"ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program." - Information and Links:

ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program. - Info and Reading Options

"ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program." and the language of the book is English.


“ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program.” Metadata:

  • Title: ➤  ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program.
  • Author:
  • Language: English

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  • Internet Archive ID: ERIC_ED425315

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"ERIC ED425315: Collaborative Learning For Continuous Improvement: Team Learning And Problem Solving In A Workplace Education Program. A Guidebook From A Project Of The National Workplace Literacy Program." Description:

The Internet Archive:

This guidebook presents a collaborative or team-based model of workplace basic education. It is written particularly for practitioners--the adult educators and company and union representatives who do the work of planning, carrying out, and evaluating basic skills-related activities in the workplace. Chapter 1 provides background, assumptions that guided design of the 3-year workplace education project in seven workplaces in upstate New York, and components of the Collaborative Learning for Continuous Improvement (CLCI) project model: initial discussion; educational planning team; workplace needs assessment; individual needs assessments; basic skills-related activities; staff development; program evaluation planning; activities scheduling and facilities preparation; learner recruitment; implementation of instructional, assessment, and program evaluation activities; formative evaluation; and end-of-cycle evaluation. The remainder of the guidebook describes how the sites actually interpreted the model. Chapters 2-7 describe how the sites implemented the various program components and the lessons learned from that experience. These chapters cover the following: (1) the educational planning team; (2) workplace needs assessment; (3) curriculum: providing multiple learning opportunities; (4) portfolio assessment; (5) program evaluation; and (6) the central planning team. Chapter 8 provides bibliographic information and descriptions of 34 reference materials related to topics covered. (YLB)

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  • Source: Internet Archive
  • Internet Archive Link: Archive.org page
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  • Added Date: 2015-12-27 13:29:25
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