<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Alexandra David</style></author><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">human capital</style></keyword><keyword><style  face="normal" font="default" size="100%">integration of vulnerable and marginalized groups</style></keyword><keyword><style  face="normal" font="default" size="100%">social capital</style></keyword><keyword><style  face="normal" font="default" size="100%">vocational education and training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055712.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">42-58</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INSTANT LEARNING ON DEMAND AND COMMUNITIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">eLearning</style></keyword><keyword><style  face="normal" font="default" size="100%">instant learning on demand</style></keyword><keyword><style  face="normal" font="default" size="100%">social media</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939896</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In order to cope with many requirements and changes of the labor market, beside a good organized labor market policy, flexibility and fast improving measures in the education programs are necessary. They should also include instant learning on demand by using eLearning, and new IT media embedded into work processes, responding to requirements of work/career situations as well as employees interests and supporting collaboration, knowledge sharing and performance support. Within vocational and continuing education, training on demand should be a good alternative for new staff or some categories of staff like IT professionals being asked to do new work or more work in less time, keeping up with progressing technologies. IT professionals are frequently interrupted during their training with emergency calls to be solved and are often overworked. Communities, where individuals share a domain of interest and knowledge about which they communicate and learn via formal or informal methods in order to solve problems are proper environments for instant learning on demand. Instant learning in communities means the acquisition of knowledge and skills as fast as they are taught or demonstrated to the communities participants – instantly.
 In this paper, first examples of fields and activities which could be supported by instant learning on demand based on eLearning and Web 2.0 are presented. Communities oriented to instant learning on demand and examples of projects aimed also at building communities and strategies for instant learning on demand for small and middle sized enterprises (SMEs) are given. Some conclusions are also presented.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">33-41</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author><author><style face="normal" font="default" size="100%">Timothy  Hall</style></author><author><style face="normal" font="default" size="100%">Mihnea  Marin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING TO BUILD AN INNOVATIVE WORK CULTURE AND WORKING ENVIRONMENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action learning</style></keyword><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">working environments</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915896.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Working environments will suffer significant changes with the introduction of new techno¬logies, materials and work processes. New designs for the working environment and a work culture supporting creativity and innovation in companies are required. Learning for creativity and innovation in organizations is often a slow process based on iterative cycles of experimentation. Lack of knowledge, skills and resources particularly in small and medium sized companies (SMEs) are often the cause of inability to innovate and/or to change modes of work. In this paper the issues linking work culture and environments are presented. Two learning approaches, which support the building of an innovative work culture and new working environments are discussed, viz. action learning and informal, cooperative learning in Communities of Practice (CoP), both supported by eLearning. Illustrative examples are given of these approaches being applied in SMEs.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-72</style></section></record></records></xml>