Research on the implementation of teaching consumer online behavior pattern recognition technology in higher vocational college e-commerce education

The Course Of The Development On Vocational And Technical Education In Britain And Reference To China

The article covers the theoretical, methodical and practical aspects of the implementation of information technologies in vocational education and training. The purpose of the article is to find factors for improving the educational process, management, methods and information work via the introduction of information/information and communication technologies in institutions of vocational and technical education. The following methods were used in the research process: theoretical and substantive analysis of primary sources and advanced pedagogical experience, analysis, generalization and systematization of scientific approaches in the use of information and communication technologies in the educational process of vocational education institutions, as well as methods of modelling and designing the “Teacher’s Road Map”. It has been established that information/information and communication technologies in vocational education are an important area of activity of an educational institution and a tool for increasing the teacher’s productivity. It has been found out that the pedagogical terms contributing to the effectiveness of the use of information technologies in vocational education institutions are a high level of information culture of teachers and students; implementation of innovative technologies including information and communication pedagogical ones based on subject-subject interaction; ensuring the reflection of the subjects of the educational process, their capability of adequate self-assessment of their personality. A virtual road map for the teacher has been developed as an electronic public resource (for example, a website). The map shows all mandatory points and routes that a teacher should take during educational activities in a vocational education institution. The main directions in the teacher’s virtual road map which are consistent with the similar ones of the teacher’s activity in a real educational situation are defined. The virtual road map covers educational and methodical work, has a hyperlink to the plan of methodical work of the cycle commission for the year, a hyperlink to methodical manuals or guides on the organization work in a vocational education institution; provides teachers with system suggestions and hyperlinks to electronic educational resources; a hyperlink to cloud storage for downloading documents for advanced training courses or internships; certificates, diplomas regarding participation in scientific and methodical events and self-education; a hyperlink to the cloud storage for uploading planning documents and methodological developments for review and approval. The virtual road map is differentiated by subject area which allows for providing meaningful instructions to occupational safety teachers, road safety teachers, industrial training masters, and teachers of special disciplines. The result of the research is the development of a meaningful module “Digital technologies in education: cloud services, online platforms for the creation of an educational environment by the teacher and the improvement of the qualifications of the pedagogical staff of the vocational educational institution.” It has been concluded that due to the testing of the information educational environment model at the Kostyantyniv Higher Vocational School, the approaches to the internal management of the institution, the organization of methodical, educational and study work, the forms and methods of teaching the profession, the culture of designing theoretical and industrial training lessons, the system assessment of educational achievements of students, and ways of involving parents in the educational process at the institution have been enhanced.

Study on Application of Multimedia Technology in Teaching Ideological and Political Theories Course of Universities

The duration of exile in refugee communities has grown immensely over the last two decades. Recent humanitarian reports have called for actors to create more coordinated global support for the refugee crises. In these recent calls, the desire to break a cycle of dependency between the refugee community and international aid has been a clear priority. Hence, education has emerged as a strategic action to foster refugee self-reliance, particularly higher education (HE) and technical and vocational education and training (TVET). There are many opportunities to use HE and TVET to benefit the refugee community, including: developing solutions to improve living conditions, enabling new opportunities for learning pathways, allowing refugees to contribute to the economy in hosting countries, or preparing them to rebuild their lives once they return to their home countries. However, the economic, political, and cultural complexities of refugee communities often add layers of challenges to typical formal HE and TVET programs. In addition, the existing literature in refugee education still lacks a coherent analysis of these factors and conditions for adoption of HE and TVET programs, especially for refugees living in camps. To address these gaps, this dissertation presents three studies that investigate an undergraduate introductory engineering course for refugees called Localized Engineering in Displacement (LED). Specifically, I draw on effective learning and policy frameworks to understand how to situate engineering education across HE and TVET and advance LED in refugee camps. The first study presents a case study examining the iterative processes of creation and implementation of the LED course in the Azraq refugee camp in Jordan. As a general outcome of my study, I describe the novel approach to teaching engineering design for learners in the Azraq refugee camp and its applications to other contexts. The second study examines the LED course implemented in the Kakuma refugee camp. The Kakuma refugee camp is situated in Kenya and considered the largest refugee camp in the world, thus providing a different context of refugee camps. I discuss the contextual challenges to transfer, develop, and implement to a new context and present the course outcomes and experiences based on the course participants’ reflections. The third study extends findings from the first and second studies by using a comparative case study to critically examine the development process and challenges of engineering education in refugee camps. Central to my analysis is the connection between the challenges identified in both camps and existing actors involved with refugee education. My research uses two case studies to underscore the complexity of the LED course development in the Azraq and Kakuma camps. I seek to foster a debate about the challenges that influence the development of higher engineering education programs in refugee camps and how different actors can collaborate to advance high-quality engineering education initiatives in refugee contexts. Overall, this dissertation clarifies some of the biggest challenges to implement engineering education in refugee settings, how different actors can collaborate to mitigate these challenges, and how these findings expose the misalignment between the international rhetoric and reality on the ground in refugee camps.

