WorldWideScience

Sample records for facilitate lifelong learning

  1. Facilitating lifelong learning with OpenU

    NARCIS (Netherlands)

    Rubens, Wilfred; Counotte, Anda

    2012-01-01

    Rubens, W., & Counotte, A. (2012). Facilitating lifelong learning with OpenU. In R. Jacobi, & N. van der Woert (Eds.), Trendreport Open Educational Resources 2012 (pp. 22-26). Utrecht: SURF Foundation - Special Interest Group Open Educational Resources SURF.

  2. Do learning portfolios facilitate lifelong learning in students?

    OpenAIRE

    Nylund, Kamilla

    2015-01-01

    Background: The context of academic learning is changing, providing challenges to support student learning and to strengthen regulatory skills. Previous research on portfolios indicates promising findings for student learning. However, due to the rapid development in this field, with no systematic reviews performed since 2009, this review was considered important. The review is a starting point for a scholarly work aiming to improve student learning in a master’s program. The aim of this stud...

  3. Lifelong Learning

    DEFF Research Database (Denmark)

    Krogh, Lone; Jensen, Annie Aarup

    2010-01-01

    the intended as well as the unintended effects (personal and professional) of the master education. The data have been gathered among graduates from a specific master education, Master in Learning Processes, and the paper will draw on results from a quantitative survey based on a questionnaire answered by 120......Master education for adults has become a strategy for Lifelong Learning among many well-educated people in Denmark. This type of master education is part of the ‘parallel education system' in Denmark. As one of the first Danish universities who offered this type of Master education, Aalborg...... and obtaining a master degree. The research interest was to determine whether the motives and needs would stem from for instance society's increased demands for qualifications, job related expectations of competence development expressed from the work place, or rather the individual wishes for personal...

  4. Self directed and lifelong learning.

    Science.gov (United States)

    Alexander, Sylvia; Kernohan, George; McCullagh, Paul

    2004-01-01

    Given the many changes that occur in medicine, health care and information technologies we need to prepare all our students to engage in self directed and life long learning. There is considerable opportunity for self-directed and lifelong learning in health informatics bringing together students in exciting global learning environments, where they have much greater freedom and flexibility in their studies and potentially a wider variety of resources available to them. Self-directed learning focuses on the process by which adults take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. Lifelong learning happens in a variety of formal and informal settings building on both intentional and incidental learning experiences. In a lifelong learning situation the tutor must relinquish the role of expert and assume the role of facilitator, guiding learners to uncover their own knowledge. Against a back drop of rapid advances in technology which can be used to both deliver course materials and provide enhanced learning opportunities, this chapter outlines the pedagogic principles and practices which underpin self-directed and lifelong learning.

  5. Lifelong learning and participation

    DEFF Research Database (Denmark)

    Rothuizen, Jan Jaap; Molpeceres, Mariangeles; Hansen, Helle Krogh

    2014-01-01

    and an assumed desire of generativity. Action learning seems to be an appropriate learning concept in relation to keeping older people engaged in the community. The authors thus point at participating and lifelong learning as part of the answers to the demographic challenges, and they suggest what you might call...

  6. Lifelong Learning with Digital Compendia

    OpenAIRE

    Valenzeno, Dennis Paul; Brennan, Thomas; Gasparro, Francis; Lambert, Christopher; Smith, Kendric

    2009-01-01

    The Digital Compendium is a new concept in education, and is described here for the science of photobiology, a Digital Photobiology Compendium (DPC). Medical school is the start of a lifelong learning endeavor. Increasingly computer- and web-based resources will facilitate this process. Yet there are currently few resources that span the range of knowledge from student through practicing professional. To this end we are developing a technologically advanced, scientifically up-to-date learning...

  7. Globalisation and lifelong learning

    DEFF Research Database (Denmark)

    Rasmussen, Palle Damkjær

    2006-01-01

    The paper discusses how concepts and practises of lifelong learning interact with the multiple processes of globalisation that characterise the present. Three types of interaction are discussed: the role of international organisations in educational policies, the development of international...... educational markets and the unintended consequences of globalisation for education and learning....

  8. Financing lifelong learning

    NARCIS (Netherlands)

    Oosterbeek, H.; Patrinos, H.A.

    2009-01-01

    This paper describes and analyzes different financial schemes to promote lifelong learning. Positive effects of financial incentives to pupils are not restricted to high ability pupils, as low ability students also seem to benefit. The evidence regarding the effects of subsidy forms is limited. The

  9. Lifelong Open and Flexible Learning

    DEFF Research Database (Denmark)

    Bang, Jørgen

    2006-01-01

    and Flexible (LOF) learning embracing characteristics as: open learning, distance learning, e-learning, online learning, open accessibility, multimedia support, virtual mobility, learning communities, dual mode (earn & learn) approaches, and the like.In my presentation I will focus on the EADTU strategies......EADTU members are universities that are dedicated to off-campus target groups using distance teaching methods as well as associations consisting of universities with mainly mainstream on-campus students but also offering education for off-campus students. Consequently our focus is on Lifelong Open...... for creating a synergy network in e-learning – eventually leading to a European Learning Space that supports virtual mobility of students, staff and courses, adds an e-dimension to the Bologa process and facilitates collaboration between universities and the corporate sector....

  10. INDIVIDUAL ABILITIES AND LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    Oleksandr Yu. Burov

    2016-10-01

    Full Text Available This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and performance, recommendation regards vocational retraining and/or further carrier etc.. The specific goal is to facilitate a broader understanding of the promise and pitfalls of these technologies and working (learning/teaching environments in global education/development settings, with special regard to the human as subject in the system and to the collaboration of humans and technical, didactic and organizational subsystems.

  11. Lifelong learning and participation

    DEFF Research Database (Denmark)

    Rothuizen, Jan Jaap; Molpeceres, Mariangeles; Hansen, Helle Krogh

    2014-01-01

    other things because a unilateral focus on the economic aspects may cause dissolution of the social cohesion and decrease in well-being for far too many people. The HEAR ME project aimed at developing strategies for lifelong learning and new roles for older people based on their competences, network...... in involvement of older people in voluntary social work as mentors for young people. The challenge of the ageing societies is quite often discussed as the ‘burden of the elderly’ and discussed as an economic problem. However, the challenge is not only economical. It is also a social and cultural challenge, among...... a pedagogical turn in social work and social policy....

  12. Public libraries and lifelong learning

    DEFF Research Database (Denmark)

    Nielsen, Bo Gerner; Borlund, Pia

    2015-01-01

    This paper reports on the results of an empirical study of public librarians’ conception of how public libraries support lifelong learning, as well as the role of information literacy in relation to lifelong learning. Lifelong learning has become essential to all people in today’s information...... society as a result of easy and free access to information. A basic understanding of the concept is ‘learning throughout life, either continuously or periodically’. This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public...... libraries thus may play an important role in supporting the learning process not the least because lifelong learning is characterised by the inclusion of informal elements of learning, flexible learning opportunities, and a shift towards selfdirected learning. This self-directed learning promotes active...

  13. Public libraries and lifelong learning

    DEFF Research Database (Denmark)

    Nielsen, Bo Gerner; Borlund, Pia

    2015-01-01

    This paper reports on the results of an empirical study of public librarians’ conception of how public libraries support lifelong learning, as well as the role of information literacy in relation to lifelong learning. Lifelong learning has become essential to all people in today’s information...... citizenship and employability, thereby enabling people to participate in all spheres of social, political and economic life. Therefore, how do the public librarians conceive the learning responsibility and their own role in supporting lifelong learning? Furthermore, how do public librarians become better...... society as a result of easy and free access to information. A basic understanding of the concept is ‘learning throughout life, either continuously or periodically’. This implies that learning is not restricted to educational institutions, but can also take place in for example the public library. Public...

  14. Mobile Technologies for Lifelong Learning

    OpenAIRE

    Alina Mihaela ION

    2015-01-01

    The article presents an analysis of the impact of using mobile devices on participants at the lifelong learning educational process. Human durable development involves adapting to new hardware and software technologies supported by the progress of information and communication technology. Along with technological evolution the access to mobile devices knew a significant growth and encouraged the extension of educational process towards lifelong learning through mobile devices. Thus m-Learning...

  15. Fiction, Empathy and Lifelong Learning

    Science.gov (United States)

    Jarvis, Christine

    2012-01-01

    The article aims to demonstrate that the impact of fiction on adult learning could be illuminated by a deeper engagement with research into empathy. It recognises that the lifelong learning literature acknowledges the importance of empathy in adult learning and that discussions of the role of fiction in adult learning often refer to fiction's…

  16. Fiction, Empathy and Lifelong Learning

    Science.gov (United States)

    Jarvis, Christine

    2012-01-01

    The article aims to demonstrate that the impact of fiction on adult learning could be illuminated by a deeper engagement with research into empathy. It recognises that the lifelong learning literature acknowledges the importance of empathy in adult learning and that discussions of the role of fiction in adult learning often refer to fiction's…

  17. Social media for lifelong learning.

    Science.gov (United States)

    Kind, Terry; Evans, Yolanda

    2015-04-01

    Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

  18. Globalizing Lifelong Learning - International Organizations' Strategies of Lifelong Learning

    OpenAIRE

    Zapp, Mike

    2012-01-01

    While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning' has become the single buzz word and catch-all term for reform in above all (pre-) primary, higher and adult education in both national and international education policy making. Both highly industrialized and less industrialized countries embrace the term, in many cases motivated by international and supra...

  19. Who Is the Lifelong Learner? Globalization, Lifelong Learning and Hermeneutics

    Science.gov (United States)

    Uggla, Bengt Kristensson

    2008-01-01

    The aim of this essay is to elaborate on the inner connection between three such diverse entities as lifelong learning, globalization and hermeneutics. After placing lifelong learning in a societal context framed by globalization, my intention is to reflect on the prerequisites for introducing a hermeneutical contribution to the understanding of…

  20. Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Greller, Wolfgang

    2011-01-01

    Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest,

  1. Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Greller, Wolfgang

    2011-01-01

    Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest, Roma

  2. Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Greller, Wolfgang

    2011-01-01

    Greller, W. (2010). Language Technologies for Lifelong Learning. In S. Trausan-Matu & P. Dessus (Eds.), Proceedings of the Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity. Second Internationl Workshop - NLPSL 2010 (pp. 6-8). September, 14, 2010, Bucharest, Roma

  3. ONLINE EDUCATION FOR LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    Fatih Bayram

    2007-07-01

    Full Text Available This book was edited by, Yukiko Inoue, professor of educational research at the University of Guam, where she teaches online and face-to-face courses. It was published by Information Science Publishing in 2007. The authors of the chapters in this bookare selected from different universities from Guam,Australia, Turkey and Greece. Online education hasprovided considerable opportunities for all peoplein lifelong learning. People who use online learningmaterials has interactive medium for lifelonglearning. The aim of this book is to examine online environment in terms of development, implementation, theories, technology and case studies. It provides theoretical and practical information about online lifelong learning; consequently, it can appeal to researchers, practitioners, online learners and anyone interested in online lifelong learning. This book covers 14 chapters divided into fivesections.

  4. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2009-01-01

    Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation at a NeLLL seminar with Etienne Wenger held at the Open Universiteit Nederland. September, 10, 2009, Heerlen, The Netherlands.

  5. Gender, Masculinities and Lifelong Learning

    Science.gov (United States)

    Bowl, Marion, Ed.; Tobias, Robert, Ed.; Leahy, Jennifer, Ed.; Ferguson, Graeme, Ed.; Gage, Jeffrey, Ed.

    2012-01-01

    "Gender, Masculinities and Lifelong Learning" reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of…

  6. Lifelong Learning, Policy and Desire

    Science.gov (United States)

    Lynch, Heather

    2008-01-01

    Recent lifelong learning policies have been criticized for creating an illusion of freedom whilst simultaneously reducing choice. The concept of desire permits engagement with the conscious and unconscious drives that underpin individual decision-making, which direct the life course. Utilizing the ideas of Hume and Spinoza, the present article…

  7. Learning Networks for Professional Development & Lifelong Learning

    NARCIS (Netherlands)

    Brouns, Francis; Sloep, Peter

    2009-01-01

    Brouns, F., & Sloep, P. B. (2009). Learning Networks for Professional Development & Lifelong Learning. Presentation of the Learning Network Programme for a Korean delegation of Chonnam National University and Dankook University (researchers dr. Jeeheon Ryu and dr. Minjeong Kim and a Group of PhD and

  8. E-learning support for lifelong learning

    OpenAIRE

    Doležalová, Klára

    2016-01-01

    The bachelor thesis E-learning support of lifelong learning concerns the topic of e-learning. Its main goal is to create and implement an e-learning course of Czech language for foreigners, more specifically for foreign scientists who come to the Czech Republic for work. This goal is reached in the practical part of the thesis which describes the process of creating the course with learning management system Moodle and its following implementation into practice. The theoretical part focu...

  9. e-Learning for Lifelong Learning in Denmark

    DEFF Research Database (Denmark)

    Buhl, Mie; Andreasen, Lars Birch

    2010-01-01

    The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning.......The chapter on 'e-Learning for Lifelong Learning in Denmark' is part of an international White Paper, focusing on educational systems, describing status and characteristics and highlighting specific cases of e-learning and of lifelong learning....

  10. Candlestick and Faces: Aspects of Lifelong Learning.

    Science.gov (United States)

    Hunt, Cheryl

    1999-01-01

    Government policies view lifelong learning in terms of economic development. A SWOT (strengths, weaknesses, opportunities, threats) analysis of the environment of British community education councils revealed other views of lifelong learning: it takes time and political expediency and national policy can adversely affect what and how people learn.…

  11. Learning Networks for Lifelong Learning

    OpenAIRE

    Koper, Rob

    2008-01-01

    Presentation in a seminar organized by Christopher Hoadley at Penn State University, October 2004.Contains general introduction into the Learning Network Programme and a demonstration of the Netlogo Simulation of a Learning Network.

  12. A Design Model for Lifelong Learning Networks

    Science.gov (United States)

    Koper, Rob; Giesbers, Bas; van Rosmalen, Peter; Sloep, Peter; van Bruggen, Jan; Tattersall, Colin; Vogten, Hubert; Brouns, Francis

    2005-01-01

    The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies…

  13. Researching the Rhetoric of Lifelong Learning.

    Science.gov (United States)

    Edwards, Richard; Nicoll, Katherine

    2001-01-01

    In the analysis of lifelong-learning policies, the gap between rhetoric and reality has been avidly debated. Such critiques are misguided; an "exemplary" rhetorical analysis of lifelong-learning policy is possible. UK government publications suggest that rhetorical analysis helps identify the politics of discourse involved in…

  14. Lifelong Learning Policy in Two National Contexts

    Science.gov (United States)

    Rasmussen, Palle

    2014-01-01

    This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies have significant common elements. As a basis for the…

  15. The knowledge economy and lifelong learning

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012.......Anmeldelse af bogen: The knowledge economy and lifelong learning. A critical reader, edited by David W. Livingstone and David Guile (Sense Publishers, Rotterdam, 2012....

  16. Game-Based Life-Long Learning

    NARCIS (Netherlands)

    Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus

    2010-01-01

    Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.

  17. The Nordic Model of Lifelong Learning

    Science.gov (United States)

    Rubenson, Kjell

    2006-01-01

    This article explores how the so called Nordic welfare state, with its specific institutional make up, handles Lifelong Learning in a time characterised by the challenges of economic globalisation and the hegemonic impact of the neo-liberal agenda. The analysis reveals a high participation in the Nordic countries in Lifelong Learning and, in…

  18. Game-Based Life-Long Learning

    NARCIS (Netherlands)

    Kelle, Sebastian; Sigurðarson, Steinn; Westera, Wim; Specht, Marcus

    2010-01-01

    Kelle, S., Sigurðarson, S., Westera, W., & Specht, M. (2011). Game-Based Life-Long Learning. In G. D. Magoulas (Ed.), E-Infrastructures and Technologies for Lifelong Learning: Next Generation Environments (pp. 337-349). Hershey, PA: IGI Global.

  19. Changing Notions of Lifelong Education and Lifelong Learning

    Science.gov (United States)

    Tuijnman, Albert; Boström, Ann-Kristin

    2002-03-01

    Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.

  20. Lifelong Learning : A Pacification of 'Know How'

    OpenAIRE

    Nicoll, Katherine; Fejes, Andreas

    2011-01-01

    A tendency of previous studies of lifelong learning to focus on learning and learning subjectivities may have led to an underestimation of potential effects in terms of a system of knowledge constitutive processes that operates powerfully to shape our societies. In this paper we explore lifelong learning and practices in the construction of knowledge at the point where a new relationship is being attempted between university courses and workplaces through programmes for learning. Drawing from...

  1. Lifelong learning policy in two national contexts

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2014-01-01

    This article describes and discusses the development of lifelong learning policy in two EU member states, Denmark and Portugal. The purpose is to show how different societal and historical contexts shape the development and implementation of lifelong learning policies, even though these policies...... have significant common elements. As a basis for the discussion an inventory of policy elements is presented. Denmark and Portugal have been chosen as examples of smaller EU member states with different historical, social and cultural characteristics. Developments and policies in the two countries...... of lifelong learning policy. Early development of public primary education and popular adult education has provided a strong foundation for lifelong learning policy in Denmark while in Portugal not only institutional provision but also popular demand for lifelong learning has had to be built up relatively...

  2. Designing Learning Networks for Lifelong Learners

    NARCIS (Netherlands)

    Koper, Rob

    2005-01-01

    Koper, R. (2005). Designing Learning Networks for Lifelong Learners. In: Koper, R. & Tattersall, C., Learning Design: A Handbook on Modelling and Delivering Networked Education and Training (pp. 239-252). Berlin-Heidelberg: Springer Verlag.

  3. The Language Technologies for Lifelong Learning Project

    NARCIS (Netherlands)

    Berlanga, Adriana

    2009-01-01

    Berlanga, A. J. (2009). The Language Technologies for Lifelong Learning Project. Poster presented at the 9th IEEE International Conference on Advanced Learning Technologies (ICALT 2009). July, 15-17, 2009, Riga, Latvia.

  4. Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

    Science.gov (United States)

    Emmanuel, Caleb; Ekpo, Aloysuis

    2016-01-01

    Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

  5. The Determinants of Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Jasmina Sinanovic

    2016-02-01

    Full Text Available The aim of this paper is to introduce drivers of lifelong learning and to emphasize its importance in modern life. Developed economies throughout the world are driven more by knowledge and globalization than were economies of even the recent past. European economies of the 20th century were largely driven by manufacturing and the need to industrialize. Filling such economies with functional workers required education systems of similar design, that turned out masses of equally-educated workers in large batches. Increased automation, the widespread introduction of computer technologies and communications, and cheaper transportation have combined to encourage firms to be lean, international, and changing. Computer technologies encouraged sharing of documents, speeded workflow from design to production. Cheaper transportation allowed an increase in internationalization of workforces. These major shifts drove change from industrialized to knowledge-based economies. Paper discusses how two simple English words came together, stayed together, and grew into a powerful term driving new political initiatives, and continue to influence political, economic, social, and even cultural currents. Today's developed societies are rapidly aging, live longer and have fewer children. In order to continue to grow vibrant economies, and to fully enjoy the benefits of these vibrant economies, citizens need to continue to renew knowledge and skills during entire lifetime. As the major technological, economic, and social currents change, so must citizens adapt by never ceasing to learn throughout their lifetimes.

  6. E-portfolios in lifelong learning

    NARCIS (Netherlands)

    Brouns, Francis; Vogten, Hubert; Janssen, José; Finders, Anton

    2013-01-01

    Brouns, F., Vogten, H., Janssen, J., & Finders, A. (2013, 14-15 November). E-portfolios in lifelong learning. Presentation given at the 2013 Conference on Technological Ecosystems for Enhancing Multiculturality, TEEM2013, Salamanca, Spain.

  7. Lifelong Learning: Concept, Policy, Instruments and Implementation

    Directory of Open Access Journals (Sweden)

    Metin TOPRAK

    2012-01-01

    Full Text Available European Union has started an education & training initiative under the umbrella of lifelong learning to achieve the 2020 Agenda targets. Th is initiative has nearly half of a century time horizon, and all designed policies and measures have been consolidated under this initiative. Turkish Education authorities have been monitoring this European eff ort closely and made important legal and institutional regulations in recent couple of years. Th is study examines the primary aspects of lifelong learning in detail: conceptual and philosophical background; recognition strategies; the place of formal, non-formal and informal learning in the lifelong learning approach; financing and measurement ways of lifelong learning; and variety of perspectives of international institutions. In addition, education and training strategy of the Europe’s 2020 vision of lifelong learning is also evaluated in detail. Th e human resources vision of the Europe considers education, occupation and economic activities together to allow authorities to plan the future of the European societies. Th e updating mechanisms of this approach are designed both domestically at national and internationally at European levels. It is concluded, in this study, that the lifelong learning policy and implementation of the Europe should be taken as benchmark.

