The Experts below are selected from a list of 201 Experts worldwide ranked by ideXlab platform
Edwin L. Herr - One of the best experts on this subject based on the ideXlab platform.
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kenneth b hoyt visionary statesperson leader activist
Career Development Quarterly, 2009Co-Authors: Edwin L. HerrAbstract:Kenneth B. Hoyt passed away on August 27, 2008. He leaves a comprehensive legacy of insights and initiatives about the relationship of Education and work, the importance of Career development as a mission of schools, and the role of school counselors in these important processes. This article reviews Dr. Hoyt's 50-year-long body of work. Kenneth B. Hoyt, University Distinguished Professor of Counseling and Educational Psychology Emeritus at Kansas State University, passed away on August 27, 2008. He is among the long line of statespersons, visionaries, and activists who initiated and shaped the counseling profession in the United States during the latter half of the 20th century. Although Hoyt was concerned that all students have access to excellent school counseling, he was particularly committed to the development of programs of vocational guidance, Career counseling, and Career Education for employment-bound high school students; effective techniques through which school counselors could help students to choose Educational options and occupations (Careers); and schools in which helping students with their Career development was seen as one of the many missions, not simply a by-product of schooling. His Career demonstrated a continuing commitment to promoting effective interactions between schools and workplaces, a fusion of teaching/learning and Career development, increased attention to the transition of students from school to employment, and ensuring that "all students, especially those in technical and trade fields, experience the benefits of Career guidance" (Reardon, 2005, p. vii). Hoyt was one of the most prolific writers and speakers in behalf of the counseling profession, particularly school counseling, in the 20th century. He was well prepared for his roles as a statesperson, an activist leader, and an advocate for the emphases in Education and counseling he embraced. Following his service in the U.S. Army in World War II, he earned a bachelor of science degree in Education from the University of Maryland in 1948, a master's degree in counseling and guidance from George Washington University in 1950, and a doctorate in Educational psychology from the University of Minnesota in 1954. Equally important to his Education about school counseling was his practical experience in schools and as a counselor. He first worked at Montgomery Blair High School in Silver Spring, Maryland, as a teacher and counselor providing guidance to students three periods a day, teaching chemistry and eighth-grade mathematics, serving as the school librarian, and coaching. Subsequently, he served as director of guidance at Westminster High School, Maryland Public Schools, where he taught one class in physics and was the counselor for 1,500 students. In 1950, he enrolled in the doctoral program in Educational psychology at the University of Minnesota. After his 1st year, he became a full-time instructor, teaching graduate extension courses in guidance and counseling and consulting with high schools throughout Minnesota, helping them to develop their guidance programs (Engen, 2003). Several points are apparent in these years when Hoyt was serving as a school counselor and as a graduate student in counseling and guidance. He realized that school counseling was in its infancy, with only a partial foothold in the schools. The academic or clinical preparation of school counselors was minimal and done through an accumulation of courses on a part-time basis, not in a sequential, full-time program of counselor Education. In his view, school counselors or, more exactly, teacher/counselors who were teaching academic classes for half of the school day and counseling students for the other half could not adequately serve the hundreds of students assigned to them for help. In his view, counselors needed to be in full-time positions and available when students needed them. Furthermore, he believed that all students, whether employment- or college- bound, needed help in identifying their options for academic or technical preparation and for work. …
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The Internationalization of Educational and Vocational Guidance
The Career Development Quarterly, 2005Co-Authors: Mark L. Savickas, Raoul Van Esbroeck, Edwin L. HerrAbstract:The authors identify and discuss the main themes from the discourse on the internationalization of Educational and vocational guidance at the 2004 Symposium on International Perspectives on Career Development, cosponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association. Participants from 46 countries discussed international perspectives on and comparative features of Educational and vocational guidance. They concentrated on issues of designing and adapting models, methods, and materials for Career Education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for Career services, and the promise of information technology for expanding the delivery of Educational and vocational guidance and for supporting Career counselors. Globalization of the world's economies is causing diverse cultures to become more alike through trade, immigration, and the exchange of information and ideas. It is also changing the way the world works. Today, individuals around the world are experiencing a transformation in forms of work, the social organization of occupations, and the personal experience of Careers (Herr, Cramer, & Niles, 2004). This break with past practices in the work world has been accelerated by rapid advances in information technology and the emergence of knowledge societies. In response, Educational and vocational guidance practices in many countries are changing to better assist the world's workers adapt to their new situations. As occupational roles have become more alike in different countries, guidance practices in these countries have also become more similar. This growing similarity among guidance practices in many countries has made it possible to envision the internationalization of Educational and vocational guidance. This international perspective may be evolving, in part, because more counselors are receiving their training abroad and more counselor educators are attending international conferences and studying abroad. Through the exchange of information