e-learning team [ online learning team | virtual learning team | electronic learning team ]

types of training equipment for riding | typology of equipment used in rider training | training equipment for riding | types of equipment used in rider training

peer learning

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 d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral 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.

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

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

learning complications | learning delays | learning difficulties | learning difficulty

action learning | active learning

community-based learning | CBL [Abbr.]

2.3 To acquire competences, learners need, from an early age, to 'learn to learn' by reflecting critically on their learning aims, managing their learning with self-discipline, working autonomously and collaboratively, seeking information and support when necessary, and using all the opportunities of new technologies.

Teaching as a team, observation of other teachers, and wider professional learning communities are gaining ground as powerful forms of peer collaboration, but are not yet the norm across Europe. To improve pupils' learning experience, teachers need to be able and willing to work and learn in teams – with other teachers, in multi-professional school teams and with external partners.

Encourages Member States to adapt their initial teacher training and continuous in-service development programmes, to make better use of peer-learning activities between Member States, and to promote cooperation and partnerships between teacher training colleges and schools.

At the same time, when I look at the changing make-up of professional teams in terms of how many Canadians exist, and because of our own system of apprenticeship, and with the global situation, it's just around the corner when we're going to have teams in Europe and other parts of the world.