From the current situation of Internet technology course teaching, there are many problems in Internet technology course teaching, which affect the effectiveness of Internet technology course teaching. As an advanced teaching method, moocs bring new opportunities to vocational education. Therefore, it is of great value and significance to apply moocs to the course teaching of Internet technology in vocational education reform. By discussing the characteristics of MOOC and its impact on vocational education, this paper analyzes the reform strategies of curriculum teaching, so as to improve the teaching quality and efficiency of vocational and technical education.

Teaching and Vocational Technology Education Management" refers to the field of education management that is specifically concerned with the development, management, and improvement of vocational education systems. Background related to this topic may include some of the following aspects: Improving the Quality of Workforce: Vocational and vocational technology education is one of the main means of improving the quality of workforce. Improved quality of vocational education can help to produce workforce that is ready to work and has skills that fit the needs of industry and the labour market. Challenges in Curriculum Implementation, Vocational curriculum implementation requires good management. It covers planning, organization, guidance, and control of resources as well as vocational education processes, such as facilities, teachers, and teaching materials. Vocational management education often involves partnerships and close collaboration with industry. Effective management is needed in establishing relationships with companies and industrial organizations to ensure that vocation programs are tailored to the needs of the industry sector. The use of Technology in Learning, the use of technology in vocational education has become an important aspect. This includes technology infrastructure management, digital content development, as well as training and technology support for students and instructors.Certification and Accreditation, Vocational education management also involves certification and accreditation processes. This includes managing the process to ensure that vocational education institutions meet the standards set to provide quality education. Research and Innovation Vocational education management should also support research and innovation in learning methods, curricula, and meeting the needs of emerging industrial sectors. Financial Resource Management: Financial management in the context of vocational education is important, including the allocation of funds for equipment, facilities, and program development. Increased Participation: Vocational education management also includes efforts to increase student participation, including those from diverse social and economic backgrounds. Improving the image and sense of prestige of vocational education is an important aspect in vocational management. This can affect students' interest in enrolling and completing vocational programs. Professional and vocational technology education management plays a central role in addressing these issues and ensuring that vocational education contributes positively to the development of qualified labour force and economic growth. Teaching and Vocational Technology Education Management (TVET) is a discipline related to the management of educational and training programmes aimed at developing technical and practical skills required in various sectors of employment. It covers planning, organization, resource management, curriculum implementation, improvement of teaching quality, as well as evaluation and continuous development of vocational education programmes.

