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The working environment of future university graduates is characterized by highly dynamic and complex product development processes. In addition to disciplinary competence, it is essential to build up methodical and social competence as well as to foster the elaboration and creativity potential of students. In order to meet industrial requirements the Karlsruhe Education Model for Product Development (KaLeP) was implemented. One element of this holistic education model is a design methods internship called ProVIL - Product Development in a Virtual Idea Laboratory. The above mentioned integrated understanding of product development and the competences derived from it are successfully taught in the case-based action learning environment ProVIL. Additionally, the very important aspect of multidisciplinary product development in site-distributed teams is taken into account and generates an added value to the progression of the KaLeP. In this work the authors present the dimensions of competence which should be aimed for a holistic teaching approach for the interdisciplinary student courses in ProVIL. An example illustrates how a continuous alignment and the necessary adaption of competences of student project teams can be achieved within ProVIL.

Flipped learning is actually considered as one of the most discussed educational concepts. The Russian researchers mainly focus on the technology of the flipped learning method and analyze the recent practice of its application at all levels of national education system. The purpose of the present article is to explore the theoretical backgrounds of the flipped learning. based on groundwork literature on flipped learning and related concepts and using a descriptive method of study the paper explores the fundamental features of the flipped learning, outlines the main steps in the development of this educational technology and shows its evolution from the basic “flipped classroom” model to the modern “flipped learning” concept. Today we still can see a simplified understanding of the “flipped classroom” technology, which reduces it to a simple inversion of homework and classroom work. The paper shows that while using the inversion of homework and classroom work as the base principle, the flipped learning implies more conceptual changes in the learning process, namely, a radical rethinking of the role of the teacher, the student and the content of their face-to-face time. Flipped learning can be considered as a kind of educational meta-strategy that creates optimal conditions for the application of a personalized approach to learning, as well as of all the basic tactics of active learning. The relevance of the work is due to the need to adapt the learning process in higher education to the changes in the national education system, as well as to global socio-economic changes. The article contributes to the positive attitude to the current transformation process in national education, and provides Russian practitioners with a theoretical basis and explanation of some of the critical issues of flipped learning.

The aim of the article is to conduct a comparative systemic analysis of personnel preparation models in fashion education in the countries with successful design and sewing goods production. The comparative analysis of education models and trajectories of fashion education in the European Union, Ukraine, the USA, Canada, China and Japan has been presented in the article. It has been found out that the fashion-setting countries are stressing more on the creative and economical content constituents in education, while manufacturing countries are concentrating more on technical and technological content constituent of education. The future sewing specialist curricula include subjects of professional software support, business, along with a probation period (traineeship) at business enterprise. A welldeveloped international integration of future fashion specialists is directed at courses of academic mobility, 'double diploma', teaching international students, existence of foreign branches of modern fashion schools, and participation in international research projects. [ABSTRACT FROM AUTHOR]

The paper presents the application of a hybrid method (blended learning - linking traditional education with on-line education) to teach selected problems of mathematical statistics. This includes the teaching of the application of mathematical statistics to evaluate laboratory experimental results. An on-line statistics course was developed to form an integral part of the module ‘methods of statistical evaluation of experimental results’. The course complies with the principles outlined in the Polish National Framework of Qualifications with respect to the scope of knowledge, skills and competencies that students should have acquired at course completion. The paper presents the structure of the course and the educational content provided through multimedia lessons made accessible on the Moodle platform. Following courses which used the traditional method of teaching and courses which used the hybrid method of teaching, students test results were compared and discussed to evaluate the effectiveness of the hybrid method of teaching when compared to the effectiveness of the traditional method of teaching.

Aim. The aim of the study was to verify the importance of education in the Swedish state and society concept, what are its objectives and how its foundation are implemented at each stage of education. Method. The object of the study was the Swedish educational system. It has been examined as part of the institutional approach, analyzing the Swedish educational institutions (their concepts, features, impact on social phenomena). This article contains the characteristics of the Swedish model of education and outlines the most important attributes which are influencing the attractiveness and effectiveness of the Swedish curriculum, presents levels of education, describes the mechanisms built into the system of education, educational reforms. Results. The analysis showed that education is strongly correlated with the Swedish social model, based on his assumptions, norms, it uses solutions developed by its. The Swedish education system is one of the key areas of sate interest, whose actions are focused on equalization of educational opportunities for all citizens, and the various levels of education allow for multi-dimensional and free use of its potential. Conclusions. Education was incorporated and became the foundation of building an egalitarian society which based on the principles of human equality in terms of social, political and economic conditions, what should be understood as equal opportunities. These ideas, combined with the dynamic economic development of Sweden, were elements forming the basis for the ideological and functional education system. Adapting to the changing social or economic situation has become a permanent feature of the education system, which by means of the reform is to support the functioning of the state through the development of knowledge and social competence. [ABSTRACT FROM AUTHOR]

Objective Many fellowship programs in maternal-fetal medicine (MFM) lack sufficient exposure and training in chorionic villus sampling (CVS). We describe a novel training model of transabdominal and transcervical CVS. Methods A porcine heart simulated a 12-week human uterus with a cervical canal created at the apex of the heart. A piglet was placed within a water-filled condom, which was placed inside the "uterus." A second water-filled condom simulated a maternal bladder. Fresh human placenta was placed between the condom and uterine wall. A zipper-sealed freezer bag with ultrasonic gel simulated an abdominal wall. Transabdominal ultrasound was utilized with this model to perform CVS. Results The design involved four MFM specialists and three fellows. Twenty-three faculty MFM specialists and eight MFM fellows endorsed the fidelity of both models. One hundred percent of attendees of a procedural workshop agreed that these models could be used to teach proper technique to fellows and faculty. Conclusion We report a novel training model for transabdominal and transcervical CVS to teach proper technique in a nonclinical setting. [ABSTRACT FROM AUTHOR]

We describe in this paper the evolving development and evaluation of a praxis-based comprehensive project model in an advanced generalist MSW program. We explain how this model provides students an effective and meaningful way to incorporate social work generalist principles into professional practice, develop expertise about specific clients and related practice issues, and foster professional growth and development. We present an overview of the model and describe its key elements, structure, process, and implementation. One student's project/process provides a case example. It demonstrates that the MSW program and comprehensive project model represent parallel processes, each contributing to the development of advanced generalist practitioners. [ABSTRACT FROM AUTHOR]