  8. Preparing for lifelong e-learning

    DEFF Research Database (Denmark)

    Andresen, Bent B.

    2010-01-01

    -motivated learning strategy foster personal development, social inclusion, and employability. One spinoff is an increased desire to learn more about the use of digital technologies. Another is an increased desire to learn in general. This approach to digital literacy for adults thus stimulates to and prepares...... is lifelong learning. Since information and communication technologies offer new opportunities to adult learners, digital inclusion is considered an important prerequisite for lifelong learning. In the paper, the author presents one strategy for removing barriers to lifelong learning caused by lack...... of awareness, confidence, and skills relating to digital technologies. The design and implementation of the strategy was initiated by the Danish Ministry of Education. The author of this paper designed the learning content for adults with little previous experience and working knowledge about interactive tools...

  9. Preparing for lifelong e-learning

    DEFF Research Database (Denmark)

    Andresen, Bent B.

    2010-01-01

    -motivated learning strategy foster personal development, social inclusion, and employability. One spinoff is an increased desire to learn more about the use of digital technologies. Another is an increased desire to learn in general. This approach to digital literacy for adults thus stimulates to and prepares......In this paper, the author examines digital inclusion. The use of interactive tools to locate, make meaning of, and produce digital content in workplace contexts and broader social contexts are analysed based on a definition of inclusion related to social practices. The general scope of the paper...... is lifelong learning. Since information and communication technologies offer new opportunities to adult learners, digital inclusion is considered an important prerequisite for lifelong learning. In the paper, the author presents one strategy for removing barriers to lifelong learning caused by lack...

  10. Lifelong Learning in Colombia and Denmark

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2004-01-01

    The article examines education and learning opportunities in Colombia against the backdrop of Danish modernisation and reform experiences from second half of 20th Century. The article discusses possibilities to learn from Danish experiences in the development of a Colombian lifelong learning policy...

  11. Lifelong learning for creativity and innovation

    OpenAIRE

    Srebrenkoska, Vineta; Mitrev, Sasa; Atanasova-Pacemska, Tatjana; Karov, Ilija

    2014-01-01

    Lifelong learning skills have always been important in any education and work setting. However, recently there is a new focus on these skills in engineering education. The expectation that engineering graduates must have “a recognition of the need for, and an ability to engage in lifelong learning”. The paper first defines a set of attributes / skills, which are necessary for students to develop as lifelong learners. It is postulated that the “recognition of the need” requires skills in the a...

  12. Parental identity, lifelong learning and school

    OpenAIRE

    Mendel, Maria;

    2016-01-01

    This text presents the thoughts derived from empirical, qualitative research carried out in a small group of parents of school-age children. Although the research terrain was Poland, the problems here considered revolve around the broad issue of parental identity, especially in a context of the concept of Lifelong Learning. Conclusions are built upon an exploratory description of parental identity, which gives support to the assumption that it is the identity of a lifelong learner, shaped mor...

  13. Virtual Reality for Training and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Daniel Mellet-d'Huart

    2009-01-01

    Full Text Available This article covers the application of virtual reality (VR to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with their main purposes and go into more depth on certain learning areas. Recent developments of virtual environments for training and lifelong learning are analyzed, followed by an analytical viewpoint on design, advocating more explicit paradigmatic considerations and development of generic design methods. These approaches and proposals are aimed at better exploiting the uniqueness of VR and designing more effective virtual environments. Finally, a number of conclusions will be drawn for future technology-enhanced training and for lifelong learning using VR.

  14. Lifelong Learning in SMEs: A Case Study.

    Science.gov (United States)

    Holden, Rick; Smith, Vikki; Devins, Dave

    2002-01-01

    Learning centers using information-communications technologies were established in three British industrial estates. A case study of one organization shows the center contributed to lifelong learning and enhanced information technology training and employee confidence. Transfer of training and productivity improvements were not as clear. (Contains…

  15. Can Lifelong Learning Reshape Life Chances?

    Science.gov (United States)

    Evans, Karen; Schoon, Ingrid; Weale, Martin

    2013-01-01

    Despite the expansion of post-school education and incentives to participate in lifelong learning, institutions and labour markets continue to interlock in shaping life chances according to starting social position, family and private resources. The dominant view that the economic and social returns to public investment in adult learning are too…

  16. Students' Plans for Lifelong Learning and Teaching

    Science.gov (United States)

    Plavšic, Marlena; Dikovic, Marina

    2015-01-01

    One of the roles of higher education is to prepare and encourage students for lifelong learning. However, no evidence can be found about students' plans for further learning and teaching related to formal, non-formal and informal context. The purpose of this study was to explore these students' plans in relation to their study group, level of…

  17. Assessing physicians' orientation toward lifelong learning.

    Science.gov (United States)

    Hojat, Mohammadreza; Veloski, Jon; Nasca, Thomas J; Erdmann, James B; Gonnella, Joseph S

    2006-09-01

    Despite the importance of lifelong learning as an element of professionalism, no psychometrically sound instrument is available for its assessment among physicians. To assess the validity and reliability of an instrument developed to measure physicians' orientation toward lifelong learning. Mail survey. Seven hundred and twenty-one physicians, of whom 444 (62%) responded. The Jefferson Scale of Physician Lifelong Learning (JSPLL), which includes 19 items answered on a 4-point Likert scale, was used with additional questions about respondents' professional activities related to continuous learning. Factor analysis of the JSPLL yielded 4 subscales entitled: "professional learning beliefs and motivation,"scholarly activities,"attention to learning opportunities," and "technical skills in seeking information," which are consistent with widely recognized features of lifelong learning. The validity of the scale and its subscales was supported by significant correlations with a set of criterion measures that presumably require continuous learning. The internal consistency reliability (coefficient alpha) of the JSPLL was 0.89, and the test-retest reliability was 0.91. Empirical evidence supports the validity and reliability of the JSPLL.

  18. Toward Recognitive Justice: Emerging Trends and Challenges in Transnational Migration and Lifelong Learning

    Science.gov (United States)

    Guo, Shibao

    2010-01-01

    As a result of globalization and transnational migration, many countries are becoming increasingly ethno-culturally diverse. Unfortunately, lifelong learning has failed to integrate cultural difference and diversity into educational environments. Rather than facilitating immigrants' adaptation, lifelong learning has become a vehicle for…

  19. International trends in lifelong learning for pharmacists.

    Science.gov (United States)

    Driesen, Annelies; Verbeke, Koen; Simoens, Steven; Laekeman, Gert

    2007-06-15

    Lifelong learning for community pharmacists is shifting from continuing education (CE) towards continuing professional development (CPD) in some countries. The objectives of this report were to compare lifelong learning frameworks for community pharmacists in different countries, and determine to what extent the concept of CPD has been implemented. A literature search was conducted as well as an Internet search on the web sites of professional pharmacy associations and authorities in 8 countries. The results of this review show that the concept of CPD has been implemented primarily in countries that have a long tradition in lifelong learning, such as Great Britain. However, most countries have opted for the CE approach, eg, France, or for a combination of CE and CPD, eg, New Zealand. This approach combines the controllability by regulatory organizations that CE requires with the advantage of sustained behavior change seen in successful CPD programs.

  20. Expanding the frontiers of national qualifications frameworks through lifelong learning

    Science.gov (United States)

    Owusu-Agyeman, Yaw

    2017-09-01

    The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

  1. Lifelong Open and Flexible Learning

    DEFF Research Database (Denmark)

    Bang, Jørgen

    2006-01-01

    and Flexible (LOF) learning embracing characteristics as: open learning, distance learning, e-learning, online learning, open accessibility, multimedia support, virtual mobility, learning communities, dual mode (earn & learn) approaches, and the like.In my presentation I will focus on the EADTU strategies...

  2. Tap it again, Sam: Harmonizing Personal Environments towards Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Bernardo Tabuenca

    2015-03-01

    Full Text Available The increasing number of mobile vendors releasing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The scaffolding of learning ecologies is a key aspect for lifelong learners in their challenge to integrate learning activities into busy daily life. The contribution of this manuscript is twofold: first, a review of scientific literature in which NFC has been used with a direct or indirect purpose to learn is presented, and potential uses for learners are classified according to their type of interaction; based on these findings the NFC MediaPlayer is presented as an instantiation of an ecology of resources (EoR in a lifelong learning context. Finally, shortcomings and best practices are highlighted in the conclusions, and future work is discussed.

  3. Landscapes of Learning: Lifelong Learning in Rural Communities.

    Science.gov (United States)

    Gray, Fred, Ed.

    This document contains 12 papers about lifelong learning in rural communities in Great Britain. The papers, which are intended for lecturers, tutors, and guidance professionals but may also prove useful to organizations providing lifelong learning and policymakers, include conceptual tools as well as empirical case studies documenting lifelong…

  4. Lifelong Learning as Being: The Heideggerian Perspective

    Science.gov (United States)

    Su, Ya-hui

    2011-01-01

    This article contends that the development of lifelong learning needs to be grounded within the framework of "being," a concept inspired by Heidegger, rather than within the framework of "having." This article also describes the problems of the adult education literature, which favors the pragmatic sense of being and, thus, may undertheorize the…

  5. The Philosophical Foundations of Lifelong Learning.

    Science.gov (United States)

    Michopoulos, Aristotle

    The current lifelong learning movement, the new force toward global education, owes much to the League of Nations and the United Nations that sponsored an expanded multiracial "polis." Its philosophical foundations go back, however, to ancient China, India, and especially Greece, where philosophers and scientists got their creative stimulus from…

  6. Virtual Reality for Training and Lifelong Learning

    Science.gov (United States)

    Mellet-d'Huart, Daniel

    2009-01-01

    This article covers the application of virtual reality (VR) to training and lifelong learning. A number of considerations concerning the design of VR applications are included. The introduction is dedicated to the more general aspects of applying VR to training. From multiple perspectives, we will provide an overview of existing applications with…

  7. Developing educator competency to facilitate the use of simulation-based learning in nurse education. A collaborative project (NESTLED) supported by the EU Lifelong Learning Programme

    DEFF Research Database (Denmark)

    Hartvigsen, Tina

    2014-01-01

    of the collaboration first met. Since, through a series of face-to-face and virtual meetings, a once aspirational programme of work related to nurse educateducator competency in simulation-based learning has become a reality. The present collaboration on the NESTLED project emerged from a literature review...... learning and it has been incorporated as a teaching and learning strategy into many undergraduate nursing programmes. This is unsurprising giving the growing perception that simulation-based learning is the solution to many of the challenges associated with producing practitioners who are able to function...... project is to produce evidence based training model for teachers in nursing education using simulated learning in their teaching. The project begun with a ‘kick-off’ meeting in 9/2013 and is split into six different work packages. The project will continue until 12/2015. All partners are working...

  8. Seamless support for lifelong learning with ubiquitous technology

    NARCIS (Netherlands)

    Tabuenca, Bernardo

    2014-01-01

    This poster presents 3 years research on how to provide support for lifelong learners with mobile technology. The aim of this research is facilitating adapted feedback services to foster self-regulation in adult lifelong learners.

  9. Measurement and correlates of physicians' lifelong learning.

    Science.gov (United States)

    Hojat, Mohammadreza; Veloski, J Jon; Gonnella, Joseph S

    2009-08-01

    To examine the psychometric properties and correlates of an instrument to measure physicians' orientation toward lifelong learning with attention to differences between full-time and academic clinicians. The authors mailed a survey in 2006 to a national sample of 5,349 alumni of Jefferson Medical College who graduated between 1975 and 2000; 3,195 (60%) responded. The respondents were classified as full-time clinicians (n = 1,127) and academic clinicians (n = 1,612). The other 456 respondents were involved in administration or research. The revised Jefferson Scale of Physician Lifelong Learning (JeffSPLL) was included in the survey. Factor analysis, regression analysis, and analysis of variance were used to examine the construct- and criterion-related validities of the scale. Factor analysis of the JeffSPLL items resulted in three factors designated as "learning beliefs and motivation," "attention to learning opportunities," and "skills in seeking information," which supported its construct validity. Alpha reliability coefficients were 0.85 and 0.86, and test-retest reliability coefficients were 0.72 and 0.77 for full-time clinicians and academic clinicians, respectively. For full-time clinicians and academic clinicians, scores on the JeffSPLL were significantly (P satisfaction, and commitment to lifelong learning, which supported the criterion-related validity of the scale. The findings indicate that the JeffSPLL is a psychometrically sound instrument that measures physicians' orientation toward lifelong learning among full-time clinicians and academic clinicians. The instrument can be used to monitor educational programs, assess educational outcomes, and examine group differences.

  10. Lifelong Learning Competencies Development Program for Higher Education

    Directory of Open Access Journals (Sweden)

    Catalina Martinez-Mediano

    2013-04-01

    Full Text Available Introduction. Lifelong learning (LLL is an intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. Develop the capability for lifelong learning in Higher Education is important to facilitate the incorporation of new graduates to work. To this end, we have designed a program on "Lifelong learning competencies for Higher Education students', which we have applied to students at University of San Diego, California, USA and to the University of Distance Education, Spain. Methodology. We have presented the program by means a workshop where the debate and the reflection played one important strategy. To check the program’s achievements we used mixed methodologies, according to the evaluative research. We applied one questionnaire, and together to a practice and the students' personal portfolio, they enabled us to assess the program effectiveness, satisfaction and impact. Results. The comparison of the answers in the questionnaire, before and after of the workshops sing that students improved in their knowledge and awareness about the importance of LLL and key competencies for their profession development plan. Discussion. The program contributes to improve key competencies and commitment to learning throughout the people’s lives.

  11. (Lifelong learning in your pocket?

    Directory of Open Access Journals (Sweden)

    Christoph Igel

    2014-12-01

    Full Text Available This article focuses on the development, deployment and use of innovative technologies to support education scenarios in schools, universities and further training. Building on the various phases of corporate learning, social learning, mobile learning and intelligent learning, the first section examines the technology usage behaviour of children, young people and (young adults in schools, studies and teaching. This is followed by a presentation of technological developments using the technology life cycle and the consequences of the differing devel-opment states and maturity levels of technologies such as content learning management, social networks, mobile devices, multidimensional and multimodal spaces, augmented reality applications, and the internet of things, services and data for deployment and use in education scenarios. The article subsequently sets out the requirements placed on digital technologies in terms of content, didactics and methodology, of content creation, recycling, digitisation and retrievability, and of standards. A further section offers methodological guidelines for the use of digital technologies for teacher and student interaction, social interaction, collaborative authorship, commenting, evaluation and assessment. Differentiating between school and university environments, the final portion offers a summary overview of findings regarding framework conditions, influencing variables, limiting and supporting factors, and challenges in introducing and sustainably implementing digital technologies within school lessons, teaching, studies and further training.

  12. Lifelong Learning Hub: A Seamless Tracking Tool for Mobile Learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2014-01-01

    Lifelong learners’ learning activities are scattered along the day in different locations and they make use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learn

  13. Cultivating Lifelong Learning Skills During Graduate Medical Training.

    Science.gov (United States)

    Mahajan, Rajiv; Badyal, Dinesh Kumar; Gupta, Piyush; Singh, Tejinder

    2016-09-08

    Lifelong learning is referred to as learning practiced by the individual for the whole life, is flexible, and is accessible at all times. Medical Council of India has included lifelong learning as a competency in its new regulations for graduate medical training. Acquisition of metacognitive skills, self-directed learning, self-monitoring, and reflective attitude are the main attributes of lifelong learning; and all of these can be inculcated in the students by using appropriate instructional methodologies. It is time to deliberate upon the instructional designs to foster the lifelong learning skills and behaviors in medical graduates. In this communication, we aim to debrief the concept of lifelong learning, particularly in context with medical training and detailing the process that can be explicitly used to cultivate the attitude of lifelong learning in medical graduates.

  14. Learning technologies and the lifelong learner: armament or disarmament?

    Directory of Open Access Journals (Sweden)

    Jane Seale

    1999-12-01

    Full Text Available In a general context, lifelong learning appears to be about increasing access to education and supporting individual development. In the specific context of the United Kingdom, lifelong learning is about converting people to a culture of learning in order that the nation can produce creative, enterprising scholars (Blunkett, 1998. In both contexts, it is considered that learning needs to be a lifelong commitment, in order that individuals can fulfil their potential and improve themselves.

  15. Lifelong learning in an age of measurement

    DEFF Research Database (Denmark)

    Kauffmann, Oliver

    2013-01-01

    be one particular area, however, where evidence based learning research might be thought to have a strong foothold: in the brain sciences. And certainly a rapidly growing interest in ‘educational neuroscience’ has emerged within the last 10 years. But is it possible to bridge the gap between ‘studying...... education on naturalistic grounds without which educational neuroscience is blind and educational theories run the risk of remaining empty.......There has been a shift in interest from ‘lifelong education’ to ‘lifelong learning’ in the Western world since the 1990s. This shift is closely related to strategies for securing the competitiveness of national economies. For this purpose one of the tools applied by educational policy makers has...

  16. The Lifelong Learning Ecosystem in Korea: Evolution of Learning Capitalism?

    Science.gov (United States)

    Han, Soonghee

    2008-01-01

    Korean lifelong learning in practice is gradually adapted by neo-liberals and the discourses of the economic market. Considering that the public foundation of Korean education is fragile to cope with the market challenge, the whole picture of Korean learning ecology is rapidly distorted towards the establishment of the learning market and the…

  17. Self-Directed Lifelong Learning in Hybrid Learning Configurations

    Science.gov (United States)

    Cremers, Petra H. M.; Wals, Arjen E. J.; Wesselink, Renate; Nieveen, Nienke; Mulder, Martin

    2014-01-01

    Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which working and learning are integrated. In such a…

  18. Measuring medical students' orientation toward lifelong learning: a psychometric evaluation.

    Science.gov (United States)

    Wetzel, Angela P; Mazmanian, Paul E; Hojat, Mohammadreza; Kreutzer, Kathleen O; Carrico, Robert J; Carr, Caroline; Veloski, Jon; Rafiq, Azhar

    2010-10-01

    The principle of lifelong learning is pervasive in regulations governing medical education and medical practice; yet, tools to measure lifelong learning are lagging in development. This study evaluates the Jefferson Scale of Physician Lifelong Learning (JeffSPLL) adapted for administration to medical students. The Jefferson Scale of Physician Lifelong Learning-Medical Students (JeffSPLL-MS) was administered to 732 medical students in four classes. Factor analysis and t tests were performed to investigate its construct validity. Maximum likelihood factor analysis identified a three-factor solution explaining 46% of total variance. Mean scores of clinical and preclinical students were compared; clinical students scored significantly higher in orientation toward lifelong learning (P < .001). The JeffSPLL-MS presents findings consistent with key concepts of lifelong learning. Results from use of the JeffSPLL-MS may reliably inform curriculum design and education policy decisions that shape the careers of physicians.

  19. THE SIGNIFICANCE AND IMPACT OF LIFELONG LEARNING (experimental study

    Directory of Open Access Journals (Sweden)

    Mariana BATOG

    2016-11-01

    Full Text Available In this article we will analyze the signiicance and impact of lifelong learning and some obtained results in an experimental research conducted within IŞE, on a sample that included various professionals (technicians, teachers, civil servants, health workers, lawyers, arts specialists, concerning the deinition of lifelong learning, the signiicance of this process for society, capacities that can be developed in this context and the impact of lifelong learning.

  20. The motivation of lifelong mathematics learning

    Science.gov (United States)

    Hashim Ali, Siti Aishah

    2013-04-01

    As adults, we have always learned throughout our life, but this learning is informal. Now, more career-switchers and career-upgraders who are joining universities for further training are becoming the major group of adult learners. This current situation requires formal education in courses with controlled output. Hence, lifelong learning is seen as a necessity and an opportunity for these adult learners. One characteristic of adult education is that the learners tend to bring with them life experience from their past, especially when learning mathematics. Most of them associate mathematics with the school subjects and unable to recognize the mathematics in their daily practice as mathematics. They normally place a high value on learning mathematics because of its prominent role in their prospective careers, but their learning often requires overcoming personal experience and motivating themselves to learn mathematics again. This paper reports on the study conducted on a group of adult learners currently pursuing their study. The aim of this study is to explore (i) the motivation of the adult learners continuing their study; and (ii) the perception and motivation of these learners in learning mathematics. This paper will take this into account when we discuss learners' perception and motivation to learning mathematics, as interrelated phenomena. Finding from this study will provide helpful insights in understanding the learning process and adaption of adult learners to formal education.

