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Wat zijn ontwikkelingen en trends in het HRD-vakgebied?Hoe is leren op de werkplek, in teams en andere Organisatiecontexten te organiseren?Welke rol spelen onder andere leiderschap, technologie, talent- en ontwerpbenaderingen, prestatie en de HRD-professie daarbij?Meer dan ooit bestaat er belangstelling voor vraagstukken op het snijvlak van leren, werken en ontwikkelen. Het vakgebied HRD is dan ook voortdurend in verandering. Samen met 80 gerenommeerde auteurs geven Rob Poell en Joseph Kessels in de derde editie van dit handboek een breed overzicht van het onderzoek, van de theorie en van innovatieve praktijken die (aankomende) HRD-professionals kunnen inspireren.De 45 hoofdstukken vormen rijke reflecties op de werkpraktijk van leren en ontwikkelen in arbeidsorganisaties. In de afgelopen tien jaar hebben zich in sneltempo tal van nieuwe thema's ontwikkeld, zoals duurzaam HR, employability, learning analytics, online leren en talentontwikkeling. In acht delen geeft dit handboek een totaaloverzicht van het vakgebied Human Resource Development vandaag. Het biedt een breed en onderbouwd perspectief op de belangrijkste vragen die spelen bij het organiseren van het leren.https://www.lannoocampus.be/nl/handboek-human-resource-development?utm_medium=email

BPB9999 --- Human resources ; trends. --- Competentiemanagement --- Bedrijfsopleidingen --- BPB2202 --- Organization theory --- Personnel management --- werkplekleren --- HRM (human resource management) --- levenslang leren --- Competenties --- Human resources management --- Leren --- Talentontwikkeling --- Gestion des ressources humaines Personeelsbeleid --- Talentmanagement Gestion des talents --- Appréciation des prestations du personnel Prestatiebeoordeling --- Performance Prestatie --- Talentmanagement --- human resource management --- HRM --- 005.96 --- Loopbaanbegeleiding --- Professionalisering --- Persoonlijke ontwikkeling --- Competentieontwikkeling --- Levenslang leren --- Teamwerk --- Personeelsmanagement

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De auteurs gaan ervan uit dat jongeren 'mee'krijgen start bij een aanpak die hen uitdaagt de verantwoordelijkheid voor het leren meer in eigen handen te nemen. In plaats van zelf voortdurend het voortouw te nemen, kunnen leraren er zich beter op toeleggen de lerenden aan te zetten tot zelfsturend en samenwerkend leren. Daartoe bestaan er heel wat methodieken en strategieën die zij gaandeweg in de eigen klaspraktijk kunnen inbouwen. Om duidelijk aan te geven dat deze gereedschappen in alle vakken kunnen worden ingezet, is de tekst verrijkt met en reeks concrete illustraties uit de klaspraktijk.

Lerarenopleiding --- Algemeen. --- Onderwijskunde. --- zelfstudie --- HO (hoger onderwijs) --- Teaching --- Educational psychology --- higher education --- didactiek --- Didactic strategies --- Klassenmanagement --- Orde houden ; onderwijs --- #PBIB:+110.62 --- #PBIB:1999.2 --- #A9902A --- 454 --- Klasgebeuren --- Onderwijsbeleid --- 184 Kinderrechten en onderwijs --- Onderwijsleergesprek --- Schoolteams --- Vlaanderen --- Zelfsturend leren --- leren --- onderwijsbeleid --- zelfsturend leren --- 371.395 --- 454.22 --- Leerling --- Leren --- Zelfstudie --- 484.21 --- Onderwijs --- klassenmanagement (ler) --- zelfstandig leren (ler) --- 371.3 --- 454.2 --- Klassebeheer --- Ordeproblemen ; onderwijs --- Relatie onderwijsgevende-leerling --- Zelfstandig leren --- 484.2 --- E100088.jpg --- leerkrachten-leerlingen --- leerpsychologie --- secundair onderwijs --- #gsdbP --- Onderwijs : Didactiek : Secundair onderwijs : Zelfstandig werk --- Didactiek; algemeen --- Onderwijsstijlen --- (zie ook: motivatie (leerling)) --- (zie ook: interactief leren) --- 371.22 --- 159.95 --- 371.1 --- 371.21 --- #KVHB:Onderwijspsychologie --- #KVHB:Studeren --- 489 --- didactisch proces --- onderwijs --- 371.32 --- Leermethoden --- Studiemotivatie (demotivatie van leerlingen, leermotivatie, schoolmotivatie) --- 454.21 ) Zelfsturend leren --- Onderwijsmethoden --- 691 --- Hoger onderwijs; algemeen --- Pedagogie en didactiek --- 484 --- kwaliteitsbewaking --- leerkracht --- management --- studentenbegeleiding --- zelfstandig leren --- Didactiek --- Relatie leraar - leerling --- Opvoeding en onderwijs --- Kinderen en jeugd --- Kinderpsychologie --- Zelfgestuurd onderwijs --- Onderwijsvernieuwing --- Jeugd --- Opvoeding --- Pedagogiek --- Statistische gegevens --- Sport --- Kind --- Media --- Ontwikkelingsstoornis --- Fysiotherapie --- Emigratie --- Leermethode --- Jeugdpsychologie --- Jongere

