Traduction de «situation d'apprentissage » (Français → Anglais) :

authentic learning experience

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The disorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cereb ...[+++]ral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

provide training on e-learning | train the e-trainer

learning complications | learning delays | learning difficulties | learning difficulty

working and learning situation [ ALS ]

learning management systems | LMS

There appears to be a need to promote active learning in both work and school-based VET and give individuals the opportunity to control and develop their own learning, also through the use of innovative, creative and tailored made ICT tools, including e-learning, to improve the access to and flexibility of training.

* Non-formal learning: learning in ‘non-formal’ situations (such as in sports clubs or youth clubs) in contrast to ‘formal’ learning (school, university, etc.).

27. Calls for the EU and its Member States to promote the issue of education for children in emergencies and protracted crises at the World Humanitarian Summit, ensuring that this theme has an adequate place in the outcome document; calls for them also to promote common standards for a learning framework and the dissemination of best practices on alternative learning modalities, such as self- and long-distance learning materials; stresses that mechanisms, tools and capacities should be developed in order to align education plans and budgets across humanitarian response, recovery/transition and development;

S. whereas innovative, inclusive and holistic approaches to education in emergencies have been developed by several EU partners such as the UN Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) with a view to ensuring access to quality education for refugee children affected by ongoing conflicts; whereas this approach combines children’s short-term humanitarian and long-term development needs and includes the development of interactive self-learning materials, psycho-social support, safe learning and recreational spaces, safety and security awareness-raising and capacity-building activities;