  1. Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

    NARCIS (Netherlands)

    Berlanga, Adriana

    2011-01-01

    Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

  2. Providing Formative Feedback; Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Berlanga, Adriana; Stoyanov, Slavi

    2010-01-01

    Berlanga, A. J., & Stoyanov, S. (2010, 24 November). Providing Formative Feedback; Language Technologies for Lifelong Learning. Presentation at a LTfLL workshop validation session, Heerlen, The Netherlands.

  3. Thinking More Strategically about Funding Lifelong Learning Programs.

    Science.gov (United States)

    Walshok, Mary Lindenstein

    2001-01-01

    Recognizing that lifelong learning is broader than continuing education, providers must move to organizational and community models of learning and seek private and philanthropic funding sources for lifelong learning programs. Continuing education professionals should adopt a new orientation to their professional role. (SK)

  4. Lifelong Learning and its support with new technologies

    NARCIS (Netherlands)

    Kalz, Marco

    2014-01-01

    This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong

  5. The Application of Buddhist Principles to Lifelong Learning.

    Science.gov (United States)

    Johnson, Ian

    2002-01-01

    Defining lifelong learning as conscious learning taking place throughout life, Buddhist meditation, contemplation, and mindfulnes are practices suitable to developing awareness of life experience. This broadens the concept of lifelong learning beyond the narrow vocationalism and economic determinism of much current discourse. (Contains 36…

  6. Lifelong Learning and its support with new technologies

    NARCIS (Netherlands)

    Kalz, Marco

    2014-01-01

    This chapter provides an overview about the use of new technologies for lifelong learning. While in the past learning technologies were mostly provided by educational institutions to support a specific lifetime or shorter learning episodes nowadays more personal technologies are used for lifelong le

  7. Self-directed lifelong learning in hybrid learning configurations

    NARCIS (Netherlands)

    Cremers, P.H.M.; Wals, A.E.J.; Wesselink, R.; Nieveen, N.; Mulder, M.

    2014-01-01

    Present-day students are expected to be lifelong learners throughout their working life. Higher education must therefore prepare students to self-direct their learning beyond formal education, in real-life working settings. This can be achieved in so-called hybrid learning configurations in which

  8. Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

    Science.gov (United States)

    Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

    2015-01-01

    Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

  9. Challenges in Evaluating the EU's Lifelong Learning Policies

    Science.gov (United States)

    Clain, Alexandru

    2016-01-01

    Since the early 1990s, lifelong learning has become a major policy concern for the European Union, being seen as a means for enabling individuals to be more competitive in social and economic contexts that are continually changing. After a series of white papers and strategies in the field of lifelong learning, the EU launched the Lifelong…

  10. Some Critical Reflections on Lifelong Learning Policy in Turkey

    Science.gov (United States)

    Sayilan, Fevziye

    2015-01-01

    This paper discusses the Lifelong Learning Strategy document which was on the agenda during the European Union harmonization process of Turkey. The public policies in the document, regarding non-formal and adult education, will be analyzed. Lifelong Learning strategy became a current issue in the last stage of neoliberal transformation of…

  11. Lifelong Education (Learning) in China: Present Situation and Development Trends

    Science.gov (United States)

    Zhang, Zhupeng

    2009-01-01

    Based on the historic background and development of lifelong education (learning) in China, this paper introduces major developments of lifelong education (learning) that have been achieved through adopting a series of measures under policies issued by the Chinese government since the 1990s. Throughout the decades, efforts have been made to…

  12. Lifelong Learning in a Developed and a Developing Economy.

    Science.gov (United States)

    Beaupre, Charles

    Comparing the evolution of lifelong learning in Chinese Taipei and Vietnam, this paper describes cultural, political, and economic factors influencing approaches and attitudes towards the lifelong learning movement and makes projections for the future. Following a description of sources used, including informal interviews with 50 adult learners in…

  13. Researching Lifelong Learning Participation through an Interdisciplinary Lens

    Science.gov (United States)

    Boeren, Ellen

    2017-01-01

    This paper explores the interdisciplinary nature of studies in the field of lifelong learning participation. Until recently, participation studies have been presented in a rather fragmented way, often drawing on insights from separate disciplines such as sociology or psychology. The complex nature of lifelong learning participation, however, urges…

  14. Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective

    Science.gov (United States)

    Hanemann, Ulrike

    2015-06-01

    In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire basic competencies through formal schooling. Within a lifelong learning framework, literacy and numeracy are viewed as foundation skills which are the core of basic education and indispensable to full participation in society. This article discusses recent developments in conceptualising literacy as a foundation of lifelong learning. Starting from the evolving notions of adult literacy, the author identifies some current trends, the most important being that literacy is now perceived as a learning continuum of different proficiency levels. Dichotomous states of being either "literate" or "illiterate" no longer apply. She analyses (1) findings extracted from UNESCO Member States' national reports submitted to the UNESCO Institute for Lifelong Learning (UIL) for the 2nd Global Report on Adult Learning and Education; (2) a desk study of national literacy campaigns and programmes as well as (3) some recent developments in formal education. Her suggested three-dimensional analytical framework considers literacy as a lifelong and life-wide learning process and as part of lifelong learning systems. She draws a number of conclusions for policy and practice of literacy as a foundation of lifelong learning. These conclusions are a timely contribution to the ongoing post-2015 education debate, in particular to the challenge of how to mainstream youth and adult literacy into the implementation of the sustainable development agenda for 2015-2030.

  15. Professionals calling in lifelong learning centers

    Directory of Open Access Journals (Sweden)

    Victor Manuel Monteiro Seco

    2013-06-01

    Full Text Available Purpose: This study aims to understand how the way people see their work and the authentizotic character of their organizational climate contribute to the building of a Great Place to Work. Design/methodology/approach: This paper presents the results of a quantitative investigation that correlate the perceptions of organizational climate and the work orientations of professionals with different occupations on Portuguese lifelong education centers. Findings: The study indicates that all the core elements of an authentizotic organization contribute to explain what people potentially expect from their companies:  adequate  material  conditions  plus  a  meaningful contribution. Practical implications: The study has implications in the future for National Qualification Agency directors, education politicians and human resource managers who are responsible for providing good expectations within a healthy context of talent retention. Originality/value: The novel contribution of this paper is the finding that employee’s work orientations and authentizotic climate are related to each other in a Lifelong learning Center in the public education sector.

  16. Low skilled, mature workers and lifelong learning

    DEFF Research Database (Denmark)

    Hansen, Leif Emil

    There is some evidence that mature industrial workers have specific profiles, views and values, when it comes to learning and participation in educational processes and programs. It seems as if the kind of education they are motivated for should be: mimetic, minimalistic and instrumental. This is......There is some evidence that mature industrial workers have specific profiles, views and values, when it comes to learning and participation in educational processes and programs. It seems as if the kind of education they are motivated for should be: mimetic, minimalistic and instrumental...... with this in lifelong learning? It is probably necessary to establish different forms of workplace learning (or: establish workplaces as learning arenas and environments). This means that the group in question should be offered personal and vocational development in a practical and ‘secure’ context and set up...... decision processes). Finally, stakeholders should realise a balance between the complexity of the challenge and the resources needed. This goes for adult educators, employers, politicians, community organizations, families etc. lear output and result, i.e. for instance a (better) job (situation) •They...

  17. Popular universities: An alternative vision for lifelong learning in Europe

    Science.gov (United States)

    Stromquist, Nelly P.; da Costa, Romina B.

    2017-08-01

    At its inception in 1993, the European Union (EU) did not consider education one of the pillars of its regional cohesiveness and identity. As time went by, recognition of the potential role of education at individual and social levels increased. This concern for education, however, is much more centred on the acquisition of knowledge and skills towards developing a competitive labour force than towards facilitating the integration of all citizens in the European community - a bias which is reflected in EU policies and recommendations. At local levels, communities need to offer educational opportunities to all members of society, irrespective of their social, cultural and linguistic background and their level of education. In many EU member countries, this kind of learning is offered by popular universities (PUs), which are not state-funded and run in close collaboration with their respective local communities. The authors of this paper carried out a qualitative survey, collecting data on PUs in Spain and France. Their purpose was to examine how European PU offerings align with community needs, and to what extent they address emerging issues such as immigration, the refugee crisis, an aging population and youth unemployment. In the evaluation of their comparative survey, the authors link the grassroots approaches of PUs in Spain and France to the broader European Union (EU) discourse on lifelong learning (LLL) as seen in policy documents such as the European Commission's Memorandum on Lifelong Learning. Finally, they examine the ways in which PUs' approach to LLL works to contest the dominant consensus on the meaning and scope of lifelong learning, offering an alternative way forward.

  18. Lifelong learning in aviation and medicine; Comments and suggestions

    NARCIS (Netherlands)

    Boshuizen, Els

    2011-01-01

    Boshuizen, H. P. A. (2010, 25-27 August). Lifelong learning in aviation and medicine; Comments and suggestions. Discussion at the 5th EARLI-SIG14 Learning and Professional Development, Munich, Germany.

  19. Lifelong Learning as Social Need and as Policy Discourse

    DEFF Research Database (Denmark)

    Rasmussen, Palle

    2009-01-01

    Lifelong learning is a key concept in EU policy documents not only on education, but also on economic competitiveness and social cohesion. The discourse on lifelong learning has been strongly criticised by educational researchers, who document that it often reflects narrow notions of learning...... and neoliberal ideology. However, the concept of lifelong learning is basically sound and promising, because people in the contemporary world increasingly have and express needs to learn in order to handle the social transformations, opportunities and risks they experience. Drawing on Habermas' conceptualisation...... of systemic and communicative processes in modern society this chapter discusses the social need for learning and its policy implications. The development of lifelong learning provision under the conditions of globalisation and Europeanisation is traced and serious limitations in the policies of EU and other...

  20. Globalizing and Regionalizing Lifelong Learning - International Organizations' Role in the Diffusion of Lifelong

    OpenAIRE

    Zapp, Mike

    2013-01-01

    While the 1970s still knew 'permanent education' (Council of Europe), 'recurrent education' (OECD) and 'lifelong education' (UNESCO), over the past 20 years, 'lifelong learning (LLL)' has become the single buzz word and catch-all term for reform in above all (pre-) primary, higher and adult education in both national and international education policy making. Both highly industrialized and less industrialized countries embrace the term, in many cases motivated by international and...

  1. Lifelong Learning in a Learning Society: Are Community Learning Centres the Vehicle?

    Directory of Open Access Journals (Sweden)

    Manzoor Ahmed

    2014-11-01

    Full Text Available This chapter provides a historical perspective on the evolving concepts of lifelong learning and the learning society and makes the case for the community learning centre as a potential institutional vehicle for the promotion of adult and lifelong learning. It highlights the pertinence of lifelong learning/learning society in the post-2015 Development Agenda discourse. Arguments in favour of the community learning centre as a vehicle for lifelong learning/learning society are illustrated using the example of Bangladesh and drawing on parallels and contrasts with China and India. Finally, lessons derived from a recent review of the Asia-Pacific region are evaluated with respect to the development of strategic actions intended to offer adult and lifelong learning within and through community learning centres.

  2. Career Education as Humanization: A Freirean Approach to Lifelong Learning

    Science.gov (United States)

    Hyslop-Margison, Emery J.; Naseem, M. Ayaz

    2007-01-01

    This article contrasts the view of lifelong learning posed by the human capital discourse with Freire's understanding of education as a lifelong journey toward personal growth and social transformation. Rather than reducing learners to objects of economic globalization, Freire's pedagogy considers students as political participants who actively…

  3. Learning/work: Turning work and lifelong learning inside out

    Science.gov (United States)

    Walters, Shirley; Cooper, Linda

    2011-08-01

    CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between "core" and "periphery", between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts. The authors of this article draw substantially on research from around the world and argue for the re-insertion of "politics and power" into both the theory and practice of "lifelong learning" and "work".

  4. Lifelong learning in an age of measurement

    DEFF Research Database (Denmark)

    Kauffmann, Oliver

    2013-01-01

    There has been a shift in interest from ‘lifelong education’ to ‘lifelong learning’ in the Western world since the 1990s. This shift is closely related to strategies for securing the competitiveness of national economies. For this purpose one of the tools applied by educational policy makers has...

  5. Lifelong and Continuing Education. What Is a Learning Society? Monitoring Change in Education.

    Science.gov (United States)

    Oliver, Paul, Ed.

    The 14 chapters in this book explore the concept of lifelong learning and illustrate its application to specific situations. Titles and authors are as follows: "The Concept of Lifelong Learning" (Paul Oliver); "Degrees of Adult Participation: Lifelong Learning in European Universities" (Barbara Merrill); "Lifelong (L)earning and a 'New Age' at…

  6. Life-long learning: lessons from a Journal Study Club.

    Science.gov (United States)

    Klausner, Christine P

    2007-01-01

    Evaluation of scientific literature, promoting the delivery of evidence-based care, became the focus of a group of dental hygiene colleagues. The "Journal Study Club" (JSC) was established from this concept. JSC members discuss and evaluate professional issues utilizing research-based literature. Topics include patient care, public health/access to care, technology, modalities of treatment, and professional issues. For each topic, one member serves as a program facilitator researching the scientific literature on an agreed upon topic, chooses appropriate articles, and disseminates the articles to the members to read prior to meeting. Discussion at the study club event follows the format of examining literature content, relevance, significance, evidence accuracy, and application to clinical practice. This process supports dental Hygienists' commitment to life-long learning and the practice of evidence-based care, while providing a valuable venue for continuing dental hygiene competence and professional development.

  7. Learning facilitating leadership

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard; Hansen, Mette Sanne

    2016-01-01

    This paper explains how engineering students at a Danish university acquired the necessary skills to become emergent facilitators of organisational development. The implications of this approach are discussed and related to relevant viewpoints and findings in the literature. The methodology deplo....... By connecting the literature, the authors’ and engineering students’ reflections on facilitator skills, this paper adds value to existing academic and practical discussions on learning facilitating leadership....

  8. Lifelong Learning and the Social Integration of Refugees in the UK: The Significance of Social Capital

    Science.gov (United States)

    Morrice, Linda

    2007-01-01

    In response to growing population movements the UK Government has introduced a number of measures designed to facilitate the social inclusion and integration of refugees into UK society. This paper explores some of the lifelong learning issues for refugees and argues that the current discourse of social inclusion and exclusion gives rise to narrow…

  9. Confucian Educational Philosophy and Its Implication for Lifelong Learning and Lifelong Education

    Science.gov (United States)

    Sun, Qi

    2008-01-01

    This paper, from historical and philosophical perspectives, presents Confucian education philosophy, a philosophy that is argued is a philosophy of lifelong learning. Examined and illustrated are the Confucian concepts of "Sage", a Confucian ideal human model, and "Jun Zi", a Confucian realistic educational result. Through "Sage", Confucius…

  10. Lifelong Learning in Artistic Context Mediated by Advanced Technologies

    Science.gov (United States)

    Ferrari, Mirella

    2016-01-01

    This research starts by analysing the current state of artistic heritage in Italy and studying some examples in Europe: we try to investigate the scope of non-formal learning in artistic context, mediated by advanced technology. The framework within which we have placed our investigation is that of lifelong learning and lifedeep learning. The…

  11. Ensuring the Continuum of Learning: The Role of Assessment for Lifelong Learning

    Science.gov (United States)

    Su, Yahui

    2015-01-01

    This article explores how assessment plays a role in helping learners to learn on a continuous, sustainable basis. It begins by exploring the paradigm of lifelong learning, which implies a shift in the way we think about learning and knowledge. Based on knowledge formation rooted in a flux of learning, lifelong learning assessment is not so much…

  12. Improving Lifelong Learning in China by Policy-making

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    Lifelong learning underlines a paradigm shift away from an emphasis on the education and training scopes rendered by institutions and system towards an appetite of actual acquisition of learning in many different settings reflecting changing needs over the lifetime of individual. The policies on lifelong learning of many Asian countries has tightly related to national development and largely focused on two main aspects namely improving the academic and vocational skills of the growing number of new entrants through the formal education system and upgrading general skills through the non-formal system. As the representative of developing country in Asia,this essay will display the development and obstacles on lifelong learning in China.

  13. Lifelong learning for active ageing in nordic museums

    DEFF Research Database (Denmark)

    Fristrup, Tine; Grut, Sara

    2016-01-01

    In this article, we develop a framework that demonstrates how older adults need to develop diverse capabilities in relation to their educational life course through engagements in Nordic museums, archives and street art activities. We discuss how European museums have taken up UNESCO’s approach...... to lifelong learning as a way to conceptualise activities for older adults’ in museums, as we emphasise an approach to adult education for active ageing articulated as ‘lifelong learning for active ageing’. To illustrate this framing, we outline a number of activities taken from publications, cultural sites...... and conferences in which we have been involved over the last decade in the context of the Nordic Centre of Heritage Learning and Creativity in Östersund, Sweden. We argue that lifelong learning for active ageing in cultural heritage institutions can contribute to the development of older adults’ civic...

  14. Facilitating Learning at Conferences

    DEFF Research Database (Denmark)

    Ravn, Ib; Elsborg, Steen

    2011-01-01

    and facilitate a variety of simple learning techniques at thirty one- and two-day conferences of up to 300 participants each. We present ten of these techniques and data evaluating them. We conclude that if conference organizers allocate a fraction of the total conference time to facilitated processes......The typical conference consists of a series of PowerPoint presentations that tend to render participants passive. Students of learning have long abandoned the transfer model that underlies such one-way communication. We propose an al-ternative theory of conferences that sees them as a forum...... for learning, mutual inspiration and human flourishing. We offer five design principles that specify how conferences may engage participants more and hence increase their learning. In the research-and-development effort reported here, our team collaborated with conference organizers in Denmark to introduce...

  15. Rethinking Lifelong Learning through Online Distance Learning in Chinese Educational Policies, Practices and Research

    Science.gov (United States)

    Yang, Min

    2008-01-01

    This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of…

  16. The Lifelong Learning as a Modern Educational Paradigm [In Bulgarian

    Directory of Open Access Journals (Sweden)

    C. Katansky

    2008-06-01

    Full Text Available Lifelong learning, life-wide learning, continuing education, vocational education, professional education of adults, formal education, informal education, permanent education, etc. – the author of the present article seeks the relationships between these widely used terms and traces through the history of their introduction in the modern educational theory and practice.

  17. Knowledge, Sentience and Receptivity: A Paradigm of Lifelong Learning

    Science.gov (United States)

    Eneroth, Bo

    2008-01-01

    This article aims to develop a paradigm of lifelong learning situations. The starting point is the EU-Commission policy document where three kinds of learning situations are identified: formal, non-formal and informal. The article tries to deepen this categorisation by searching for the underlying ontological and epistemological dimensions. The…

  18. Dutch Lifelong learning : A Policy Perspective bringing together parallel Worlds

    NARCIS (Netherlands)

    van Dellen, Teije; Klercq, Jumbo; Buiskool, Bert-Jan

    2016-01-01

    Lifelong learning has never been an integral part of the Dutch educational culture. Nevertheless, nowadays yearly many adults (about 17.8% in 2015) are after either or not finishing initial education in some respect emergently participating in (continuing) second, third or more learning paths throug

  19. An Empirical Framework for Implementing Lifelong Learning Systems.

    Science.gov (United States)

    Law, Song Seng; Low, Sock Hwee

    Based on a literature review of factors that affect the provision of learning opportunities for adults and the experiences of Singapore's Institute of Technical Education (ITE), this paper proposes an empirical framework for developing and implementing lifelong learning systems. Following an introduction, the theoretical foundation for the…

  20. Participation in Lifelong Learning in Portugal and the UK

    Science.gov (United States)

    Ingham, Hilary; Ingham, Mike; Afonso, José Adelino

    2017-01-01

    Lifelong learning is a long-standing European Union priority, with an emphasis on the need for it to be pursued by all, but particularly those at the risk of exclusion. This study explores participation in Portugal and the UK, countries at opposite ends of the European adult learning spectrum with markedly different contexts. Analysis reveals that…

  1. Alternative Approaches to Financing Lifelong Learning. Country Report: Denmark.

    Science.gov (United States)

    Wurzburg, Gregory

    One of the main strategies for achieving lifelong learning objectives in Denmark has been to steadily shore up and improve the efficiency of the institutional arrangements for adult learning and to progressively strengthen the arrangements for financing it. Because there has been no attempt to create totally new structures or programs, the trends…

  2. The Idea of Lifelong Learning in the Chautauqua Movement.

    Science.gov (United States)

    Stubblefield, Harold W.