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

The study aimed to reveal the reality of strategic planning technical (Technological) education and to identify the strategies and practices within the Technical Education (ICT)) established within the Ministry of Education and Higher Education in the State of Qatar, through the answer of the main question: «what is the reality of strategic planning for technical education in the State of Qatar.» the study has been identifythe awareness of ministry officials to the concept of strategic planning and technical importance of education and knowledge of the issues that arise in strategic planning and technical education through Identify its objectives for national development. The study identify the most important opportunities, threats, strengths and weaknesses in technical education, the most prominent gains and benefits from the strategic planning process and finally have been identified over the departments and schools commitment to strategic planning and mechanisms used in the follow-up and evaluation. To achieve the objectives of the study were used descriptive and analytical approach in the search, using the selected sample of officials from the Ministry of Education and higher education through in-depth interviews and a review of annual reports and strategic plans for the ministry to demonstrate the reality of strategic planning and technical education over the years of 2010-2017.The results of the study that the Ministry of Education and Higher Education in Qatar is aware of the concept of strategic planning importance.They apply strategic planning for education in general and include technical education a key objective. There is another objective respect merging information technology in the education process as part of the ministry»s strategic plans. The study also showed that there are great opportunities and strengths for technical education that can be exploited to meet the points of threats and Weaknesses if they are used efficiently and effectively. The study explained the mechanisms in following up and evaluating the strategic plans which developed with local and international partners in cooperation with the ministry. Based on the analysis of the results, the study presented a proposed vision for the strategy of developing technical education. The study concluded with a set of recommendations in order to enhance the effectiveness of strategic planning of technical education, the most important to be include the key concepts such as innovation, creativity, quality, transparency in order to access excellence in technical education, in addition to that there is needs for the environment to create before the implementation of strategic plans to change the culture of the community specially students towards technical education to avoid the occurrence of resistance to change. Also there is need for integration and harmony between the other strategic plans within the ministry,also, the each departments need to know what is required for individuals and other departments. Finally, The importance of integration with strategic plans for technical education and labor market needs in the GCC. The most important feature of this study is that it is one of the first studies in the strategic planning of technical education in the State of Qatar. Keywords: Strategic Planning, Strategic Plan, Technical Education, Ministry of Education and Higher Education, Ministry

September 17 – 20, 2020 in Surakarta, Indonesiaorganized by Center of Vocational Education Development Universitas Sebelas Maret in cooperation with the Faculty of Teacher Training and Education Universitas Sebelas MaretTheme: “Driving Engineering and Vocational Education to Address Future Challenges in a Smart Environment”The Annual Engineering and Vocational Education aims to encourage and foster discussions among educators, practitioners, policy makers, and those who are interested in engineering education as well as technical vocational education and training (TVET) as well as provide an avenue to share best practices, teaching experiences, and policies to increase student engagement and achievement in engineering education and TVETList of Organizing Committee and Scientific Committee are available in this pdf.

Online phishing has been a fast growing information security risk and practical concern for e-commerce consumers. However, various levels of uncertainties exist in consumer knowledge and evaluation of online phishing risks. Drawing upon research in decision under risks and uncertainties, this study categorizes an online consumer’s knowledge of phishing risks as falling under one of four uncertainty states: known certainty, known uncertainty, unknown uncertainty, and unknowable uncertainty. This research focuses on the effect of uncertainty levels of e-commerce consumers’ knowledge of phishing risks on their online purchase intentions and decision. A series of four group experiments were conducted with the four uncertainty knowledge states as treatments among 120 subjects. The experimental results indicate that consumer willingness to pay to avoid risks and their intention to purchase online vary systematically under different uncertainty levels of knowledge of phishing risks.

Ensuring on-shelf availability is essential for retailers to maintain high service levels for both in-store and E-Commerce consumers. The performance of this indicator largely depends on reorder planning decisions, as well as on the effectiveness of the replenishment process. This paper presents a case study that involved two Lean initiatives, which together have contributed to a significantly reduction in the number of out-of-stock events incurred by a retail store and an increase in the order fulfilment rate accomplished by the online commerce service. In the first initiative, a value stream management (VSM) methodology was adopted to redesign the existing replenishment process in the most relevant fresh food market: fruits and vegetables. The second initiative involved the implementation of a simple, but effective visual inventory management system in the warehouse of the E-Commerce division, where a wide set of fast-moving consumer goods (FMCG) is stored using kanban cards. This paper hence demonstrates, through practical application, that Lean tools can be employed to improve operational processes with positive impacts on both the physical store performance and on results regarding the online commerce business.