and ideas in international journals, Web sites, and national conferences with international participants, the internationalization of guidance even touches counselors who choose to stay at home. Internationalization of guidance denotes the process of designing Career interventions and services so that they can be adapted for local use in various languages, regions, and cultures. Internationalized applications of guidance interventions should be easily adapted to the customs and languages of users around the world. The localization of these practices, of course, requires the addition of local components, data, and sensitivities. The internationalization of guidance differs from cross-cultural and multicultural approaches to guidance. A cross-cultural approach examines how cultural differences in developmental, social, and Educational experiences affect both individual vocational behavior and Career guidance practices. A multicultural approach seeks to transform guidance so that it critiques and addresses holistically current shortcomings, failings, and discriminatory practices in Career services while advancing social justice and equity. We view cross-cultural guidance as comparing features between countries and multicultural guidance as comparing features within countries among diverse groups. In comparison, internationalization of guidance deals with the process of "globalocalization," which means importing general knowledge about work, workers, and Careers and then adapting it to the local language, customs, and caring practices of each country (Savickas, 2003). To promote the internationalization of guidance, the International Association for Educational and Vocational Guidance and the National Career Development Association cosponsored the 2004 symposium on International Perspectives on Career Development. …
Friesen Norm - One of the best experts on this subject based on the ideXlab platform.
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Editorial: Pedagogical Media Ecologies
Zeitschrift MedienPädagogik, 2014Co-Authors: Meister, Dorothee M., Hug Theo, Friesen NormAbstract:From Educational gaming through portable e-readers to cell phones, media are interpenetrating Educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for Education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which Education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of Educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to Educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of Educational media. Areas of research and scholarship relevant to this dialogue include Educational media, media literacy, Educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of Educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and Educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental Educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open Education. Deimann sees the «open paradigm» as changing Education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the Educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 Educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open Educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 Educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for Career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative Career Education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in Career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/Educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015).From Educational gaming through portable e-readers to cell phones, media are interpenetrating Educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for Education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which Education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of Educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to Educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of Educational media. Areas of research and scholarship relevant to this dialogue include Educational media, media literacy, Educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of Educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and Educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental Educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open Education. Deimann sees the «open paradigm» as changing Education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the Educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 Educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open Educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 Educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for Career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative Career Education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in Career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/Educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015)
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Editorial: Pedagogical Media Ecologies
Pädagogische Hochschule Zürich, 2014Co-Authors: Dorothee M. Meister, Theo Hug, Friesen NormAbstract:From Educational gaming through portable e-readers to cell phones, media are interpenetrating Educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for Education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which Education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of Educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to Educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of Educational media. Areas of research and scholarship relevant to this dialogue include Educational media, media literacy, Educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of Educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and Educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental Educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open Education. Deimann sees the «open paradigm» as changing Education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the Educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 Educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open Educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 Educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for Career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative Career Education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in Career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m- meister/tagungen/Educational-media-ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media- ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015)
Yaoming Gao - One of the best experts on this subject based on the ideXlab platform.