    1981-01-01

    Discusses the theories of the Chautauqua movement concerning lifelong learning. Presents its religious basis, the theory of self-culture, access to knowledge, why adulthood is a unique time for learning, and how Chautauqua influenced contemporary thought and social movements. (CT)

  3. The Community Perspective for Research on Lifelong Learning.

    Science.gov (United States)

    Hiemstra, Roger

    Examining the meaning of lifelong learning within the context of "community" (defined in terms of interests and locality), the author explores many learning resources and opportunities and identifies related research questions. The content of this study is presented in three sections. The first section on the community as a setting for…

  4. Learning to learn in the European Reference Framework for lifelong learning

    NARCIS (Netherlands)

    Pirrie, Anne; Thoutenhoofd, Ernst D.

    2013-01-01

    This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a f

  5. Learning to learn in the European Reference Framework for lifelong learning

    NARCIS (Netherlands)

    Pirrie, Anne; Thoutenhoofd, Ernst D.

    2013-01-01

    This article explores the construction of learning to learn that is implicit in the document Key Competences for Lifelong LearningEuropean Reference Framework and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a f

  6. Lifelong learning on the market shelf

    DEFF Research Database (Denmark)

    Mehlsen, Camilla

    2009-01-01

    LEARNING CAPITALISM: Learning has been commodified in many parts of the world, and the growing learning market challenges public education in many ways, says Professor SoongHee Han.......LEARNING CAPITALISM: Learning has been commodified in many parts of the world, and the growing learning market challenges public education in many ways, says Professor SoongHee Han....

  7. Participation in lifelong learning in Portugal and the UK

    OpenAIRE

    Ingham, Hilary; Ingham, Mike; Adelino Afonso, Jose

    2013-01-01

    Lifelong learning (LLL) has now been on the agenda of the European Union and other major international organizations for some considerable time, with the European institutions stressing the need that such learning should be available to all, especially hard to reach groups. This paper seeks to explore LLL participation in Portugal and the UK, two countries at opposite ends of the adult learning spectrum and having very different labour market and educational contexts. Using Labour Force Surve...

  8. Social Support System in Learning Network for lifelong learners: A Conceptual framework

    NARCIS (Netherlands)

    Nadeem, Danish; Stoyanov, Slavi; Koper, Rob

    2009-01-01

    Nadeem, D., Stoyanov, S., & Koper, R. (2009). Social support system in learning network for lifelong learners: A Conceptual framework [Special issue]. International Journal of Continuing Engineering Education and Life-Long Learning, 19(4/5/6), 337-351.

  9. Research and Development of a Positioning Service for Learning Networks for Lifelong Learning

    NARCIS (Netherlands)

    Kalz, Marco

    2006-01-01

    Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. Presentation given at the Doctoral Consortium of the First European Conference on Technology Enhanced Learning. October, 1-4, 2006, Crete.

  10. Lifelong Learning Policies in Mexico: Context, Challenges and Comparisons

    Science.gov (United States)

    Alvarez-Mendiola, German

    2006-01-01

    For Mexico, a country characterised by a high degree of inequality both with regard to income and education, concepts such as the "knowledge-based economy" and Lifelong Learning are even more elusive than in other countries. Given its poor school system and the large part of the adult population who are without any basic educational…

  11. Lifelong Learning and the Sultans of Spin: Policy as Persuasion?

    Science.gov (United States)

    Nicoll, Katherine; Edwards, Richard

    2004-01-01

    This paper seeks to extend work previously published that points to the importance of rhetorical analysis to policy studies. It argues against the notion that policy can be dismissed as 'spin' and explores further the work of rhetoric within the UK government's policy texts of lifelong learning. For the authors, rhetorical analysis helps to point…

  12. Adult Education and Lifelong Learning: New Developments in Russia.

    Science.gov (United States)

    Zajda, Joseph

    1999-01-01

    Examines effects of social and economic change on adult education and lifelong learning in postcommunist Russia. Discusses the history of Russian adult education, educational policy changes in the 1990s, establishment of the first Open University and a network of adult-education centers, and the conflict between market-oriented objectives and…

  13. Demographic and Behavioral Characteristics of Osher Lifelong Learning Institute Members

    Science.gov (United States)

    Hansen, Robert Jack; Brady, E. Michael; Thaxton, Steven P.

    2016-01-01

    The number of lifelong learning institutes (LLIs) is growing across the United States and it is important for educational planners and administrators to know about current demographic and behavioral characteristics of program participants. A 14-question survey was administered via SurveyMonkey to members who use computers in eight Osher Lifelong…

  14. Promoting Lifelong Learning in Multilingual Context: A Case from Nepal

    Science.gov (United States)

    Regmi, Kapil Dev

    2011-01-01

    Nepal is a multilingual country with low adult literacy rate (about 57% in 2008). Through different policy documents and motivation from some of the transnational organizations such as UNESCO, Nepal is on the process of adopting lifelong learning perspective as a major educational policy. In this context the article raises two issues: how to…

  15. "Lost Ladies": Lifelong Learning and Community Participation for Older Women

    Science.gov (United States)

    Jackson, Susan

    2012-01-01

    This article will explore lifelong learning and community participation for older women. In doing so, it will draw on empirical work undertaken with the National Federation of Women's Institutes in England and Wales in the UK; and the Sydney Older Women's Network in Australia. The article will briefly outline something of the policies and…

  16. The Shifting Demographics and Lifelong Learning. Conference Paper

    Science.gov (United States)

    Karmel, Tom

    2011-01-01

    This paper was presented at the International Symposium on Lifelong Learning for Poverty Alleviation and Sustainable Development: Developing a Research Agenda for the Asia-Pacific in Hong Kong, 12-13 January 2011. Tom Karmel suggests that there are four implications of an ageing population: the need to improve labour force participation and…

  17. Cartographical Imaginations: Spatiality, Adult Education and Lifelong Learning.

    Science.gov (United States)

    Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur

    Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…

  18. Legislation and Lifelong Learning in Canada: Inconsistencies in Implementation.

    Science.gov (United States)

    Rollings-Magnusson, Sandra

    2001-01-01

    This review of Canadian government policy as expressed in legislation revealed inconsistencies between rhetorical and actual support for a lifelong learning agenda; the absence of the protection and sense of permanence that legislation provides to policy implementation means that any actions taken or programs created may be easily changed,…

  19. Aging Memory Is "Not" a Limiting Factor for Lifelong Learning

    Science.gov (United States)

    Lalovic, Dejan; Gvozdenovic, Vasilije

    2015-01-01

    Efficient memory is one of the necessary cognitive potentials required for virtually every form of lifelong learning. In this contribution we first briefly review and summarize state of the art of knowledge on memory and related cognitive functions in normal aging. Then we critically discuss a relatively short inventory of clinical, psychometric,…

  20. Conceptions of Lifelong Learning in Confucian Culture: Their Impact on Adult Learners

    Science.gov (United States)

    Zhang, Weiyuan

    2008-01-01

    The philosophy and practice of lifelong learning has a long history in China, being traceable to Confucius's idea (circa 500 BC) of "education for all". However, very little research has been done on the development of the Confucian idea of lifelong learning in ancient China, or on its influence on current practices of lifelong learning within the…

  1. How Social and Human Capital Predict Participation in Lifelong Learning: A Longitudinal Data Analysis

    Science.gov (United States)

    Knipprath, Heidi; De Rick, Katleen

    2015-01-01

    Policy makers and researchers are increasingly showing interest in lifelong learning due to a rising unemployment rate in recent years. Much attention has been paid to determinants and benefits of lifelong learning but not to the impact of social capital on lifelong learning so far. In this article, we study how social and human capital can…

  2. An Operational Measure of Physician Lifelong Learning: Its Development, Components and Preliminary Psychometric Data.

    Science.gov (United States)

    Hojat, Mohammadreza; Nasca, Thomas J.; Erdmann, James B.; Frisby, Anthony J.; Veloski, J. Jon; Gonnella, Joseph S.

    2003-01-01

    Develops a tool for measuring physician lifelong learning. Identifies 19 items that were included in the Jefferson Scale of Physician Lifelong Learning. Factor analysis showed five meaningful factors of lifelong learning: (1) need recognition; (2) research endeavor; (3) self-initiation; (4) technical skills; and (5) personal motivation. Concludes…

  3. Lifelong Learning at the International Agenda - and its Implementation in a Danish Context

    DEFF Research Database (Denmark)

    Larson, Anne

    2005-01-01

    The first part of the article gives an overview of the history of lifelong learning. It then looks at how lifelong learning is implemented in Denmark, and the impact on different groups in society, leading to the conclusion that lifelong learning in Denmark is mainly for the already well educated....

  4. Meta-Analyses from a Collaborative Project in Mobile Lifelong Learning

    Science.gov (United States)

    Arrigo, Marco; Kukulska-Hulme, Agnes; Arnedillo-Sanchez, Inmaculada; Kismihok, Gabor

    2013-01-01

    This paper focuses on the use of mobile technologies in relation to the aims of the European Union's Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the…

  5. How Social and Human Capital Predict Participation in Lifelong Learning: A Longitudinal Data Analysis

    Science.gov (United States)

    Knipprath, Heidi; De Rick, Katleen

    2015-01-01

    Policy makers and researchers are increasingly showing interest in lifelong learning due to a rising unemployment rate in recent years. Much attention has been paid to determinants and benefits of lifelong learning but not to the impact of social capital on lifelong learning so far. In this article, we study how social and human capital can…

  6. Lifelong learning in public libraries principles, programs, and people

    CERN Document Server

    Gilton, Donna L

    2012-01-01

    Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational the

  7. Youth and Adult Education within Lifelong Learning: Claims and challenges

    OpenAIRE

    Chris Duke; Heribert Hinzen

    2010-01-01

    The national and international development agenda looks at education as an important tool for transformation and change. Within education most attention is given to schooling and the wider formal sector of colleges and universities. Much less attention and still less resources go to youth and adult learning, and the non-formal education sector. Lifelong learning systems have yet to be implemented. Chris Duke and Heribert Hinzen describe the major processes, programmes and organizations such a...

  8. Investigation of The Relationships Between Lifelong Learning And Social Emotional Learning

    Directory of Open Access Journals (Sweden)

    Mehmet Akcalan

    2016-01-01

    Full Text Available The current research aims to investigate the relationship between lifelong learning and social emotional learning. Study group consists of 590 university students (390 females, 200 males studying in different undergraduate programs in University of Sakarya, Faculty of Education in the Fall Term of 2015.In this research, relationships between the variables of lifelong learning and social emotional learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized so as to investigate these relationships. As consequence of the research, lifelong learning and social emotional learning scores were correlating significantly. According to these results, it can be discussed that social emotional learning which can be explained as the behavioral reflection of social and emotional skills in a systematical and consistent way, has a positive relationship with lifelong learning which can be defined as all kinds of learning including formal or informal through one's life. Results are discussed within the context of the associated literature.

  9. An Investigation of the Relationship between Autonomous Learning and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Cengiz Yurdakul

    2016-12-01

    Full Text Available The present study aims to investigate the relationship between autonomous learning and lifelong learning. The study group consists of 657 secondary school students enrolled in three public schools, aged 11 – 16 from Sakarya, Turkey. In this study, relationships between the variables of autonomous learning and lifelong learning and the sub-dimensions of autonomous learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were utilized in order to investigate these relationships. Autonomous Learning Scale (12 items which was developed by Macaskill and Taylor (2010, was adapted to Turkish by Arslan and Yurdakul (2015 was conducted to measure autonomous learning. Lifelong Learning Scale (14 items which was developed by Kirby, Knapper, Lamon and Egnatoff (2010, was adapted to Turkish by Arslan and Akcaalan (2015 was carried out to assess lifelong learning level. In the light of the research findings, it can be purported that autonomous learning and lifelong learning scores were correlating significantly. According to the existing results, it can be argued that autonomous learning which can be defined as the capacity to take charge of one’s own learning, has a positive interaction with lifelong learning which can be found voice in one’s ongoing, voluntary, and self-motivated learning.

  10. Ensuring the continuum of learning: The role of assessment for lifelong learning

    Science.gov (United States)

    Su, Yahui

    2015-02-01

    This article explores how assessment plays a role in helping learners to learn on a continuous, sustainable basis. It begins by exploring the paradigm of lifelong learning, which implies a shift in the way we think about learning and knowledge. Based on knowledge formation rooted in a flux of learning, lifelong learning assessment is not so much the assessment of how much fixed knowledge learners possess but rather the assessment of learners' abilities to reconstruct knowledge and engage with change. This article argues that three concerns - the primacy of self-assessment, the assessment of learners' engagement, and the importance of qualitative assessment - are crucial to an assessment which contributes to the development of lifelong learners who have the continuing ability to grow and to find deep and meaningful connections during times of change. The importance of self-assessment as the central aspect of lifelong learning is presented, and the way in which self-assessment relates to formative assessment and summative assessment to ensure a valid development of lifelong learning is considered. Judging whether lifelong learning is relevant or desirable requires learners' engagement in considering how they are holistically related to the world. To assess learners' overall engagement, this article suggests a multi-faceted, holistic approach which emphasises qualitative methods to track each individual's learning situation, although quantitative methods are not rejected. It is hoped that the article's discussion of this lifelong learning assessment will contribute to an understanding of the assessment's appropriate nature and development.

  11. Internet platforms for lifelong learning: a continuum of opportunity.

    Science.gov (United States)

    Sedory Holzer, Susan E; Kokemueller, Phillip

    2007-12-01

    Access to knowledge through the Internet has spawned a world of online learning, stimulating a new passion for lifelong learning in academia, professional environments, the workplace, and at home. This article takes a fresh look at the wide spectrum of opportunities for online medical education for physicians. We first explore a continuum of "e-learning" models and then look at the range of platforms used to support these systems. We will also look forward to the options likely to change e-learning in the near future and improve physician performance and patient outcomes.

  12. DEVELOPING INFORMATION LITERACY SKILLS FOR LIFELONG LEARNING IN ELEMENTARY EDUCATION

    Directory of Open Access Journals (Sweden)

    Raziye Demiralay

    2008-12-01

    Full Text Available Rapid changes in information and communication technologieshave high impact on societies to transform into the information societies. Nowadays,owning a dynamic economy which based on information is the main objective of thesocieties. It is the fact that the individuals need to have lifelong learning and informationliteracy skills in order to come into being in the information society. The educationalinstitutions are responsible to cause individuals to gain these skills. Especially it isimportant to be acquired these skills in elementary education. In this study; lifelonglearning and information literacy concepts are examined, the models which will be usedto provide students to gain information literacy skills in a systematic way are presented,and an example course plan in elementary education based on Big6 Model which haswidely used and project based learning are presented. Finally, information society,lifelong learning and information literacy are discussed in the perspectives of teacher,student and teacher candidates and various suggestions are offered

  13. Support Services for e-Learning; Using Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Berlanga, Adriana; Stoyanov, Slavi

    2010-01-01

    Berlanga, A. J., & Stoyanov, S. (2010, 14 December). Support Services for e-Learning; Using Language Technologies for Lifelong Learning. Presentation at a LTfLL workshop validation session, Heerlen, The Netherlands.

  14. Support Services for e-Learning; Using Language Technologies for Lifelong Learning

    NARCIS (Netherlands)

    Berlanga, Adriana; Stoyanov, Slavi

    2010-01-01

    Berlanga, A. J., & Stoyanov, S. (2010, 14 December). Support Services for e-Learning; Using Language Technologies for Lifelong Learning. Presentation at a LTfLL workshop validation session, Heerlen, The Netherlands.

  15. LearnWeb 2.0. Integrating Social Software for Lifelong Learning.

    NARCIS (Netherlands)

    Marenzi, Ivana; Demidova, Elena; Nejdl, Wolfgang

    2008-01-01

    Marenzi, I., Demidova, E., & Nejdl, W. (2008). LearnWeb 2.0. Integrating Social Software for Lifelong Learning. Proceedings of the ED-Media 2008. World Conference on Educational Multimedia, Hypermedia & Telecommunications. June, 30 - July, 4, 2008, Austria, Vienna.

  16. The EU "Memorandum on Lifelong Learning". Old Wine in New Bottles?

    Science.gov (United States)

    Borg, Carmel; Mayo, Peter

    2005-01-01

    This paper provides a critical analysis of the EU's "Memorandum on lifelong learning" in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy-making in Europe as well as the…

  17. Investigation of The Relationships Between Lifelong Learning And Social Emotional Learning

    OpenAIRE

    2016-01-01

    The current research aims to investigate the relationship between lifelong learning and social emotional learning. Study group consists of 590 university students (390 females, 200 males) studying in different undergraduate programs in University of Sakarya, Faculty of Education in the Fall Term of 2015.In this research, relationships between the variables of lifelong learning and social emotional learning were investigated. Pearson Product Moment Correlation, Partial Correlation methods were...

  18. Teaching new media composition studies in a lifelong learning context

    Directory of Open Access Journals (Sweden)

    Jill Jameson

    2000-12-01

    Full Text Available The government 'spin' on lifelong learning, as expressed in the Green Paper, The Learning Age (DfEE, 1998, and taken forward in the White Paper, Learning to Succeed (DfEE, 1999, emphasizes knowledge acquisition, skills development and student-centred flexible education and training. The aim of the government, as expressed in the summary document, Education and Training Development Agenda 2000-2001, is to 'help develop a "learning society" in which everyone, in whatever circumstances, routinely expects to learn and upgrade skills throughout life' (DfEE, 1998. Central to this idealistic notion is the view that continuous updating in ICT skills will play a vital part in the self-empowerment of individual learners. In support of this vision the government is funding ventures such as the Information and Communication Technologies (ICT Learning Centres initiative - 'a new programme designed to help bridge the gap between those in society who have access to ICT and those who do not' (DfEE, 1999. Community Access to Lifelong Learning is a parallel New Opportunities Fund programme which is designed to encourage adult learning. It focuses on improving access to learning opportunities through the use of ICT.

  19. LIFELONG LEARNING THROUGH SECOND LIFE: CURRENT TRENDS, POTENTIALS AND LIMITATIONS

    Directory of Open Access Journals (Sweden)

    Nil GOKSEL-CANBEK

    2011-08-01

    Full Text Available Lifelong Learning (LLL has been a remarkable response to people-centered educational demand of 21st century. In order to provide effective formal, non-formal, and informal learning, immersive educational activities undertaken throughout life should be aimed to create a learning society in which people can experience individual and collective learning with no constrains of time or location. The concept of lifelong learning within the context of distance immersive education encompasses diverse 3D activities. The three dimensional, Web-based structured activities supported by distance learning technologies can be viewed as interactive tools which foster LLL. In this perspective, Second Life (SL can be regarded as one of the learning simulation milieus that allow learners to participate in various educational LLL activities in individual or group forms. The following paper examines how SL, taking advantage of its simulative nature and the possibility for creative interaction among participants, which are also common in games, allows the learners to participate in immersive constructivist learning activities. The article will also touch on the current uses of SL as a tool for LLL, as well as its potentials for further development according to the current trends in adult education. Further, the authors will discuss its limitations and will make suggestions towards a more complete pedagogical use.

  20. Work-related lifelong learning for entrepreneurs in the agri-food sector

    NARCIS (Netherlands)

    Lans, T.; Wesselink, R.; Biemans, H.J.A.; Mulder, M.

