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Founded in 1883, the Chicago Manual Training School (CMTS) was a short-lived but influential institution dedicated to teaching a balanced combination of practical and academic skills. Connie Goddard uses the CMTS as a door into America's early era of industrial education and the transformative idea of \"learning to do.\"Rooting her account in John Dewey's ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey's Manual Training and Industrial School for Colored Youth, North Dakota's Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement.An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.

In India, the Industrial Training Institutes (ITIs) are a vital part the Vocational Education and Training (VET) system. Previous research reveals that in addition to some other problems, it is the strongly theory-based training that impedes the transition of VET graduates into the labour market, and leads to a lack of work-readiness in young graduates. Since there is still little empirical evidence about the actual forms of teaching and learning in Indian vocational schools, this paper will examine how the learning processes in ITIs in Delhi, Coimbatore and Mumbai take place. To identify the relationship between the theory and practice of training, teacher interviews were conducted, in order to specifically examine the teacher´s beliefs and behaviours as well as classroom observations to supplement the interviews. The evidence gathered supports the thesis that ITI training is theory-driven and teacher-centred, that training is very often not practical and application-orientated, and most ITI teachers in the examined institutes have limited knowledge in the field of micro-didactics. Content knowledge and repetition of facts are more common than problem-based and learner-centred teaching.

Purpose: This article aims to present successful practices in the management of training processes based on virtual reality and augmented reality, namely a strategy for evaluating the process with the principle of continuous improvement in mind, and monitoring its performance in terms of productivity and waste levels. It is proposed to apply Statistical Process Control (SPC) tools to develop control charts for monitoring individual events (i-charts).Design/methodology/approach: The methodology is based on a case study developed in an industrial project and is guided by a literature review on Work-Based Learning (WBL) and SPC.Findings: The developed work shows that SPC tools are suitable for supporting decision making in situations where the data to be analyzed is generated by human-computer interactions, e.g., involving students and virtual learning environments.Originality/value: The innovative aspect presented in the article lies in the evaluation of the effectiveness of pedagogical resources arranged in simulation environments based on virtual and augmented reality. The accumulated knowledge about the application of SPC in service areas, and others that demand data analysis, reinforces the hypothesis of the suitability of its application in the case presented. This is an original application of SPC, normally used in business processes quality control, but which in this case is applied in an innovative way to the evaluation of industrial training processes, with the same spirit for which it was designed, i.e. to provide the means to manage the quality of a process.

On the one hand, India is a growing economy that needs skilled labour, self-employed entrepreneurs and employees to tackle its economic and social challenges. On the other hand, India faces high unemployment rates, especially among young people. Graduates from industrial training institutes (ITIs) in particular are often facing difficulties in pursuing self-employment. Entrepreneurship education is an essential element in preparing young people for self-employment. This paper analyses how and to what extent entrepreneurship education has been conceived and implemented in vocational schools in and around Bangalore to face these challenges. Methodologically the authors use a three-step approach following the theories of a `prescribed', `adopted' or `enacted' curriculum. Qualitative interviews are used for the analysis of the adopted and enacted curriculum. The authors conclude that whereas the prescribed curriculum includes several elements of entrepreneurship education and teacher's understanding is in line with the prescription, the understanding is seldom translated into input in the day-to-day teaching. The plausible reasons for this gap are discussed in this paper.

With the increasing use of Artificial Intelligence (AI) technologies in education, the number of published studies in the field has increased. However, no large-scale reviews have been conducted to comprehensively investigate the various aspects of this field. Based on 4,519 publications from 2000 to 2019, we attempt to fill this gap and identify trends and topics related to AI applications in education (AIEd) using topic-based bibliometrics. Results of the review reveal an increasing interest in using AI for educational purposes from the academic community. The main research topics include intelligent tutoring systems for special education; natural language processing for language education; educational robots for AI education; educational data mining for performance prediction; discourse analysis in computer-supported collaborative learning; neural networks for teaching evaluation; affective computing for learner emotion detection; and recommender systems for personalized learning. We also discuss the challenges and future directions of AIEd.

Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field.

Gamification is the concept of leveraging the psychological predisposition to engage in gaming, using mechanisms that game designers have applied in making video games, as a potential means to make real world activities more engaging. A serious game is a game designed for a primary purpose beyond that of pure entertainment. The influence of games on the cognitive, emotional and social domains of players increases motivation and engagement of learners. Within a gamified environment, individuals demonstrate a willingness to engage in repetitive tasks, experience failure, and make repeated attempts despite the risk. In the workplace, gamification provides many benefits for companies, including enhanced workforce recruitment and retention, increased program adoption, and improved work performance. However, many companies are reluctant to adopt gamification due to the challenges of accomplishing change within organizational hierarchies, as well as other concerns like demographics, ethics, and a history of failed attempts at gamification. This paper presents a literature review to synthesize research and findings on serious games and gamification in the workplace.

The rapid pace of technological innovation necessitates that information technology (IT) services firms continually invest in replenishing the skills of their key asset base, the human capital. We examine whether human capital investments directed toward employee training are effective in improving employee performance. Our rich employee level panel data set affords us the opportunity to link formal training with performance at the individual employee level. Using a dynamic panel model, we identify a significant positive impact of training on employee performance. A unit increase in training is linked to a 2.14% increase in an employee's performance. Interestingly, we find that in the IT sector, skills atrophy and consequently high-experience employees reap higher returns from training, which highlights the uniquely dynamic nature of IT knowledge and skills. We also find that general training that an employee can utilize outside the focal firm improves employee performance. However, specific training pertinent to the focal firm is not positively linked to performance. On the other hand, although domain and technical training both enhance employee performance individually, the interaction between the two suggests a substitutive relationship. Thus, our findings suggest that the value of training is conditional on a focused curricular approach that emphasizes a structured competency development program. Our findings have both theoretical and practical significance. Most important, they justify increased human capital investments to fuel future growth in this important component of the global economy. This paper was accepted by Lorin Hitt, information systems.

The fourth industrial revolution has forced most companies to technologically evolve, applying new digital tools, so that their workers can have the necessary skills to face changing work environments. This article presents a scoping review of the literature on virtual reality-based training systems. The methodology consisted of four steps, which pose research questions, document search, paper selection, and data extraction. From a total of 350 peer-reviewed database articles, such as SpringerLink, IEEEXplore, MDPI, Scopus, and ACM, 44 were eventually chosen, mostly using the virtual reality haptic glasses and controls from Oculus Rift and HTC VIVE. It was concluded that, among the advantages of using this digital tool in the industry, is the commitment, speed, measurability, preservation of the integrity of the workers, customization, and cost reduction. Even though several research gaps were found, virtual reality is presented as a present and future alternative for the efficient training of human resources in the industrial field.

The transfer of dual training from Germany to other countries is widely debated. However, there is little, if any, academic research in this area. The present study addresses this research deficit and examines the training activities of German companies in China, India and Mexico. Data was collected in 86 manufacturing companies of differing sizes and producing different goods. The evaluation of a total of 149 interviews with training experts showed that both the local training system and the German system can serve as a model for companies’ training. Hybrid forms combining local and German elements also exist. Even within a company, different parallel types of training can be identified. However, the orientation to local training practice is the dominant model in all three countries.