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"To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement." -- Publisher's description. To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick "turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick "will appeal to all those interested in the challenge of lifelong learning and self-improvement

Cognitive psychology --- zelfontplooiing --- levenslang leren --- Learning --- Cognition --- Study skills. --- Research. --- Cognition -- Research. --- Learning -- Research. --- Study skills --- Education --- Social Sciences --- Theory & Practice of Education --- Research --- E-books --- Leren --- Succesvol leren --- How to study --- Learning, Art of --- Method of study --- Study, Method of --- Study methods --- Life skills --- Learning process --- Comprehension --- Psychology --- onderzoek --- Essays. --- Collected papers (Anthologies) --- Papers, Collected (Anthologies) --- Prose literature --- Festschriften --- Cognitive Function --- Cognitions --- Cognitive Functions --- Function, Cognitive --- Functions, Cognitive --- Phenomenography --- Memory Consolidation --- best study techniques. --- brain training. --- consolidation. --- effective study methods. --- elaboration. --- generative learning. --- how improve memory. --- illusion knowing. --- learning strategy. --- long term. --- memorization. --- mental model. --- mnemonic device. --- neuroscience. --- quizzing. --- retrieval practice. --- spaced. --- testing effect. --- varied.

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Social stratification --- Sociology of culture --- United States --- Educational psychology --- Environment --- Environnement et hérédité --- Genetic and environment --- Heredity and environment --- Human intelligence --- Intellect --- Intelligence --- Milieu en erfelijkheid --- Mind --- Nature and nurture --- Nature versus nurture --- Nature--Nurture --- Nurture and nature --- Onderwijspsychologie --- Psychologie de l'éducation --- Psychologie pédagogique --- Psychopedagogie --- Psychopedagogy --- Psychopédagogie --- Pédagogie expérimentale --- Verstand --- Intellect. --- Nature and nurture. --- Intelligence levels --- Educational psychology. --- Social aspects --- -Educational psychology --- -Intelligence levels --- -316.342.2 --- 159.9 --- 316.6 --- Intelligence Intelligentie --- Psychologie Psychologie --- Société Maatschappij --- Information (communication) Informatie (communicatie) --- Education Opvoeding --- Tests Tests --- intelligentie --- onderwijssociologie --- 316.342.2 --- Intelligence quotient --- IQ (Intelligence quotient) --- Education --- Psychology, Educational --- Psychology --- Child psychology --- Genetics and environment --- Nature --- Genetics --- Heredity --- Human beings --- Ability --- Mental retardation --- Thought and thinking --- -Sociale klassen --- Nurture --- Effect of environment on --- Experimentele psychologie --- leren en intelligentie --- leren en intelligentie. --- 316.342.2 Sociale klassen --- Sociale klassen --- Environment and genetics --- Environment and heredity --- Intelligence levels - United States. --- Intelligence levels - Social aspects - United States. --- United States of America

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School management --- scholieren --- Age group sociology --- Sociology of education --- Enseignement --- Jeugd --- Jeunesse --- Onderwijs --- Sociologie --- leerlingen --- leerkrachten-leerlingen --- onderwijshervormingen --- jeugdcultuur --- levend leren --- 371.06 --- 308-053.6 --- #GSDBP --- #GBIB:IDGP --- onderwijs --- C6 --- opvoeding --- leefwereld --- jeugd --- maatschappij --- zelfontplooiing (x) --- ethiek --- C3 --- 316.346-053.6 --- 37.014 --- 159.922.84 --- geschiedenis --- sociologie --- jongeren --- 308 ) Jeugd --- cultuur --- 371.21 --- 371.22 --- 371.1 --- 362.8 --- 371.3 --- School als milieu. Contacten school en samenleving --- Opvoeding, onderwijs, wetenschap --- Kunst en cultuur --- Lerarenopleiding --- Pedagogiek en onderwijskunde --- algemeen --- didactische theorieën --- 371.06 School als milieu. Contacten school en samenleving --- algemeen. --- didactische theorieën. --- Algemeen. --- Didactische theorieën. --- Conformisme --- Onderwijssociologie --- histoire sociale--1970 --- -Conformisme --- Sociologie d'education --- Sociale geschiedenis--1970 --- -Volwassenen, leerkrachten