    2004-01-01

    This article presents a study on work-related lifelong learning for entrepreneurs in the agri-food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepren

  1. Work-Related Lifelong Learning for Entrepreneurs in the Agri-Food Sector

    Science.gov (United States)

    Lans, Thomas; Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin

    2004-01-01

    This article presents a study on work-related lifelong learning for entrepreneurs in the agri-food sector. Accordingly, learning needs, learning preferences, learning motivation and conditions in the context of lifelong learning were identified. The results indicate that technology, IT and entrepreneurial competencies will become of increasing…

  2. Lifelong Learning and Learning to Learn: An Enabler of New Voices for the New Times

    Science.gov (United States)

    Lee, Wing On

    2014-01-01

    Over the last two decades, there have been numerous attempts to review and re-examine whether conventional learning and teaching approaches are still useful or relevant. Lifelong learning institutions have grown in number and scope, and now fulfil a significant function in bridging the gap between what traditional formal education systems provide…

  3. Leveraging teamwork by Google+ in a lifelong learning perspective

    OpenAIRE

    Sabrina Leone; Giovanni Biancofiore

    2015-01-01

    The current affordances of ubiquitous global connections, of a large number of open resources, and of social and professional networks may boost innovation in open-minded organisations through their personnel’s empowerment. Lifelong and ubiquitous learning, cloud computing and smart working frameworks are the pillars of the change that is replacing the traditional work model and transforming the way crowds of people communicate, collaborate, teamwork, produce value and growth for the entities...

  4. From lifelong education to lifelong learning Discussion of some effects of today's neoliberal policies

    Directory of Open Access Journals (Sweden)

    Rosanna Barros

    2012-10-01

    Full Text Available When we think about current adult education in the context of the uneven and contradictory social and economic mpact of globalization, it necessarily implies thinking about the transfer from the paradigm of lifelong education to the paradigm of lifelong learning. We shall examine the essential quality involved in the social significance and the political dimension of each of these paradigms, because, since the post-war period, both became innovative educational policy strategies capable of mobilizing and transforming society. We would like to stress the importance of rethinking the role of adult education today in the light of the responsibilities shifting from the state to individuals, arising from the implications of this transition of paradigms: we do this by framing it in the context of the socio-productive restructuring movement, which speeded up the move from the so-called model of qualification, associated to social emancipation, to what is known as the model of competence (later competences, which is associated with individual empowerment. Therefore in this article we intend to question this new policy direction, which is associated with a conceptual and methodological shift in adult education practices, by using the prism of a critical sociology of education.

  5. Lifelong learning and the low-skilled

    DEFF Research Database (Denmark)

    Illeris, Knud

    2006-01-01

    findings as to how low-skilled adults function in relation to participation in training and education activities, how they feel about it, what is important to them, and consequently what works in practice in relation to this very important but often neglected group of adult learners.......This article is a combined result of a three years research project on low-skilled learners' experiences as participants of various kinds of adult training and education in Denmark, and the findings of a three years research consortium on workplace learning, summing up and generalizing our various...

  6. Lifelong Learning: Ideas and Achievements at the Threshold of the Twenty-first Century.

    Science.gov (United States)

    Bown, Lalage

    2000-01-01

    Explores the concept of lifelong learning and other related ideas, highlighting applications such as human rights, literacy, and gender. Reports on new areas for lifelong learning and suggests lessons in learning for the high development countries, such as development-related learning and popular participation. (CMK)

  7. Learning facilitating leadership

    DEFF Research Database (Denmark)

    Rasmussen, Lauge Baungaard; Hansen, Mette Sanne

    2016-01-01

    in teaching facilitation and the literature. These types of skills are most effectively acquired by combining conceptual lectures, classroom exercises and the facilitation of groups in a real-life context. The paper also reflects certain ‘shadow sides’ related to facilitation observed by the students...

  8. Professional Learning Is a Lifelong Process

    Science.gov (United States)

    Blanton, Patricia

    2009-10-01

    At a recent conference sponsored by the National Science Teachers Association on Professional Learning Communities in Science, I was reminded how crucial it is for teachers to continually examine their practice. As one new to teaching physics, you may be overwhelmed by the task of helping your students develop accurate understanding of the concepts that are the essence of physics while still maintaining some semblance of order in your classroom. Consider your thoughts about some of the following questions as a way to begin to examine your practice: 1) Have you identified the most important models or ideas you want your students to develop or are you simply following the curriculum outlined in the chapters of your text or those mandated by your state or institution? 2) Have you developed a storyline on which you want the concepts to be built or are you presenting physics as a set of facts, formulas, and problems to be solved? 3) Are you confident in your content knowledge or do you feel that you are just staying one day ahead of your students? 4) Do you have assessment strategies developed to probe for understanding throughout the concept development or do you rely mainly on chapter tests and summative assessments? 5) Do you feel you work in isolation or are you collaborating with colleagues to examine the practices that are most effective for motivating learners while managing the day-to-day requirements of teaching?.

  9. Lifelong Learning and Employability in the Danube Region Countries: Influences and Correlations

    Directory of Open Access Journals (Sweden)

    Constanţa-Nicoleta Bodea

    2016-08-01

    Full Text Available A continuous challenge for education and lifelong learning is to assist individuals in acquiring skills and knowledge for successful work life, especially after the financial crisis which influenced negatively the employment growth in all European Union countries. The paper focuses on finding correlations between employability and lifelong learning in the Danube Region countries of the European Union and more explicitly in the ex-communist ones of this region. As research instruments, two online questionnaires were built based on a thorough literature review and a set of structured interviews and filled in by 390 IT students and 55 IT professors. The surveys’ results revealed a clear positive correlation between the level of education and the opinion about the importance of obtaining a job as a result of the educational endeavors. A special attention in the survey was given to social networks, which were acknowledged as modern facilitators of lifelong learning activities. The conclusions of the current study are particularly important in the Romanian context, as the employment rate of recent graduates is in a decreasing trend, but also for all the Danube Region ex-communist countries, which have to boost their employment rates as well, to assure their economical growth. Identification of factors stimulating employment of young people according with their education contributes at the sustainable economic growth of these countries, at the growth of graduates insertion in the labor market and at the diminution of labor migration.

  10. Europe: Strategies and agendas for lifelong learning at time of crisis

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    A complete overview of lifelong learning strategies in Europe, at both international and national levels, calls for understanding the processes through which these strategies take shape. Accordingly, in this contribution, lifelong learning strategies are analyzed through a critical lens...... and the OECD, with important consequences for lifelong learning policy. Evidence is found, for instance, in the formation of a reductionist skills agenda, joint between the EU and the OECD; an agenda capable of influencing future governmental thinking about lifelong learning and adult education in Europe....

  11. Lifelong learning arrangements in chinese organizations in the context of an emerging knowedge economy

    NARCIS (Netherlands)

    Dilin Meiyi, Yao

    2008-01-01

    There is a proverb in China: huo dao lao, xue dao lao, which means keep on learning as long as you live. Though this is an ancient thought for Lifelong Learning, the meaning of the current research in Lifelong Learning is still up to date. Kessels (2001) stated that our society is gradually moving t

  12. The Inclusion and Construction of the Worthy Citizen through Lifelong Learning: A Focus on the OECD

    Science.gov (United States)

    Walker, Judith

    2009-01-01

    This paper argues that underlying the OECD's promotion of inclusion in, for and through lifelong learning is the notion of an "active citizen" who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for…

  13. Lifelong learning arrangements in chinese organizations in the context of an emerging knowedge economy

    NARCIS (Netherlands)

    Dilin Meiyi, Yao

    2008-01-01

    There is a proverb in China: huo dao lao, xue dao lao, which means keep on learning as long as you live. Though this is an ancient thought for Lifelong Learning, the meaning of the current research in Lifelong Learning is still up to date. Kessels (2001) stated that our society is gradually moving

  14. Lifelong Learning and Teacher Development. Estonian Studies in Education. Volume 4

    Science.gov (United States)

    Mikk, Jaan, Ed.; Veisson, Marika, Ed.; Luik, Piret, Ed.

    2012-01-01

    The papers in this collection contribute to the understanding of several aspects of lifelong learning. Two papers highlight the characteristics of reflection among teachers including self-evaluation and blogging. Two other papers study cooperation in lifelong learning--one, the impact of communities on professional learning among university…

  15. Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

    Science.gov (United States)

    Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

    2016-01-01

    The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

  16. Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

    Science.gov (United States)

    Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

    2016-01-01

    The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

  17. Lifelong Learning Within Higher Education in South Africa: Emancipatory Potential?

    Science.gov (United States)

    Walters, Shirley

    1999-11-01

    In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.

  18. The Incidence and Intensity of Formal Lifelong Learning

    DEFF Research Database (Denmark)

    Simonsen, Marianne; Skipper, Lars

    We exploit a rich high quality register-based employer-employee panel data set to investigate the incidence and intensity of government co-sponsored training for the Danish adult population. We focus specifically on training over the working life cycle and find that the levels of participation vary...... across genders. We consider both the incidence (take-up in a given year) and intensity (hours conditional on enrolment) of training. We find evidence of considerable lifelong learning with regards to enrolment in basic and vocational training regardless of gender, whereas post-secondary training...

  19. Facilitation of learning: part 1.

    Science.gov (United States)

    Warburton, Tyler; Trish, Houghton; Barry, Debbie

    2016-04-06

    This article, the fourth in a series of 11, discusses the context for the facilitation of learning. It outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. The practical aspects of using these theories in a practice setting will be discussed in the fifth article of this series. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on facilitation of learning.

  20. Research and Development of a Positioning Service for Learning Networks for Lifelong Learning

    NARCIS (Netherlands)

    Kalz, Marco

    2006-01-01

    Kalz, M. (2006). Research and Development of a Positioning Service for Learning Networks for Lifelong Learning. In K. Maillet & R. Klamma (Eds.). Proceedings of the Doctoral Consortium of the First European Conference on Technology Enhanced Learning (pp. 18-25). October, 1-4, 2006, Crete, Greece.

  1. Improving workplace learning of lifelong learning sector trainee teachers in the UK

    OpenAIRE

    Maxwell, Bronwen

    2014-01-01

    Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, literature indicates that LLS workplace conditions often inhibit teacher learning. This paper reviews the research base on LLS trainees’ workplace learn...

  2. Portfolio at Tertiary Level – Lifelong Learning Tool

    Directory of Open Access Journals (Sweden)

    Galina Kavaliauskienė

    2011-04-01

    Full Text Available The use of electronic language portfolios has been preferable to the use of common paper portfolios for ease of application – there is no need for accumulating a number of files of written papers, which solves the problem of storing space and, to some extent, helps reduce students’ and teachers’ workload.The study investigated learners’ perceptions of employing electronic language portfolios for conducting various assignments in English for Specific Purposes. The research involved university students of different specializations. Learners’ experience of employing portfolios and opinions on their benefits for improving language skills have been analyzed and statistically treated using SPSS software. The results show that students are positive about application of electronic portfolios in ESP classes. The use of online portfolios for various assignments helps teachers foster students’ learning, encourages critical thinking, develops creativity, motivates learners to use digital technology, encourages collaboration of learners, and in the long run, leads to lifelong learning.

  3. Leveraging teamwork by Google+ in a lifelong learning perspective

    Directory of Open Access Journals (Sweden)

    Sabrina Leone

    2015-06-01

    Full Text Available The current affordances of ubiquitous global connections, of a large number of open resources, and of social and professional networks may boost innovation in open-minded organisations through their personnel’s empowerment. Lifelong and ubiquitous learning, cloud computing and smart working frameworks are the pillars of the change that is replacing the traditional work model and transforming the way crowds of people communicate, collaborate, teamwork, produce value and growth for the entities of which they are part. All this directly involves the smart city concept. The “cloudworker” virtually works, learns and socially participates effectively from anywhere anytime, and comfortably interacts in a knowledge society built on networked ecologies. Cloud teamwork applications, such as Google+ can be, enable teams to be more productive and organisations to devote more time to their core mission. Social networking and collaboration technologies draw renewed attention on the evidence that organisations are social entities above all; as such, they can turn into whole systems of leadership and learning, that is high-performance work systems. This paper aims to evaluate the effectiveness of Google+ as a leveraging teamwork tool in learning organisations. Results show that technology is not only a means of social exchange, but it turns into the joint design of learning and organisational strategies, and into the growth of learning communities.

  4. Issues of Identity and Knowledge in the Schooling of VET: A Case Study of Lifelong Learning

    Science.gov (United States)

    Tennant, Mark; Yates, Lyn

    2005-01-01

    This article discusses two school-based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of "lifelong learning". Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners…

  5. A Study of a Two-Year College and How It Fosters Lifelong Learning and Empowerment

    Science.gov (United States)

    Jansen-Simmermon, Wendy

    2009-01-01

    The study of lifelong learning is a study that has deep roots in higher education. The reasons a student seeks further education is important to the overall study of lifelong learning. When a student completes an associate degree and subsequently pursues a higher education degree, it is important to understand the motivation that drives them to…

  6. Europe: Strategies and agendas for lifelong learning at time of crisis

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    and the OECD, with important consequences for lifelong learning policy. Evidence is found, for instance, in the formation of a reductionist skills agenda, joint between the EU and the OECD; an agenda capable of influencing future governmental thinking about lifelong learning and adult education in Europe....

  7. Financing Lifelong Learning for All: An International Perspective. Working Paper No. 46

    Science.gov (United States)

    Burke, Gerald

    2002-01-01

    Improvements in lifelong learning are necessary for a range of overlapping reasons, including changing needs of the labour force in a globalised economy, the aging of the population in high-income countries and inequalities in education, work and income. Increased lifelong learning, for all, is important for productivity, but also to support…

  8. Education and Lifelong Learning in Romania--Perspectives of the Year 2020

    Science.gov (United States)

    Popescu, Veronica Adriana; Popescu, Gheorghe N.; Popescu, Cristina Raluca

    2012-01-01

    Our research study focuses on the problems of education and lifelong learning in the Romanian society of the year 2020. Starting from the idea that lifelong learning represents the continuous building of skills and knowledge through the life of an individual, we believe that the process of continuous education is the key element that each and…

  9. Lifelong Learning Policy for the Elderly People: A Comparative Experience between Japan and Thailand

    Science.gov (United States)

    Dhirathiti, Nopraenue

    2014-01-01

    This study examined and compared the legal inputs, structural settings and implementation process of lifelong learning policy in Thailand and Japan focusing on street-level agents. The findings demonstrated that while both countries had legal frameworks that provided a legislative platform to promote lifelong learning among the elderly based on a…

  10. Choosing Learning in Later Life: Constructions of Age and Identity among Lifelong Learners

    Science.gov (United States)

    McWilliams, Summer

    2013-01-01

    Lifelong learning programs for older adults are expanding in university communities, given the growing emphasis on successful aging in our society. This dissertation consists of two articles that examine data from ethnographic research in a southeastern lifelong learning institute associated with a state university. Data include observations over…

  11. The EU as a Norm Entrepreneur: The Case of Lifelong Learning

    Science.gov (United States)

    Kleibrink, Alexander

    2011-01-01

    The EU has become one of the most prominent promoters of lifelong learning policies. Inside the European single market, EU member states have strong incentives to adopt similar approaches to lifelong learning and recognition of educational attainments in order to foster labour mobility. More surprisingly, countries neighbouring the EU also develop…

  12. WBL to Promote Lifelong Learning among Farmers from Developing Countries: Key Strategies

    Science.gov (United States)

    Misra, Pradeep Kumar

    2010-01-01

    In times of liberalization, privatization and globalization (LPG), countries are looking to establish effective systems of lifelong learning to prepare farmers for changing agricultural sector. But offering lifelong learning to farmers in developing countries) is a vital challenge as majority of them are residing in remote and rural areas and have…

  13. Relationship between Lifelong Learning Levels and Information Literacy Skills in Teacher Candidates

    Science.gov (United States)

    Solmaz, Dilek Yaliz

    2017-01-01

    This study aims to examine the relationship between lifelong learning levels and information literacy skills in teacher candidates. The research group consists of 127 physical education and sports teacher candidates. Data were collected by means of "Lifelong Learning Scale (LLL)" and "Information Literacy Scale". In the data…

  14. Lifelong Learning in a Market Economy: Education, Training and the Citizen-Consumer

    Science.gov (United States)

    Axford, Beverley; Seddon, Terry

    2006-01-01

    Australian public policy adopted the concept of lifelong learning in the 1980s and harnessed it to human capital theory to articulate a new policy emphasis on "up-skilling" the Australian labour force. This paper addresses the question of how this conception of lifelong learning has fared in practice as Australian Commonwealth government…

  15. Lifelong Learning for Equity and Social Cohesion: A New Challenge for Higher Education.

    Science.gov (United States)

    Halimi, Suzy; Hristoskova, Stefanka

    2001-01-01

    The Council of Europe's lifelong learning project affirmed the role of higher education in promoting social cohesion and equal access to lifelong learning opportunities. The need to change formal structures to accommodate nontraditional methods was recognized. The impact of information/communications technologies on educational processes and…

  16. International Perspectives on Lifelong Learning: From Recurrent Education to the Knowledge Society.

    Science.gov (United States)

    Istance, David, Ed.; Schuetze, Hans G., Ed.; Schuller, Tom, Ed.

    This book, consisting of 17 chapters written by different authors, traces the progress that has been made in developing lifelong learning policies over the past 30 years and examines current challenges to lifelong learning policymakers. Focusing on a global agenda, the book is organized in six parts with thematic chapters following an introductory…

  17. Lifelong Learning in Public Libraries in 12 European Union Countries: Issues in Monitoring and Evaluation

    Science.gov (United States)

    Stanziola, Javier

    2011-01-01

    Public libraries in Europe have supported lifelong learning for the past 500 years. Since the Lisbon Strategy emphasized the role of lifelong learning in economic policy, public libraries have been repositioning their services to respond to this new context. In some cases, these roles are undertaken with limited legislative or strategic changes…

  18. Lifelong Learning in Public Libraries in 12 European Union Countries: Issues in Monitoring and Evaluation

    Science.gov (United States)

    Stanziola, Javier

    2011-01-01

    Public libraries in Europe have supported lifelong learning for the past 500 years. Since the Lisbon Strategy emphasized the role of lifelong learning in economic policy, public libraries have been repositioning their services to respond to this new context. In some cases, these roles are undertaken with limited legislative or strategic changes…

  19. Deschooling Society? A Lifelong Learning Network for Sustainable Communities, Urban Regeneration and Environmental Technologies

    Directory of Open Access Journals (Sweden)

    John Blewitt

    2010-11-01

    Full Text Available The complexity and multifaceted nature of sustainable lifelong learning can be effectively addressed by a broad network of providers working co-operatively and collaboratively. Such a network involving the third, public and private sector bodies must realise the full potential of accredited flexible and blended formal learning, contextual opportunities offered by enablers of informal and non formal learning and the affordances derived from the various loose and open spaces that can make social learning effective. Such a conception informs the new Lifelong Learning Network Consortium on Sustainable Communities, Urban Regeneration and Environmental Technologies established and led by the Lifelong Learning Centre at Aston University. This paper offers a radical, reflective and political evaluation of its first year in development arguing that networked learning of this type could prefigure a new model for lifelong learning and sustainable education that renders the city itself a creative medium for transformative learning and sustainability.

  20. DEVELOPING PROBLEM SOLVING SKILLS FOR LIFELONG LEARNING THROUGH WORK-BASED LEARNING AMONG COMMUNITY COLLEGE STUDENTS

    Directory of Open Access Journals (Sweden)

    Wan Azlinda Wan Mohamed

    2010-05-01

    Full Text Available Many training providers are working to improve their curricula to meet the demand of today’s industries. The Malaysian College Communities, one of the major providers for lifelong learning program, had introduced the Work-Based Learning (WBL concept since 2007 to ensure that their graduates met these demands. One of the key skills required by industry is problem solving skill. The ability to solve a complex or an ill-structured work problem in the workplace is the kind of skill demanded at a high-level performance organization. This study investigates how the students rate their problem solving skills after undergoing WBL training. The Problem Solving Rating Scale for Employee (PSRS-E questionnaire was used as the instrument for this study. Study shows that work-based learning may facilitate in developing the problem solving skills in students. Thus, the strengthening cooperation between industries and training institutions is essential in order to benefit students, the future workers of tomorrow.

  1. Review of S. Jackson (2011): Lifelong Learning and Social Justice: Communities, Work and Identities in a Globalises World

    DEFF Research Database (Denmark)

    Nielsen, Birger Steen

    2012-01-01

    A discussion of lifelong learning, sustainability and equity. Critique of limitations in a Foucauldian conceptualization......A discussion of lifelong learning, sustainability and equity. Critique of limitations in a Foucauldian conceptualization...

  2. In search of transformative moments: Blending community building pursuits into lifelong learning experiences

    Directory of Open Access Journals (Sweden)

    Mikulas Pstross

    2017-07-01

    Full Text Available This article presents a reflective exploration on the relationship between community building and lifelong learning. Using a reflective style, the authors propose that the fusion of community building principles with lifelong learning practice can positively transform educational practice. Seven positive pursuits are highlighted regarding their potential to assist the implementation of community building into a lifelong learning programs: (1 asset- based thinking; (2 critical reflection; (3 systems thinking; (4 cognitive vibrancy, (5 inclusiveness; (6 creative expression; and, (7 purpose in life. These pursuits draw upon the power of the community development field to bring about more positive transformative moments for individuals and communities participating in lifelong learning programs. The metaphor of bread making is used to illustrate how such transformative moments occur and why they are meaningful to individuals pursuing lifelong learning.

