Institute for Holistic Learning Based on Montessori Education

used online and/or offline and contains plenty of questions and exercises <strong>for</strong> the most important business topics.
46 Khom, Walter; Marx, Jürgen - Austria - walter.khom@bitmedia.cc
Practise e-<strong>Learning</strong> with learning content and technology
Working with virtual and collaborative e-learning environments is becoming state of the art in schools, colleges and
universities. But also corporates and governmental organisations increase their proportion of self paced and collaborative
e-learning <strong>for</strong> their employees. Several components are necessary <strong>for</strong> a successful collaborative e-learning:
In the first instance there has to be set up a virtual learning environment VLE and/or <strong>Learning</strong> Management System
(LMS). <strong>Based</strong> on bit media’s <strong>Learning</strong> Management SITOS® there can be created e-learning communities. Users
will be assigned to specific groups and courses with different roles like student, instructor or administrator. On the
other side there is plenty of need of capable e-learning content within virtual learning environments. bit media’s
Content Creator® - one of the most popular authoring tools <strong>for</strong> e-learning content enables instructors, teachers
and content developers to create highly interactive e-learning modules in a few steps.
47 Kingsbury, David; Daines, Jeanette - USA - dkingsbury@bemidjistate.edu
The Creation and Enhancement of Economic Activity through Collaboration of Providers of Technical
Vocational Education on a Regional and International Basis
The creation and enhancement of economic activity is a primary factor in the reduction of global poverty. This
presentation provides a framework that allows the development of regional technical vocational education that
leverages the signature themes and knowledge sets of a geographic area. The use of distance education, such as
web delivered and enhanced instruction, allows the education and training to be articulated from a local two-year
degree in technical vocational education to a four-year Bachelors of Applied Science Degree in Technology
Management or other applied engineering degree. Some key components of this model are the use of applied
research to determine the signature themes of a geographic region, the development of local technical vocational
programs to enhance those themes, and the articulation and delivery of appropriate upper division course work to
complete the two and four year degrees through distance education technology. Example programs of this type are
currently being developed both across Northern Minnesota in the United States and also proposed with the
partnership of Ankara University to be implemented in Turkey.
48 Lassnigg, Lorenz - Austria - lassnigg@ihs.ac.at
VET research as a contribution to the development of lifelong learning - requirements and pitfalls
The role and structure of VET research is analysed vis a vis the development of lifelong learning systems in Austria,
as compared to the European Union. The presentation is based on the research about VET research to the
European REFER net (http://www.abf-austria.at/abf.asp) and previous results in the framework of the OECD study
about educational R&D, extended by an analysis of participation in European projects.
The structure of VET research is basically determined by the various actors comprising the supply and demand side
of the system. The Austrian system shows a specific structure determined by non-academic players, and a very low
involvement of universities at the supply side. On the demand side administrative players and the social partners
play a main role, however, the institutions of the VET system are involved to a less degree. Involvement patterns
result in specific structures of satisfaction and dissatisfaction among the types of actors.
Looking at the per<strong>for</strong>mance of the system, VET research seems to reflect overall aspects of the Austrian R&D and
innovation system, mainly that innovation is rather imported than produced in the country. Participation and
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