Education is for the benefit of human being, economic development and distribution of wealth earned by the countries. Technical education is not given so much priority over the general education, economic thoughts are moving around production, consumption trade and trade balance. The most important part of production is the human capital produced by the technical education. The technical education may be in apprentice mode or regular learning approach. Both of them are contributing in production, production is the center of the econ0mic development, production of items are the product of technically trained human capital. Trained human capital is an independent variable for economic development. The paper attempted to explore the theoretical concept of technical education in economic development. Some of the country has taken it seriously to develop their human capital, Singapore is one of them. There are different variables of economic development such as exploitation of natural resources, agriculture production, trade, consumption and government expenditure to vibrate economic especially in infrastructure development to support the economic growth. Whatever we talk, there is an intervention of technical and technological education and human capital that are capable to use the technology as required in production for consumption. The technical education is a most important independent variable of economic development.

The development and innovations in technology and vocational education could be a veritable instrument for national economic development in Nigeria. The growing awareness of the need to adapt technology and vocational education to meet the rapid global economic requirement is absolutely essential. Thus, technology and vocational education is a mechanism that could help for improving the quality of workforce by humanizing their mobility, adaptability and productivity. Technology and vocational education indirectly could contribute to the enhancement of firms' competitiveness in the globalized world. This is so because one of the most important features of technology and vocational education is its orientation towards the world of work and the emphasis of its curriculum on the acquisition of employable skills. It is important that government should focus on acquisition of employable skills for the youths so as to divert their attention from these social vices that have bedevil the nation. Thus, it is absolutely essential to examine the development and innovation achievable in technology and vocational education in Nigeria. It is concluded amongst others, that Nigeria government should look inward and recognize the fact that technology and vocational education as the bedrock for meaningful technological growth and national development. It is recommended that the government, stakeholders, policy makers in Nigeria should focus on technology and vocational education, quality assurance and best practices that have worked in advanced countries around the world. Also the government should adequately fund, plan, implement, and manage technology and vocational education programmes in technical institutions in Nigeria. Finally there should be a synergy between the school industry linkages and where students are trained must be a replica of the environment in which the students must subsequently work.

Teaching effectiveness is essential in bringing about classroom achievement. Charisma is strongly linked with teaching effectiveness. Huang and Lin (2014) named four factors related to charisma which were utilized in this study. The factors include: 1) character traits, 2) knowledge, 3) humor, and 4) teaching techniques. Using these factors, the proponents aimed to develop an instrument to measure charisma called, Charisma Inventory for teaching effectiveness (CITE). The development of the instrument followed the Development research design that involved two phases. The first phase is the development of the instrument and second phase is the tryout of the instrument. Using the four areas of charisma according to Huang and Lin (2014), a new set of 10 items per area were developed giving a total of 40 items in all. The second phase involved the utilization of the instrument where the teaching effectiveness of an identified faculty was determined through student evaluation. The result of the evaluation revealed that all areas of the identified faculty were outstanding with character traits being the strongest area and teaching techniques being the weakest. The results of the evaluation using the instrument provided insights as to improving classroom practices and addressing classroom achievement. Further tests may be done with the instrument in order to determine some other psychometric characteristics of the developed instrument.

<p><em>Artificial Intelligence is a technology that has rapidly developed in this decade. Its capability to perform tasks previously achievable only by humans has made this technology popular and utilized across various sectors, including vocational education. In vocational education, Artificial Intelligence plays a role in enhancing the efficiency and effectiveness of teaching. One example is the development of adaptive learning programs that can adjust the curriculum according to students' abilities and needs. Additionally, Artificial Intelligence is also used to evaluate student performance and provide automatic feedback. This system can assist in assessing and monitoring student performance, enabling teachers to focus on teaching and student development. This study used the Systematic Literature Review (SLR) method. This method is used to identify, assess, evaluate, and interpret all available research within the field of the relevant phenomenon, guided by specific research questions. By using this method, a systematic review and identification of journals can be conducted, following predefined steps. The data for this study is obtained from relevant journals between the years 2013 to 2021, totaling 15 literature journals from various countries. The primary goal of this research is to provide a deeper understanding of the role of this technology in vocational education and to present a framework that can be used as a guide for the implementation of Artificial Intelligence. It is anticipated that this research will assist educators and decision-makers in effectively utilizing Artificial Intelligence to enhance learning, skills, and vocational student preparation for the continually evolving job market.</em></p>