  3. Promoting Life-Long Learning in a Multimedia-Based Learning Environment: A Malaysian Experience

    Science.gov (United States)

    Neo, Tse-Kian; Neo, Mai; Kwok, Wai-Jing; Tan, Jeen Yu; Chen-Haw, Lai; Embi, Zarina Che

    2012-01-01

    Many studies have indicated that by having students work in groups and participate in project-based activities provide a more active approach to their learning process. With the increased emphasis on social constructivism, the need to acquire communications, organizational and teamwork skills have become vital lifelong learning skills for the…

  4. Public Libraries and Cooperative Extension as Community Partners for Lifelong Learning and Learning Cities

    Science.gov (United States)

    Peich, Alysia; Fletcher, Cynthia Needles

    2015-01-01

    This chapter examines the parallel histories and visions of public libraries and land-grant universities' Cooperative Extension in providing lifelong learning opportunities; it illustrates how partnerships between organizations can enhance the vibrancy of adult education in the context of learning cities.

  5. Public Libraries and Cooperative Extension as Community Partners for Lifelong Learning and Learning Cities

    Science.gov (United States)

    Peich, Alysia; Fletcher, Cynthia Needles

    2015-01-01

    This chapter examines the parallel histories and visions of public libraries and land-grant universities' Cooperative Extension in providing lifelong learning opportunities; it illustrates how partnerships between organizations can enhance the vibrancy of adult education in the context of learning cities.

  6. Trailing the unpredictable pathways of European Union lifelong learning policy

    DEFF Research Database (Denmark)

    Cort, Pia

    2014-01-01

    actors from different sites to make a ‘European Area of Lifelong Learning a Reality’ (EU Commission, 2001). The changes challenge policy research and its traditional analytical units of the nation-state and the EU as a supranational organization. As stated in the introduction of the book, decision......Since 2000 the concept of Europeanization has gained importance as a way of conceptualizing the changes in education and training policy in the European Union. Not least the introduction of the Open Method of Coordination in education and training has launched important policy processes through...... which the usual distinctions between policy-making, policy decision and policy implementation are changing. Policy pathways have become unpredictable as ‘transnational flows and networks of people, ideas and practices across European borders’ (Lawn & Grek, 2012, p. 8) have intensified and drawn together...

  7. The Incidence and Intensity of Formal Lifelong Learning

    DEFF Research Database (Denmark)

    Simonsen, Marianne; Skipper, Lars

    across genders. We consider both the incidence (take-up in a given year) and intensity (hours conditional on enrolment) of training. We find evidence of considerable lifelong learning with regards to enrolment in basic and vocational training regardless of gender, whereas post-secondary training......We exploit a rich high quality register-based employer-employee panel data set to investigate the incidence and intensity of government co-sponsored training for the Danish adult population. We focus specifically on training over the working life cycle and find that the levels of participation vary...... enrolment usually takes place early in life with a smooth decline over the working life cycle. Once the enrolment decision is made, however, and once a comprehensive conditioning set is included there are no striking differences in hours in training with regards to gender. Neither hours in vocational nor...

  8. Lifelong Learning in German Learning Cities/Regions

    Science.gov (United States)

    Reghenzani-Kearns, Denise; Kearns, Peter

    2012-01-01

    This paper traces the policies and lessons learned from two consecutive German national programs aimed at developing learning cities/regions. Known as Learning Regions Promotion of Networks, this first program transitioned into the current program, Learning on Place. A case study chosen is from the Tolzer region where a network has self-sustained…

  9. The Lifelong Learning Iceberg of Information Systems Academics--A Study of On-Going Formal and Informal Learning by Academics

    Science.gov (United States)

    Davey, Bill; Tatnall, Arthur

    2007-01-01

    This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most…

  10. Learning to Facilitate (Online) Meetings

    DEFF Research Database (Denmark)

    Reimann, Peter; Bull, Susan; Vatrapu, Ravi

    2013-01-01

    We describe an approach to teaching collaboration skills directly by building on competences for meeting facilitation. (Online) meetings provide a rich arena to practice collaboration since they can serve multiple purposes: learning, problem solving, decision making, idea generation and advancement......, etc.. We argue that facilitating meetings is a competence worth developing in students and describe the main knowledge and skill components that pertain to this competence. We then describe some implemented software tools that can be used in schools and colleges to provide opportunities for practicing...... and developing group facilitation skills....

  11. Learning Networks: connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning

    NARCIS (Netherlands)

    Koper, Rob; Sloep, Peter

    2003-01-01

    Koper, E.J.R., Sloep, P.B. (2002) Learning Networks connecting people, organizations, autonomous agents and learning resources to establish the emergence of effective lifelong learning. RTD Programma into Learning Technologies 2003-2008. More is different… Heerlen, Nederland: Open Universiteit Neder

  12. Networking for Learning The role of Networking in a Lifelong Learner's Professional Development

    NARCIS (Netherlands)

    Rajagopal, Kamakshi

    2016-01-01

    This dissertation discusses the role the social activity of networking plays in lifelong learners’ professional and personal continuous development. The main hypothesis of this thesis is that networking is a learning strategy for lifelong learners, in which conversations are key activities through w

  13. Facilitation of learning: part 2.

    Science.gov (United States)

    Warburton, Tyler; Houghton, Trish; Barry, Debbie

    2016-04-27

    The previous article in this series of 11, Facilitation of learning: part 1, reviewed learning theories and how they relate to clinical practice. Developing an understanding of these theories is essential for mentors and practice teachers to enable them to deliver evidence-based learning support. This is important given that effective learning support is dependent on an educator who possesses knowledge of their specialist area as well as the relevent tools and methods to support learning. The second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice relates to the facilitation of learning. To fulfil this domain, mentors and practice teachers are required to demonstrate their ability to recognise the needs of learners and provide appropriate support to meet those needs. This article expands on some of the discussions from part 1 of this article and considers these from a practical perspective, in addition to introducing some of the tools that can be used to support learning.

  14. Towards a Lifelong Learning Society through Reading Promotion: Opportunities and Challenges for Libraries and Community Learning Centres in Viet Nam

    Science.gov (United States)

    Hossain, Zakir

    2016-01-01

    The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day"--a day aimed at encouraging reading and raising awareness of its…

  15. Contemporary Perspectives in Adult Education and Lifelong Learning -- Andragogical Model of Learning

    Science.gov (United States)

    Blaszczak, Iwona

    2013-01-01

    Nowadays, adult education and lifelong learning constitutes one of the most significant factors influencing economic growth and social development. Definitions such as "knowledge society" and "knowledge-based economy" exist in a great number of the Polish and European Union papers and documents and they are not only the…

  16. Universities as Regional Centres for Lifelong Learning and Innovation

    Directory of Open Access Journals (Sweden)

    Antonius Schröder

    2012-05-01

    Full Text Available On the background of the results of a still running German project the role of universities toimprove lifelong learning and innovation will be discussed not only from the perspective of a qualificationsupplier but as an enabler for a far-reaching and continuous social innovation process, including all therelevant stakeholders, institutions and policy makers. New education and training opportunities have to beconstructed overcoming existing borders between the different education and training systems, based onalready existing successful structures and institutions. Modulation and certification of education and training,non-formal and informal learning, transmission management etc. have to be coordinated where people areliving and using these: at the regional level. Within a social innovation process universities can successfullytake the role as a central actor in a regional field of qualification and innovation. They could act as acompetent partner matching qualification and innovation demands. In order to competently fulfil their role inthis matching process, universities will face both an internal development process and external challenges. Insummary, they will face and have to master a multi-faceted social innovation process.

  17. Tap it again, Sam: Harmonizing personal environments towards lifelong learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Specht, Marcus

    2015-01-01

    The increasing number of mobile vendors releas- ing NFC-enabled devices to the market and their prominent adoption has moved this technology from a niche product to a product with a large market-share. NFC facilitates natural interactions between digital world and physical learning environments. The

  18. Self-Directed Learning: A Tool for Lifelong Learning

    Science.gov (United States)

    Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

    2014-01-01

    A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

  19. Self-Directed Learning: A Tool for Lifelong Learning

    Science.gov (United States)

    Boyer, Stefanie L.; Edmondson, Diane R.; Artis, Andrew B.; Fleming, David

    2014-01-01

    A meta-analytic review of self-directed learning (SDL) research over 30 years, five countries, and across multiple academic disciplines is used to explore its relationships with five key nomologically related constructs for effective workplace learning. The meta-analysis revealed positive relationships between SDL and internal locus of control,…

  20. THE UNIVERSITY FOR SENIOR, ELDERLY PERSON. -THE STATE OF FUTURE LIFELONG LEARNING-

    OpenAIRE

    白井, 真理子; SHIRAI, Mariko

    2014-01-01

    In the society which an aging society progresses, and elderly people increase in number, elderly people's knowledge of life is property for society. The university of senior is a lifelong learning institution which can return elderly people's knowledge to society.

  1. Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks

    NARCIS (Netherlands)

    Kalz, Marco

    2011-01-01

    Kalz, M. (2011, 1 September). Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks. Presentation provided during the opening ceremony of the iPad pilot for schakelzone rechten, Utrecht, The Netherlands.

  2. Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks

    NARCIS (Netherlands)

    Kalz, Marco

    2011-01-01

    Kalz, M. (2011, 1 September). Lifelong mobile learning: Increasing accessibility and flexibility with tablet computers and ebooks. Presentation provided during the opening ceremony of the iPad pilot for schakelzone rechten, Utrecht, The Netherlands.

  3. Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students

    Science.gov (United States)

    Sibthorp, Jim; Schumann, Scott; Gookin, John; Baynes, Sheila; Paisley, Karen; Rathunde, Kevin

    2011-01-01

    A critical element in lifelong learning is the self-regulation of motivation to learn. Learners without motivation to learn lack the drive to actively engage with ideas and content, even if they have the ability to learn. Motivation for sustained engagement can be considered a combination of goal-relevant motivation and experience-defined…

  4. Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students

    Science.gov (United States)

    Sibthorp, Jim; Schumann, Scott; Gookin, John; Baynes, Sheila; Paisley, Karen; Rathunde, Kevin

    2011-01-01

    A critical element in lifelong learning is the self-regulation of motivation to learn. Learners without motivation to learn lack the drive to actively engage with ideas and content, even if they have the ability to learn. Motivation for sustained engagement can be considered a combination of goal-relevant motivation and experience-defined…

  5. Developing a culture of lifelong learning in a library environment.

    Science.gov (United States)

    Giuse, N B; Kafantaris, S R; Huber, J T; Lynch, F; Epelbaum, M; Pfeiffer, J

    1999-01-01

    Between 1995 and 1996, the Annette and Irwin Eskind Biomedical Library (EBL) at Vanderbilt University Medical Center (VUMC) radically revised the model of service it provides to the VUMC community. An in-depth training program was developed for librarians, who began to migrate to clinical settings and establish clinical librarianship and information brokerage services beyond the library's walls. To ensure that excellent service would continue within the library, EBL's training program was adapted for library assistants, providing them with access to information about a wide variety of work roles and processes over a four to eight-month training period. Concurrently, customer service areas were reorganized so that any question--whether reference or circulation--could be answered at any of four service points, eliminating the practice of passing customers from person to person between the reference and circulation desks. To provide an incentive for highly trained library assistants to remain at EBL, management and library assistants worked together to redesign the career pathway based on defined stages of achievement, self-directed participation in library-wide projects, and demonstrated commitment to lifelong learning. Education and training were the fundamental principles at the center of all this activity.

  6. Lifelong Learning Skills and Attributes: The Perceptions of Australian Secondary School Teachers

    Science.gov (United States)

    Adams, Don

    2007-01-01

    Lifelong learning encompasses formal and informal learning aimed at personal fulfilment, active citizenship, flexibility of employability and social inclusion (European Commission, 2001). Policy is often framed on the importance of skills in the new economies. Knowledge, being the foundation of modern economies, means learning is the central…

  7. State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala

    Science.gov (United States)

    Salazar, Egla Martinez

    2008-01-01

    Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted…

  8. A Correlational Study of the Factors that Influence Lifelong Learning in the Army Civilian Corps

    Science.gov (United States)

    Godinez, Eileen U.

    2010-01-01

    The purpose of this qualitative, correlational study was to determine if a relationship existed between employee value for learning, supervisor support for training, education, and leader development, perceived access to learning opportunities, demographic characteristics, and pursuit of lifelong learning. A researcher-generated survey was used to…

  9. No Yoga for Eric: Lifelong Learning from a Small Firm's Perspective.

    Science.gov (United States)

    Martin, Lynn M.

    2002-01-01

    A survey of 128 small businesses in England found that 84% of owners did not feel lifelong learning was right for their organization; 80% felt it was valid for their own development; and they did not recognize the value of nonwork-related learning. Key staff, however, saw learning as a continuous and vital process for their future development.…

  10. Captivating Lifelong Learners in the Third Age: Lessons Learned from a University-Based Institute

    Science.gov (United States)

    Talmage, Craig A.; Lacher, R. Geoffrey; Pstross, Mikulas; Knopf, Richard C.; Burkhart, Karla A.

    2015-01-01

    The prevalence of learning providers for third agers continues to expand alongside the growth of the older adult population, yet there remains little empirical evidence on what types of learning experiences are most desired by lifelong learners. This article examines the effects that different learning topics have on attendance at classes hosted…

  11. State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala

    Science.gov (United States)

    Salazar, Egla Martinez

    2008-01-01

    Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted…

  12. Self-Organising Navigational Support in Lifelong Learning: How Predecessors Can Lead the Way

    Science.gov (United States)

    Janssen, Jose; Tattersall, Colin; Waterink, Wim; van den Berg, Bert; van Es, Rene; Bolman, Catherine; Koper, Rob

    2007-01-01

    Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However,…

  13. A Role of Higher Education Institutions in the Development of Life-long Learning Processes

    Directory of Open Access Journals (Sweden)

    Lech Banachowski

    2011-01-01

    Full Text Available The following question is considered: „In what way can the higher schools support the processes of life-long learning of their graduates and also of their faculty and students?” A solution is proposed based on building learning community of practice managing joint knowledge repository including Personal Learning Environments (PLE and e-portfolios. It is shown how to extend ordinary LMS (VLE system to support processes of life-long learning. The steps made at the Polish-Japanese Institute of Information Technology (PJIIT are discussed towards implementation of these ideas.

  14. Lifelong guidance: How guidance and counselling support lifelong learning in the contrasting contexts of China and Denmark

    Science.gov (United States)

    Zhang, Zhixin

    2016-10-01

    Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and interests meet labour market needs. In modern attempts to develop and implement institutional provision for lifelong learning, guidance and counselling play an important role. The current Danish guidance system is well-organised, highly structured and professionalised. By contrast, Chinese guidance is still fragmented and "sectorisational". This paper explores whether elements of the highly structured and professionalised Danish guidance system and practice might be applicable to the Chinese context. The author begins by outlining international and national factors which are affecting citizens' life and career planning. She then presents and discusses the evolution of guidance and the different elements of provision in each of the two countries. Next, She compares the concepts and goals of "lifelong guidance" in Denmark and China, pointing out their similarities and differences and their respective strengths and weaknesses. The paper concludes with some suggestions for the further development of guidance in China.

  15. Lifelong guidance: How guidance and counselling support lifelong learning in the contrasting contexts of China and Denmark

    Science.gov (United States)

    Zhang, Zhixin

    2016-09-01

    Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and interests meet labour market needs. In modern attempts to develop and implement institutional provision for lifelong learning, guidance and counselling play an important role. The current Danish guidance system is well-organised, highly structured and professionalised. By contrast, Chinese guidance is still fragmented and "sectorisational". This paper explores whether elements of the highly structured and professionalised Danish guidance system and practice might be applicable to the Chinese context. The author begins by outlining international and national factors which are affecting citizens' life and career planning. She then presents and discusses the evolution of guidance and the different elements of provision in each of the two countries. Next, She compares the concepts and goals of "lifelong guidance" in Denmark and China, pointing out their similarities and differences and their respective strengths and weaknesses. The paper concludes with some suggestions for the further development of guidance in China.

  16. Educating the World: International Organizations and the Construction of Lifelong Learning

    OpenAIRE

    Zapp, Mike

    2014-01-01

    While the 1960s and 1970s still knew permanent education (Council of Europe), recurrent education (OECD) and lifelong education (UNESCO), over the past 20 years, lifelong learning has become the single emblem for reforms in (pre-) primary, higher and adult education systems and international debates on education. Both highly industrialized and less industrialized countries embrace the concept as a response to the most diverse economic, social and demographic challenges – in many cases motivat...

  17. Grundtvig Partnership Case Study 2009-2011 LifeLong Learning for Active Citizenship and Capacity Building LLLab

    OpenAIRE

    Grabowska, Anna

    2010-01-01

    International audience; Lifelong Learning (LLL) is the key concept of European Union (EU) and European Commission (EC) recommends Promoting Access and Participation in Lifelong Learning for All starting with 1996 European year of LLL and continuing with Feira (2000) and Lisbon (2000) European Council proceedings. With these principles in mind, the project Lifelong Learning for Active Citizenship and Capacity Building (LLLab) sets out to make the knowledge triangle (education, research and inn...

  18. AN EXAMPLE STUDY ABOUT LEVEL OF HANDLING LIFELONG LEARNING SKILLS IN TEXTBOOKS

    Directory of Open Access Journals (Sweden)

    Cahit EPÇAÇAN

    2013-06-01

    Full Text Available AN EXAMPLE STUDY ABOUT LEVEL OF HANDLING LIFELONG LEARNING SKILLS IN TEXTBOOKS Abstract This study is an example study to determine the level of handling lifelong learning skills in the textbooks. The universe of the study consists of Turkish Language textbooks studied in fourth grade elementary schools of Erzurum province during the academic year 2011-2012; and sample is a publication randomly selected among these textbooks. In collection of data document analysis method, which is one of the qualitative research methods, has been used. In the analysis of collected data, content analysis method has been used. In this study, it has been tried to determine that whether lifelong learning skills have been used in the passages of textbooks or not and which skills have been mentioned the most and which has been mentioned the least. Each text has been investigated by the researcher separately by using pre-defined codes appropriate to skill themes, and lifelong learning skills contained in the texts have been identified. As a result of the content analysis of forty texts, it has been determined that effective reading and writing skills, social skills and learning to learn skills are more frequently handled in the texts. Also, being in charge of self- learning, in-depth reasoning skills are two least handled skills. It has been determined that explanatory texts are more effective than poetries in gaining ‘Lifelong Learning Skills’ and short texts include less skill features compared to long texts. This study is an example study about level of handling ‘Lifelong Learning Skills’ in the textbooks and similar studies can be conducted with different textbooks.

  19. Lifelong Learning for Active Ageing in Nordic Museums; Archives and Street Art

    DEFF Research Database (Denmark)

    Fristrup, Tine; Grut, Sara

    2016-01-01

    In this article, we develop a framework that demonstrates how older adults need to develop diverse capabilities in relation to their educational life course through engagements in Nordic museums, archives and street art activities. We discuss how European museums have taken up UNESCO’s approach...... to lifelong learning as a way to conceptualise activities for older adults’ in museums, as we emphasise an approach to adult education for active ageing articulated as ‘lifelong learning for active ageing’. To illustrate this framing, we outline a number of activities taken from publications, cultural sites...... and conferences in which we have been involved over the last decade in the context of the Nordic Centre of Heritage Learning and Creativity in Östersund, Sweden. We argue that lifelong learning for active ageing in cultural heritage institutions can contribute to the development of older adults’ civic...

  20. Facilitators and barriers to uptake and adherence to lifelong antiretroviral therapy among HIV infected pregnant women in Uganda: a qualitative study

    National Research Council Canada - National Science Library

    Esther Buregyeya; Rose Naigino; Aggrey Mukose; Fred Makumbi; Godfrey Esiru; Jim Arinaitwe; Joshua Musinguzi; Rhoda K Wanyenze

    2017-01-01

    ... (PMTCT) in line with the WHO 2012 guidelines. This study explored experiences of HIV infected pregnant and breastfeeding women regarding barriers and facilitators to uptake and adherence to lifelong ART...

