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Surveying and identifying objectives are the first step to be taken in engineering educational programming, so that if carried out properly, a more objective basis for correlating educations with organizational needs will be achievable. In this article it is aimed to that using comparative- surveying methods find out training needs of engineers in Iran electronic industries company regarding technical, human and perceptional skills. Statistic society in this research is comprised of all engineers under training course between 2005 to 2009. Since, it is not feasible to focus on all individuals, 150 people were adopted randomly and asked to fill out a questionnaire. One hundred and ten questionnaires were returned. The questionnaire includes 30 questions, which are at 92% level of validity based on Chronbach’s Alpha, that is the questionnaire has good stability. An information analysis was performed through comparative and deductive methods. Findings of the study illustrates that majority of engineers need more technical and perceptional training. In addition, our analyses showed that there is no meaningful relation between type degree, work experiences and authorities of engineers and required skills.

Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.Methods: The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.Findings: Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.Conclusion: Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.

Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories using social media. Different learning theories provide a variety of interpretations of learning. Different learning theories lead to diverse orientations and outcomes in curriculum planning. Therefore, learning theories serve as a framework for guiding decisions during the design and implementation of the curriculum. The aim of this study was to identify the types of learning theories that support the use of social networks and to analyze learning theories on social networks in order to provide a theoretical basis for designing curricula. Methods: For this study, qualitative content analysis method was used. The statistical population of this study consists of all valid documents related to the subject- supportive theories of learning in social networks- from 1995 to 2018 (n=30) selected based on purposeful sampling. The content of 30 documents were analyzed. The analysis unit is the theme. To analyze the findings, the main and sub-classes were extracted after open coding. To ensure the validity of the research, the methods of review by members, triangulation of data sources and review by colleagues were used, and to ensure reliability, the agreement method between the two coders was used. Findings: The findings showed a variety of context-based, community-based, and person-centered theories that support learning on social media. The findings also include four main categories: It showed the dimensions of social networks, network interactions, types of learning, and curriculum elements. It was shown that network communication in social networks includes social interaction, interpersonal communication and interactive communication with admin and teacher-student communication, which is broad and based on community sharing, central agreement and based on sharing ideas. Types of learning on social networks include; network learning, situational learning, problem-based learning, personal learning, and indirect learning. Elements of the curriculum include; network objectives, network content, network learning environment, network inclusiveness, and network evaluation. Network Objectives; features such as unpredictability, divergence, unpredictability, variability, nonlinearity, flexibility, value, reproductive and interactive. Network content has some features such as distributed knowledge, multiplicity of resources, reliable resources, accessibility, context-based knowledge, shared knowledge, inclusive knowledge, self-centered information, voluntary knowledge creation, interchangeable content. The network environment includes technical and educational features. Among the technical features of this environment, we can mention the diversity of language, the existence of communication tools, the possibility of customizing the message and simulating communication. The educational features of this environment also include; being rich is one of the tools of knowledge management, situational awareness, personalized information, open and flexible environment. The network learner is knowledgeable and up-to-date, independent and active, able to do several things together. The network learner is an actor, and social agent who processes, publishes, and manages knowledge on a regular basis. Evaluation on social media is a nonlinear process, formative, conscious, and continuous that is accompanied by the elimination of standard rankings and tests. Conclusion: Based on the research results, it is suggested that those in charge of education use the coordinates of social network-based curriculum elements to design a curriculum based on social networks. For further research it is suggested that researchers implement the findings in an experimental environment to take a positive step towards the optimal use of social networks to learners’ learning outcome. ===================================================================================== COPYRIGHTS ©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================