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Career guidance and counseling in shanghai china 1977 to 2015
Career Development Quarterly, 2016Co-Authors: Xiaolu Zhou, Yaoming GaoAbstract:This article presents 4 stages in the development of Career guidance and counseling in Education settings in Shanghai, People's Republic of China, from 1977 (after the Cultural Revolution) to 2015, with an economic–political perspective. In the 1st stage (1977–1992), job allocation was implemented by the government as a mandatory regulation to meet the pressing demands for trained professionals in various industries. In the 2nd stage (1993–1999), job allocation was replaced by vocational guidance as a service. In the 3rd stage (2000–2011), there was a growth in Career Education, mainly in colleges. The 4th stage (2012–2015) witnessed the boom of Career counseling with the focus transferring to secondary schools. This article ends with a discussion of the future model of Career guidance and counseling in Shanghai.
Christian Percy - One of the best experts on this subject based on the ideXlab platform.
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Career Education that works an economic analysis using the british cohort study
Journal of Education and Work, 2017Co-Authors: Elnaz Kashefpakdel, Christian PercyAbstract:There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the Education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced Career Education while individuals are at school. However, the literature lacks in-depth quantitative analysis making use of longitudinal data. This paper draws on the British Cohort Study 1970 to investigate the link between Career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more Career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.
Mark L. Savickas - One of the best experts on this subject based on the ideXlab platform.
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The Internationalization of Educational and Vocational Guidance
The Career Development Quarterly, 2005Co-Authors: Mark L. Savickas, Raoul Van Esbroeck, Edwin L. HerrAbstract:The authors identify and discuss the main themes from the discourse on the internationalization of Educational and vocational guidance at the 2004 Symposium on International Perspectives on Career Development, cosponsored by the International Association for Educational and Vocational Guidance and the National Career Development Association. Participants from 46 countries discussed international perspectives on and comparative features of Educational and vocational guidance. They concentrated on issues of designing and adapting models, methods, and materials for Career Education and counseling. Three additional themes revolved around the importance of public policy initiatives, training enough practitioners to meet the growing international need for Career services, and the promise of information technology for expanding the delivery of Educational and vocational guidance and for supporting Career counselors. Globalization of the world's economies is causing diverse cultures to become more alike through trade, immigration, and the exchange of information and ideas. It is also changing the way the world works. Today, individuals around the world are experiencing a transformation in forms of work, the social organization of occupations, and the personal experience of Careers (Herr, Cramer, & Niles, 2004). This break with past practices in the work world has been accelerated by rapid advances in information technology and the emergence of knowledge societies. In response, Educational and vocational guidance practices in many countries are changing to better assist the world's workers adapt to their new situations. As occupational roles have become more alike in different countries, guidance practices in these countries have also become more similar. This growing similarity among guidance practices in many countries has made it possible to envision the internationalization of Educational and vocational guidance. This international perspective may be evolving, in part, because more counselors are receiving their training abroad and more counselor educators are attending international conferences and studying abroad. Through the exchange of information and ideas in international journals, Web sites, and national conferences with international participants, the internationalization of guidance even touches counselors who choose to stay at home. Internationalization of guidance denotes the process of designing Career interventions and services so that they can be adapted for local use in various languages, regions, and cultures. Internationalized applications of guidance interventions should be easily adapted to the customs and languages of users around the world. The localization of these practices, of course, requires the addition of local components, data, and sensitivities. The internationalization of guidance differs from cross-cultural and multicultural approaches to guidance. A cross-cultural approach examines how cultural differences in developmental, social, and Educational experiences affect both individual vocational behavior and Career guidance practices. A multicultural approach seeks to transform guidance so that it critiques and addresses holistically current shortcomings, failings, and discriminatory practices in Career services while advancing social justice and equity. We view cross-cultural guidance as comparing features between countries and multicultural guidance as comparing features within countries among diverse groups. In comparison, internationalization of guidance deals with the process of "globalocalization," which means importing general knowledge about work, workers, and Careers and then adapting it to the local language, customs, and caring practices of each country (Savickas, 2003). To promote the internationalization of guidance, the International Association for Educational and Vocational Guidance and the National Career Development Association cosponsored the 2004 symposium on International Perspectives on Career Development. …