  1. Lifelong learning arrangements in chinese organizations in the context of an emerging knowedge economy

    OpenAIRE

    Dilin Meiyi, Yao

    2008-01-01

    There is a proverb in China: huo dao lao, xue dao lao, which means keep on learning as long as you live. Though this is an ancient thought for Lifelong Learning, the meaning of the current research in Lifelong Learning is still up to date. Kessels (2001) stated that our society is gradually moving towards a knowledge economy: an economy in which the application of knowledge replaces the importance of capital, raw materials, and labor as the main means of production. He suggests that knowledge...

  2. BUILDING HUMAN CAPITAL: THE IMPACT OF PARENTS´ INITIAL EDUCATIONAL LEVEL AND LIFELONG LEARNING ON THEIR CHILDREN

    Directory of Open Access Journals (Sweden)

    FISCHER, Jakub

    2013-12-01

    Full Text Available The aim of this paper is to examine the impact of parents´ educational level on lifelong learning of children and relationship between parents´ and student´ lifelong learning including language skills and computer literacy. This intergenerational transmission, if proven, could influence the investments into the human capital in the long run. We used data from Adult Education Survey 2011 (AES to test the hypothesis that the parental attained level of education has a significant impact on the initial educational level of their children as well as on their lifelong learning participation. Furthermore, using data from AES, we tested the association between parental educational level and children´s language skills and reading activity and between parental non-formal as well as informal education and students´ lifelong learning. We have found that the parental effect on lifelong learning participation is slightly weaker than the effect of initial adult´s education. Nevertheless, the intergenerational transmission mechanism obviously works. The relationship between parental and students computer literacy is statistically significant, nevertheless weak. As for the nominal and ordinal character of the data, we used mainly the standard statistical methods including nonparametric tests, logit model and correspondence analysis.

  3. DEVELOPING PROBLEM SOLVING SKILLS FOR LIFELONG LEARNING THROUGH WORK-BASED LEARNING AMONG COMMUNITY COLLEGE STUDENTS

    OpenAIRE

    Wan Azlinda Wan Mohamed; Badrul Omar; Mohd Faroul Rafiq Romli

    2010-01-01

    Many training providers are working to improve their curricula to meet the demand of today’s industries. The Malaysian College Communities, one of the major providers for lifelong learning program, had introduced the Work-Based Learning (WBL) concept since 2007 to ensure that their graduates met these demands. One of the key skills required by industry is problem solving skill. The ability to solve a complex or an ill-structured work problem in the workplace is the kind of skill demanded at a...

  4. Aesthetic Literacy: Observable Phenomena and Pedagogical Applications for Mobile Lifelong Learning (mLLL)

    Science.gov (United States)

    Sean, Michael; Ihanainen, Pekka

    2015-01-01

    This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based…

  5. OpenU: design of an integrated system to support lifelong learning

    NARCIS (Netherlands)

    Hermans, Henry

    2015-01-01

    This thesis describes the design and first implementation of an online system for lifelong learning, that enables educational institutions to adapt the learning process to identifiable groups of adult learners. The design of this system is situated in the context of a distance teaching university on

  6. Elderly Korean Learners' Participation in English Learning through Lifelong Education: Focusing on Motivation and Demotivation

    Science.gov (United States)

    Kim, Tae-Young; Kim, Yoon-Kyoung

    2015-01-01

    This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what…

  7. OpenU: design of an integrated system to support lifelong learning

    NARCIS (Netherlands)

    Hermans, Henry

    2015-01-01

    This thesis describes the design and first implementation of an online system for lifelong learning, that enables educational institutions to adapt the learning process to identifiable groups of adult learners. The design of this system is situated in the context of a distance teaching university on

  8. LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

    OpenAIRE

    2011-01-01

    The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

  9. Rethinking Teaching and Teaching Practice at University in a Lifelong Learning Context

    Science.gov (United States)

    Jõgi, Larissa; Karu, Katrin; Krabi, Kristiina

    2015-01-01

    The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics' professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of…

  10. Mental Health and Wellbeing and Lifelong Learning for Older People. NIACE Briefing Sheet 92

    Science.gov (United States)

    National Institute of Adult Continuing Education, 2009

    2009-01-01

    This briefing sheet is about lifelong learning for people aged 50+ years and how participation in learning can help maintain and improve mental health and wellbeing in later life. There is no commonly agreed definition of "older" people, and clearly people age at different rates. However, by the mid 50s, for most people retirement is…

  11. LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

    Directory of Open Access Journals (Sweden)

    Luiza KRAFT

    2011-01-01

    Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

  12. The Moral Dimension of Lifelong Learning: Giddens, Taylor, and the "Reflexive Project of the Self"

    Science.gov (United States)

    Zhao, Kang; Biesta, Gert

    2012-01-01

    A key aspect of contemporary lifelong learning theory, policy, and practice is the idea that, because of rapid changes in contemporary societies, there is a constant need for individuals to learn new knowledge and skills in order to adapt themselves to changing conditions. There is, therefore, an increased emphasis on the personal dimension of…

  13. Navigational Support in Lifelong Learning: Enhancing Effectiveness through Indirect Social Navigation

    Science.gov (United States)

    Janssen, Jose; van den Berg, Bert; Tattersall, Colin; Hummel, Hans; Koper, Rob

    2007-01-01

    Efficient and effective lifelong learning requires that learners can make well informed choices from a vast amount of learning opportunities. This article proposes to support learners by drawing on principles of self-organization and indirect social navigation; by analysing choices made by learners who went before and feeding this information back…

  14. Becoming Life-Long Learners--"A Pedagogy for Learning about Visionary Leadership"

    Science.gov (United States)

    McNeil, Mary, Ed.; Nevin, Ann, Ed.

    2014-01-01

    In this volume we apply a personal narrative methodology to understanding what we have learned about visionary leadership. Authors in this volume developed their reflections of life-long learning as they investigated existing leadership theories and theories about future leadership. Graduate program faculty and authors read and critically reviewed…

  15. Elder lifelong learning, intergenerational solidarity and positive youth development: the case of Hong Kong.

    Science.gov (United States)

    So, Ka Man; Shek, Daniel T L

    2011-01-01

    Elder lifelong learning has been promoted worldwide under different modes for upgrading quality of life of elders and actualizing successful aging. With multiple objectives, some modes of the elder lifelong learning program attempt to simultaneously address the social issues of age-segregation and negative perceptions of older people by adopting an intergenerational approach. Such an approach links the two non-biological generations--the young and the old--together purposefully for nurturing intergenerational solidarity and integration. Although program evaluation studies demonstrate the positive impacts and effects of an intergenerational approach on older people, its impact on young people is not well-researched. This paper explores intergenerational solidarity generated from the intergenerational-mode elder lifelong learning program in Hong Kong and argues how it contributes to positive youth development.

  16. A scale of lifelong learning attitudes of teachers: The development of LLLAS

    Directory of Open Access Journals (Sweden)

    Cigdem Hursen

    2016-03-01

    Full Text Available Knowledge, which is the most significant characteristic of today’s knowledge society, has been changing and improving very rapidly. Particularly, the developments in science and technology have been influencing social, economical and cultural life; thus professions and descriptions of professions have been continuously renewed. In addition, the needed profile of man power relevant to the changing professions has been changing continuously and the learnt knowledge has not been prevalent. For this reason, there is a need for the individuals to update their knowledge and skills continuously in order to adopt themselves to the technological changes and new work conditions. Lifelong learning approach can provide societies and individuals with opportunities to catch up with these changes and developments. In raising individuals as lifelong learners, teachers play a big role. In order to establish lifelong learning societies, first of all teachers should have all the characteristics of lifelong learning. This is why it is extremely important to determine what the attitudes of the teachers are towards lifelong learning approach. However, there has not been developed any scale measuring teachers’ attitudes towards lifelong learning approach so far. Therefore, in this current study, it is aimed to develop a scale to determine what the attitudes of the teachers are towards lifelong learning approach. The subject group is consisted of 300 teachers, working in the schools of the Northern Cyprus. The findings on the validity of the structure of the scale are measured by the factor analysis. As a result of the analysis, a lifelong learning attitude scale is developed with 19 items in three sub-dimensions (LLLAS. The sub-dimensions of the scale are formed in the following expressions: “reluctance to learn”, “belief in the benefits of learning activities for professional development”, “awareness of personal learning skills”. As the result of the

  17. Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

    Science.gov (United States)

    Walters, Shirley; Yang, Jim; Roslander, Peter

    2014-01-01

    This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…

  18. Learning as Renewal: Contribution to the Present Theoretical Background of the Lifelong Learning Policy of the European Union

    Science.gov (United States)

    Szakos, Eva Feketene

    2014-01-01

    There are a number of EU documents on the term and way of implementation of lifelong learning. However, the characteristics of learning from adult education perspectives are not sufficiently emphasized and are undertheorized in them. Numerous new, theoretical works have been published on adult learning in the related adult education literature…

  19. Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

    Science.gov (United States)

    Sanseau, Pierre-Yves; Ansart, Sandrine

    2013-01-01

    In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

  20. Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

    Science.gov (United States)

    Sanseau, Pierre-Yves; Ansart, Sandrine

    2013-01-01

    In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

  1. Harnessing the Concept of Lifelong Education to Stimulate the Motivation for Adults to Learn

    Directory of Open Access Journals (Sweden)

    Nicolai Piscunov

    2013-08-01

    Full Text Available EU member states cannot exist without an effective system of adult education being integrated into a lifelong learning strategy by providing the participants with various framing labor market possibilities and facilitating social integration and preparation for an “active aging” in the future. Countries should ensure that their systems offer the opportunity to identify and monitor their priorities. Adult education remains the main topic on the agenda of European institutions since the beginning of the century when through the Lisbon Declaration was agreed that education is a key resource for development. Recent studies confirm the need for investment in training adults. Among public and individual benefits they provide are distinguished as follows: a higher degree of labor market framing, increasing labor productivity and better staff training, cost reduction for unemployment benefits and other social payments payable for an early retirement and incomes increase in terms of a more intense engagement in public life, sustainable health, low crime rate, the higher level of prosperity and fulfillment. The study of adult population groups demonstrates that when being engaged in learning, older people are healthier and respectively require less expenses for medical care.

  2. Making Learning Life-long:Exploration and Innovation of Lifelong Learning Theory with Chinese Characteristics%让学习伴随终身--中国特色的终身学习理论探索与创新

    Institute of Scientific and Technical Information of China (English)

    郝克明

    2016-01-01

    Horizon, Strategy, Practice-Collected Works on Lifelong Learning by Hao Ke-ming is one of the important literatures on lifelong learning theory with Chinese characteristics, which focuses on four themes—lifelong learning and deepening the compre-hensive reform of education, lifelong learning and learning society construction, lifelong learning and the construction of a human resources power, lifelong learning and Open University construction. Mr. Hao's research findings and thinking on lifelong learning in recent years are compiled in this collection. These results put forward some important enlightenment in light of"promoting the comprehensive reform in education, establishing national lifelong education system, constructing learning society, including ex-ploring the construction of lifelong education disciplines and specialties, and gradually forming lifelong learning theoretical system with Chinese characteristics".

  3. Discourses in Conflict: The Relationship between Gen Y Pre-Service Teachers, Digital Technologies and Lifelong Learning

    Science.gov (United States)

    Donnison, Sharn

    2009-01-01

    This paper analyses Gen Y pre-service primary school teachers' conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y's understanding of lifelong learning has been influenced by their engagements with digital technologies and…

  4. Fostering pupils’ lifelong learning competencies in the classroom : evaluation of a training programme using a multivariate multilevel growth curve approach

    NARCIS (Netherlands)

    Lüftenegger, Marko; Finsterwald, Monika; Klug, Julia; Bergsmann, Evelyn; van de Schoot, Rens; Schober, Barbara; Wagner, Petra

    2016-01-01

    Evidence-based interventions to promote lifelong learning are needed not only in continuing education but also in schools, which lay important cornerstones for lifelong learning. The present article reports evaluation results about the effectiveness of one such training programme (TALK). TALK aims

  5. From Reactionary to Responsive: Applying the Internal Environmental Scan Protocol to Lifelong Learning Strategic Planning and Operational Model Selection

    Science.gov (United States)

    Downing, David L.

    2009-01-01

    This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process…

  6. From Reactionary to Responsive: Applying the Internal Environmental Scan Protocol to Lifelong Learning Strategic Planning and Operational Model Selection

    Science.gov (United States)

    Downing, David L.

    2009-01-01

    This study describes and implements a necessary preliminary strategic planning procedure, the Internal Environmental Scanning (IES), and discusses its relevance to strategic planning and university-sponsored lifelong learning program model selection. Employing a qualitative research methodology, a proposed lifelong learning-centric IES process…

  7. Well-Being and Happiness: Critical, Practical and Philosophical Considerations for Policies and Practices in Lifelong Learning

    Science.gov (United States)

    Gouthro, Patricia A.

    2010-01-01

    This paper argues that while the Inquiry into the Future of Lifelong Learning that was commissioned by NIACE makes some helpful recommendations for broadening the scope of lifelong learning to include considerations around well-being and happiness, the reports do not provide a sufficiently critical or philosophical analysis of the challenges…

  8. Lifelong Transfer Learning for Heterogeneous Teams of Agents in Sequential Decision Processes

    Science.gov (United States)

    2016-06-01

    LIFELONG TRANSFER LEARNING FOR HETEROGENEOUS TEAMS OF AGENTS IN SEQUENTIAL DECISION PROCESSES WASHINGTON STATE UNIVERSITY JUNE...TRANSFER LEARNING FOR HETEROGENEOUS TEAMS OF AGENTS IN SEQUENTIAL DECISION PROCESSES 5a. CONTRACT NUMBER N/A 5b. GRANT NUMBER FA8750-14-1-0069 5c...continually build upon and refine our knowledge. Recent work on transfer in machine learning for autonomous systems has demonstrated that knowledge

  9. Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

    Science.gov (United States)

    Abiy, Dessalegn Samuel; Kabeta, Genet Gelana; Mihiretie, Dawit Mekonnen

    2014-10-01

    Initiated by a "Pilot workshop on developing capacity for establishing lifelong learning systems in UNESCO Member States" held at the UNESCO Institute for Lifelong Learning, the purpose of this study was to develop a Lifelong Learning system in Ethiopia. Preparations for its conceptualisation included the review of relevant national policy documents and an analysis of the Ethiopian educational, economic and social context. Focused group and one-to-one interviews were conducted with policy researchers, experts from the Ministry of Education, adult educators and coordinators at different levels. It emerged that some of the existing policy provisions and contexts reflecting the highly formalised and structured educational opportunities available to Ethiopian youth and adults require re-conceptualisation. Despite the enormous progress made in increasing children's access to primary school, more than two million children remain out of school and adult literacy rates are still far from reaching the targets set both by the United Nations Millennium Development Goals (MDGs) and by national educational programmes. Moreover, as many youth drop out after completing primary education, and as the quality of learning appears to have suffered due to efforts of expansion, it is necessary to revisit the responsiveness of Ethiopia's formal educational provisions in the face of these challenges. Based on the opportunities and challenges identified, the authors explore some major considerations believed to be fundamental in creating a platform for the conceptualisation of Lifelong Learning in the Ethiopian context and conclude with some suggestions for the way forward.

  10. Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

    Directory of Open Access Journals (Sweden)

    Lavrysh Yuliana

    2015-12-01

    Full Text Available The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection. The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

  11. A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    William Jobe

    2013-11-01

    Full Text Available This research describes the predicted outcomes of a Kenyan Cloud School (KCS, which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.

  12. Understanding and Theorizing the Role of Culture in the Conceptualizations of Successful Aging and Lifelong Learning

    Science.gov (United States)

    Tam, Maureen

    2014-01-01

    Successful aging and lifelong learning are value-laden concepts that are culturally determined. To this effect, people with different value systems and cultural backgrounds may perceive and understand these two concepts differently, resulting in different definitions and conceptualizations by people in diverse cultural contexts. There have been…

  13. Key Competences for the Development of Lifelong Learning in the European Union

    Science.gov (United States)

    Hozjan, Dejan

    2009-01-01

    This paper discusses certain developments in education policy in the European Union since the implementation of the Lisbon strategy. Greater focus on lifelong learning as a means of increasing the competitiveness of the European Union, and establishment of several new, efficient policy tools (above all the "open method of coordination")…

  14. Lifelong Learning Policy Agenda in the European Union: A Bi-Level Analysis

    Science.gov (United States)

    Panitsides, Eugenia A.; Anastasiadou, Sofia

    2015-01-01

    The Lisbon European Summit in 2000 has been a milestone in reframing education policies to foster a "knowledge economy", whilst amid the challenges of the new decennium Lifelong Learning (LLL) has been propounded as a powerful lever for attaining "sustainable growth". The present article aims to elucidate the development of an…

  15. Two Wheels for Lifelong Learning in Korea: Credit Banking & Multimedia Technology.

    Science.gov (United States)

    Pak, Min Sun

    Despite Korea's current emphasis on college entrance exams and formal education, the lifelong learning paradigm adhered to in the past can be re-established with the development of credit banking and multimedia technology. Due to restricted participation in higher education, a university degree has become a ticket to the social elite, with…

  16. Web-service architecture for tools supporting life-long e-Learning platforms

    NARCIS (Netherlands)

    Dimov, Alexander; Stefanov, Krassen

    2009-01-01

    Dimov, A., & Stefanov, K. (2008). Web-service architecture for tools supporting life-long e-Learning platforms. In R. Koper, K. Stefanov & D. Dicheva (Eds.), Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp. 67-71).

  17. Recommendation strategies for e-learning: preliminary effects of a personal recommender system for lifelong learners

    NARCIS (Netherlands)

    Drachsler, Hendrik; Hummel, Hans; Van den Berg, Bert; Eshuis, Jannes; Berlanga, Adriana; Nadolski, Rob; Waterink, Wim; Boers, Nanda; Koper, Rob

    2007-01-01

    Drachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Berlanga, A. J., Nadolski, R. J., Waterink, W., Boers, N., & Koper, R. (2007). Recommendation strategies for e-learning: preliminary effects of personal recommender system for lifelong learners. Unpublished manuscript.

  18. Investigating Lifelong Learning Dispositions of Students Studying English Language and Literature in Terms of Different Variables

    Science.gov (United States)

    Elaldi, Senel

    2015-01-01

    This study aims to determine lifelong learning dispositions of English Language and Literature students in terms of gender, grade levels, and age variables. Descriptive research design was used. The study group consisted of 402 students studying English Language and Literature at Cumhuriyet University in Sivas, Turkey. Research data were collected…

  19. Employability and lifelong learning in the knowledge society (1/2)

    NARCIS (Netherlands)

    Koper, Rob; Verjans, Steven

    2008-01-01

    Koper, R., & Verjans, S. (Eds.) (2008). Employability and lifelong learning in the knowledge society [special issue]. Campus-Wide Information Systems, 25(4). (Selected papers from the e-portfolio 2007 conference, October, 15-19, 2007, Maastricht, The Netherlands.)

  20. Raising Expectations or Constructing Victims? Problems with Promoting Social Inclusion through Lifelong Learning

    Science.gov (United States)

    Williams, Joanna

    2011-01-01

    Whilst in government, New Labour defined social exclusion as a state of "disadvantage" resulting from individual psychology: namely, low aspirations, a lack of self-confidence or moral deviancy. Engagement in lifelong learning was considered a means of promoting social inclusion and of overcoming such disadvantage. This policy review…

  1. Lifelong Learning and the Pursuit of a Vision for Sustainable Development in Botswana

    Science.gov (United States)

    Maruatona, Tonic

    2011-01-01

    This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality,…

  2. Web-service architecture for tools supporting life-long e-Learning platforms

    NARCIS (Netherlands)

    Dimov, Alexander; Stefanov, Krassen

    2009-01-01

    Dimov, A., & Stefanov, K. (2008). Web-service architecture for tools supporting life-long e-Learning platforms. In R. Koper, K. Stefanov & D. Dicheva (Eds.), Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp. 67-71). October

  3. Creating Open and Lifelong Learning Institutions in Higher Education: A Namibian Case-Study.

    Science.gov (United States)

    Dodds, Tony

    2001-01-01

    Universities should provide open and lifelong learning to the broader audiences that technology enables them to reach. Changes required include (1) open-entry admissions; (2) flexible curricula; (3) remote part-time study; (4) flexible progress through degree programs; (5) student support networks; (6) transfer between open and full-time study;…

  4. Jam, Jerusalem and Calendar Girls: Lifelong Learning and the Women's Institutes (WI)

    Science.gov (United States)

    Jackson, Sue

    2006-01-01

    Both lifelong learning and community are central to the mission of the National Federation of Women's Institutes (WI). Their website, for example, states that the WI aims to educate women to enable them to provide an effective role in the community, to expand their horizons and to develop and pass on important skills--key elements of lifelong…

  5. Recommendations for learners are different: Applying memory-based recommender system techniques to lifelong learning

    NARCIS (Netherlands)

    Drachsler, Hendrik; Hummel, Hans; Koper, Rob

    2007-01-01

    Drachsler, H., Hummel, H. G. K., & Koper, R. (2007). Recommendations for learners are different: applying memory-based recommender system techniques to lifelong learning. Paper presented at the SIRTEL workshop at the EC-TEL 2007 Conference. September, 17-20, 2007, Crete, Greece.

  6. Prospective Teachers' Lifelong Learning Tendencies and Information Literacy Self-Efficacy

    Science.gov (United States)

    Demirel, Melek; Akkoyunlu, Buket

    2017-01-01

    The purpose of this study is to determine the correlations between prospective teachers' lifelong learning tendencies and their information literacy self-efficacy. It is also to find out if such properties differed significantly in terms of gender, grade, computer usage skills, achievement perception, and willingness to pursue an academic career…

  7. Non-formal Education in the Philippines: A Fundamental Step towards Lifelong Learning.

    Science.gov (United States)

    Gonzales, Ma. Celeste T.; Pijano, Ma. Concepcion V.

    In order to significantly contribute to human resource development, the Philippines must develop an integrated educational system of lifelong learning, with a special emphasis on non-formal education. Despite the value that is placed on formal, or sequential academic schooling, it is non-formal schooling that makes accessible the acquisition of…

  8. A Lifelong Learning Scale for Research and Evaluation of Teaching and Curricular Effectiveness

    Science.gov (United States)

    Wielkiewicz, Richard M.; Meuwissen, Alyssa S.

    2014-01-01

    A 16-item lifelong learning scale (LLS), appropriate for college students and others, was evaluated using a sample of 575 college students. The scale demonstrated excellent reliability and was correlated with college grade point average (GPA), agreeableness, conscientiousness, and intellect/imagination. Scores were higher for those who had studied…

  9. Can Lifelong Learning Be the Post-2015 Agenda for the Least Developed Countries?

    Science.gov (United States)

    Regmi, Kapil Dev

    2015-01-01

    This paper discusses what approaches to "lifelong learning" should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation…

  10. Lifelong Learning: A Policy Concept with a Long Past but a Short History

    Science.gov (United States)

    Centeno, Vera

    2011-01-01

    This article examines the continuities and discontinuities in the international problematisation of education across the lifespan as an education policy, currently conceptualised as lifelong learning. Through the critical examination of international organisations' policy documents, this paper demonstrates that while on the one hand there is a…

  11. The Lifelong Learning Needs of Older People in Ireland: A Discussion Paper

    Science.gov (United States)

    McKenna, Adele

    2007-01-01

    In January 2007 the Department of Education and Science approached AONTAS about conducting preliminary research into the lifelong learning needs of older people in Ireland. The findings of the research will be submitted to inform the Department's plans to address the educational needs of older people. In drafting this discussion paper, AONTAS has…

  12. Quality of Faculty Life and Lifelong Learning Tendencies of University Students

    Science.gov (United States)

    Beytekin, Osman Ferda; Kadi, Aysegül

    2014-01-01

    The purpose of this study is to examine the university students' opinions about quality of faculty life and their lifelong learning tendencies. Research was conducted with 375 university students. According to the findings: the quality of faculty life of students differ according to gender. Male students have lower quality of faculty life than…

  13. Lifelong Learning in Public Libraries in 12 European Union Countries: Policy and Considerations

    Science.gov (United States)

    Stanziola, Javier

    2010-01-01

    Public libraries have traditionally provided key inputs to support lifelong learning. More recently, significant social and technological changes have challenged this sector to redefine their role in this field. For most public libraries in Europe this has meant continuing their role as providers of information and advice while increasing services…

  14. Lifelong Learning: A Policy Concept with a Long Past but a Short History

    Science.gov (United States)

    Centeno, Vera

    2011-01-01

    This article examines the continuities and discontinuities in the international problematisation of education across the lifespan as an education policy, currently conceptualised as lifelong learning. Through the critical examination of international organisations' policy documents, this paper demonstrates that while on the one hand there is a…

  15. Lifelong consequences of early nutritional conditions on learning performance in zebra finches (Taeniopygia guttata)

    NARCIS (Netherlands)

    Brust, V.; Krüger, O.; Naguib, M.; Krause, E.T.

    2014-01-01

    Long-term effects of early developmental conditions on physiological and behavioural traits are commonin animals. Yet, such lifelong effects of early life conditions on learning skills received relatively lessattention, even though they are expected to have strong fitness effects. To test the lifelo

  16. Lifelong Learning in Public Libraries in 12 European Union Countries: Policy and Considerations

    Science.gov (United States)

    Stanziola, Javier

    2010-01-01

    Public libraries have traditionally provided key inputs to support lifelong learning. More recently, significant social and technological changes have challenged this sector to redefine their role in this field. For most public libraries in Europe this has meant continuing their role as providers of information and advice while increasing services…

  17. Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges

    NARCIS (Netherlands)

    Miao, Yongwu; Van der Klink, Marcel; Boon, Jo; Sloep, Peter; Koper, Rob

    2009-01-01

    Miao, Y., Van der Klink, M., Boon, J., Sloep, P. B., & Koper, R. (2009). Toward an Integrated Competence-based System Supporting Lifelong Learning and Employability: Concepts, Model, and Challenges. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conferenc

  18. Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults

    Science.gov (United States)

    Merriam, Sharan B.; Kee, Youngwha

    2014-01-01

    Community wellbeing is a function of many factors working in concert to promote an optimal quality of life for all members of a community. It is argued here that the promotion of lifelong learning among older adults can significantly contribute to community wellbeing. The aging society is a worldwide phenomenon presenting both opportunities and…

  19. What Have We Learnt about Mobile LifeLong Learning (mLLL)?

    Science.gov (United States)

    Seta, Luciano; Kukulska-Hulme, Agnes; Arrigo, Marco

    2014-01-01

    Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous…

  20. Global Education Policy in the Making: International Organisations and Lifelong Learning

    Science.gov (United States)

    Jakobi, Anja P.

    2009-01-01

    In recent years, policy scholars have increasingly turned towards the international level as a source for national policy change. This article conceptualises this development as the emergence of a global policy field of education. The example of lifelong learning is given to illustrate this global policy process. In the first part, I introduce…

  1. Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

    Science.gov (United States)

    Regmi, Kapil Dev

    2009-01-01

    This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…

  2. The Issue of Age in "The Learning Age": A Critical Review of Lifelong Learning in the United Kingdom under New Labour.

    Science.gov (United States)

    Cole, Mark

    2000-01-01

    Examination of British government rhetoric about lifelong learning and access indicates they are actually promoting education as an economic policy. This is evident in the exclusion of older adults. Genuine lifelong learning should be a philosophy and practice that embraces a wide range of learning, enhancing quality of life. (Contains 32…

  3. EXAMINATION OF THE TEACHERS’ LIFELONG LEARNING COMPETENCES LEVELS IN TERMS OF SOME VARIABLES

    Directory of Open Access Journals (Sweden)

    Serdar ARCAGÖK

    2014-06-01

    Full Text Available The aim of this study is to specify the competences of the teachers related to lifelong learning from several variables. The study is descriptive and conducted by means of descriptive survey model. The sample from the population has been selected by random sampling. The population of the study involves 206 teachers (125 class teachers, 81 branch teachers in 20 primary schools. The data of the study have been collected by means of “Lifelong Competence Scale”. The scale consists of six dimensions. The scale is five-point Likert rating scale with 51 items. All of the statistical analysis when analyzing the data have been conducted by means SPSS. The data have been analyzed by arithmetic mean, standard deviation, t-test, analysis of variance (Anova and Scheffe test. The study puts forward that the gender is not an effective variable in the sub dimensions of lifelong learning competence level of the teachers. According to the variable branch of lifelong learning competencies of teachers seniority, status and education, observed that significant differences in the level of the sub-dimensions of scale.

  4. Factors influencing the intention of Malaysian working adults towards lifelong learning

    Directory of Open Access Journals (Sweden)

    Abdullah Sarwar

    2016-06-01

    Full Text Available Lifelong learning is an option to fulfil societal needs in order to create a dynamic society. The rising in participation in lifelong learning programmes contributed due to the pressure of globalization and technologies in Malaysia’s changing demography. Therefore, this study aimed at identifying the factors that influence the intention of the Malaysian working adults towards lifelong learning and to develop marketing strategies for Malaysian education providers. The foundation of this study is based on the Theory of Planned Behaviour. However, two additional variables were included as the extension to the current model which is trust and perceived usefulness. This research was designed as a cross-sectional field survey, where questionnaire were used for data collection. The target population for this study were the Malaysian working adults who are working in different organizations within the Klang Valley area. The sample size for this research is 210. The hypothesized path analysis was conducted through the Structural Equation Modelling (SEM. All the hypotheses were accepted due to the fact that they were statistically significant. The study provides the management of lifelong education centre an insight to develop effective marketing strategies to satisfy that value of potential customers. The findings will also be beneficial to government agencies, policy maker and higher education practitioner by creating insight into adult learner perception and building intentional behaviour to purchase the product. Finally, limitations were discussed and future study direction is proposed.

  5. Keeping it personal: self-generated learning tools for lifelong professional development

    OpenAIRE

    Cooper, Barry; Pickering, Maggie

    2010-01-01

    Approaches to learning in the twenty-first century need to reflect student diversity in order to widen and sustain participation in education and continuing professional development (CPD). There is some evidence of success in widening access to professional social care employment through training and qualification programmes but a notable lack of success in sustaining this participation into CPD and lifelong professional learning. This paper argues for an increased contribution of more person...

  6. PARTICULARITIES OF CAREER IMPROVEMENT IN A KNOWLEDGE-BASED ECONOMY AND INVESTMENT PROGRAMS FOR LIFELONG LEARNING

    OpenAIRE

    Oana - Maria LUNGU

    2011-01-01

    The concept of career planning comes nowadays along with the lifelong learning concept, which means investing in people’s potential and knowledge, supporting innovation and acquiring as many quality knowledge as possible by attending educational and learning programs. The most important investments that are made are in the human resources and the biggest profits come from the human capital and the experienced employees. Also, a great asset for the success companies are the persons who find th...

  7. E-Learning--Long-Distance and Lifelong Perspectives

    Science.gov (United States)

    Pontes, Elvis, Ed.; Silva, Anderson, Ed.; Guelfi, Adilson, Ed.; Kofuji, Sergio Takeo, Ed.

    2012-01-01

    Chapters in this book include: (1) Adaptive Model for E-Learning in Secondary School (Todorka Glushkova); (2) Electronic- and Mobile-Learning in Electronics Courses Focused on FPGA (Giovanni Vito Persiano and Sergio Rapuano); (3) Promoting E-Learning in Distance Education Programs in an African Country (Kenneth Addah, Desmond Kpebu and Olivia A.…

  8. Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions

    Science.gov (United States)

    Coelho, Catherine

    2014-01-01

    Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable…

  9. Facilitating learning in the workplace.

    Science.gov (United States)

    Morris, Clare

    2010-01-01

    Workplace-based learning has been at the heart of medical education and training for centuries. However, radical reform of the NHS means we have to re-think traditional approaches to apprenticeship and find new ways to ensure that students and trainees can learn 'on-the-job' while doing the job.

  10. Towards a lifelong learning society through reading promotion: Opportunities and challenges for libraries and community learning centres in Viet Nam

    Science.gov (United States)

    Hossain, Zakir

    2016-04-01

    The government of Viet Nam has made a commitment to build a Lifelong Learning Society by 2020. A range of related initiatives have been launched, including the Southeast Asian Ministers of Education Organization Centre for Lifelong Learning (SEAMEO CELLL) and "Book Day" - a day aimed at encouraging reading and raising awareness of its importance for the development of knowledge and skills. Viet Nam also aims to implement lifelong learning (LLL) activities in libraries, museums, cultural centres and clubs. The government of Viet Nam currently operates more than 11,900 Community Learning Centres (CLCs) and is in the process of both renovating and innovating public libraries and museums throughout the country. In addition to the work undertaken by the Viet Nam government, a number of enterprises have been initiated by non-governmental organisations and non-profit organisations to promote literacy and lifelong learning. This paper investigates some government initiatives focused on libraries and CLCs and their impact on reading promotion. Proposing a way forward, the paper confirms that Viet Nam's libraries and CLCs play an essential role in promoting reading and building a LLL Society.

  11. Facilitating peer learning in study groups

    DEFF Research Database (Denmark)

    Adriansen, Hanne Kirstine; Madsen, Lene Møller

    2009-01-01

    the preliminary results from the facilitated study groups. After one term (February-May), student satisfaction with both the social and the disciplinary environment had increased. The project shows how academic and social integration can be achieved with minimum faculty member involvement. This is done by relying...... 'Facilitating study environment' at one of DPU's educations in spring 2009. The pilot project consisted of three elements: Facilitated study groups, a student bar with facilitated activities, and academic identity events. Subsequently, we have studied students' experiences with the project. This paper outlines...... on the students' own resources, using peer-learning and facilitating these activities....

  12. Singing can facilitate foreign language learning.

    Science.gov (United States)

    Ludke, Karen M; Ferreira, Fernanda; Overy, Katie

    2014-01-01

    This study presents the first experimental evidence that singing can facilitate short-term paired-associate phrase learning in an unfamiliar language (Hungarian). Sixty adult participants were randomly assigned to one of three "listen-and-repeat" learning conditions: speaking, rhythmic speaking, or singing. Participants in the singing condition showed superior overall performance on a collection of Hungarian language tests after a 15-min learning period, as compared with participants in the speaking and rhythmic speaking conditions. This superior performance was statistically significant (p sing" learning method can facilitate verbatim memory for spoken foreign language phrases.

  13. Learning to Facilitate (Online) Meetings

    DEFF Research Database (Denmark)

    Reimann, Peter; Bull, Susan; Vatrapu, Ravi

    2013-01-01

    , etc.. We argue that facilitating meetings is a competence worth developing in students and describe the main knowledge and skill components that pertain to this competence. We then describe some implemented software tools that can be used in schools and colleges to provide opportunities for practicing...

  14. Interaction Patterns and Facilitation of Peer Learning.

    Science.gov (United States)

    Shaw, Marvin E.; And Others

    1979-01-01

    Data show that giving information to members of a group is more important in determining the perception by others that the person is facilitating group performance. Asking for information and opinions is more important in actual facilitation of group learning. Social-emotional support becomes important after initial phases of group interaction.…

  15. Enhancing the Interactive Relationship between Lifelong Learning and Social Changes to Carry Out a Learning Society in Taiwan

    Science.gov (United States)

    Wang, Cheng-Yen

    2008-01-01

    A national white paper was published in 1998 with 14 action plans to be the blueprints for developing lifelong learning. These were based on continuously strong recommendations of academics and lobbying groups in Taiwan. Many national policies were formulated and implemented based on the white paper and its action plans, and this has paved a way…

  16. The Use of Philosophical Practice in Lifelong and Self-Directed Learning

    DEFF Research Database (Denmark)

    Hansen, Finn Thorbjørn

    2001-01-01

    In this article I invite the reader to reconsider philosophical counselling and practice first of all as a pedagogical practice. Recent research in adult education and especially in the area of "self-directed learning" reveals a growing interest in the existential and philosophical dimensions...... of learning and guidance in the adult education setting. I suggest that we use philosophical counselling to strengthen the adult´s capacity for lifelong and self-directed learning and that philosophical practice in general could be connected to a new kind of "existential adult pedagogy"....

  17. Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

    Directory of Open Access Journals (Sweden)

    Misa Mi

    2016-04-01

    Full Text Available Objective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy. Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS, and an information self-efficacy scale. Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84 were significantly lower than the scores for graduate nursing students (M = 46.20. Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34 than the scores for graduate nursing students (M = 65.97. There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62 and second year medical students (M = 58.00 had significantly lower scores than third/fourth year students (M = 64.42. Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy.

  18. Using best practices in designing a lifelong learning strategy for human resources in Romania

    OpenAIRE

    Dorel Mihai Paraschiv; Radu Stoika

    2013-01-01

    Starting from the understanding that society as a whole can not move forward without sufficient incentives, we initiated this research aiming to identify good practices in formulating strategies on lifelong learning in order to emphasize the need to create a stable framework for the development and training of human resources. Considering that in the last decade there has been a growing desire among higher education graduates to study abroad after their mobility period and show...

  19. Facilitating Second Language Learning with Music

    Science.gov (United States)

    Bae, Su-Young

    2006-01-01

    The use of music in facilitating second language (as well as first language) learning is supported by evidence that points to the musical nature of even preverbal infants. Music and language have been found to develop similarly, and researchers have noted advantages to using song in learning. The author observed her Korean 21-month-old for …

  20. Assessing the relation between career satisfaction in psychiatry with lifelong learning and scientific activity.

    Science.gov (United States)

    Afonso, Pedro; Ramos, Maria Rosário; Saraiva, Sérgio; Moreira, Cátia Alves; Figueira, Maria Luísa

    2014-07-30

    Lifelong learning (LLL) is an essential feature for the doctor to keep clinically updated and has been described as an indicator of competence and professionalism. The aim of this study was to evaluate the association between career satisfaction in psychiatry, lifelong learning, and commitment in scientific activities, taking into account other personal and professional effects. The survey was sent to 453 national psychiatrists and 190 surveys (41.9%) were completed online and validated. The Jefferson Scale of Physician Lifelong Learning (JSPLL) was used to assess the level of LLL for each doctor. The results of the analysis of JSPLL showed that participants more satisfied with their career have greater motivation and invest more in the LLL. Furthermore, participants who were more satisfied with their career had a higher percentage of scientific activity in the last year. Multiple linear regression with these two effects in the model revealed a positive association between career satisfaction in psychiatry, LLL and the publication of scientific papers, leading to the main conclusion that satisfaction with a career in psychiatry has a significant correlation with LLL and with involvement in scientific activities. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  1. A Global Examination of Policies and Practices for Lifelong Learning

    Science.gov (United States)

    Cummins, Phyllis; Kunkel, Suzanne

    2015-01-01

    Continuous learning over the life course is necessary to successfully compete in a knowledge-based global economy. Workers are increasingly encouraged to remain in the labor force at older ages, which for many will require skills upgrading. While a wide range of individual and community factors play a role in whether older workers receive skills…

  2. Communities in Action: Lifelong Learning for Sustainable Development

    Science.gov (United States)

    Noguchi, Fumiko; Guevara, Jose Roberto; Yorozu, Rika

    2015-01-01

    This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the "Kominkan-CLC International Conference on Education for Sustainable Development," which took place in Okayama City, Japan, in October 2014. To inform…

  3. Keys to active ageing: new communication technologies and lifelong learning.

    Science.gov (United States)

    Díaz-López, M Del Pilar; López-Liria, Remedios; Aguilar-Parra, José M; Padilla-Góngora, David

    2016-01-01

    The purpose of this study is to describe the creation and implementation of an ICT education program for the elderly in various Active Participation Centers in Almería (Spain), assessing its impact on quality of life. From a randomized sample of 200 individuals over the age of 55. Results reveal a high degree of participant satisfaction (76.6 %), as well as improvements in quality of life as compared to the control group after the 3 month program health factor: p = 0.004; leisure and activity factor: p = 0.001; Satisfaction with Life Factor: p higher scores) and gender (the males). This study may serve to facilitate similar works that promotes on-going education in different locations and across the lifespan.

  4. Facilitating "Organisational Learning" in a "Learning Institution"

    Science.gov (United States)

    Lawler, Alan; Sillitoe, James

    2013-01-01

    The term "organisational learning" was popularised by Peter Senge in "The Fifth Discipline", his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university…

  5. Facilitating "Organisational Learning" in a "Learning Institution"

    Science.gov (United States)

    Lawler, Alan; Sillitoe, James

    2013-01-01

    The term "organisational learning" was popularised by Peter Senge in "The Fifth Discipline", his seminal book from 1990. Since then, the term has become widely accepted among those interested in organisational learning and change management. However, partly due to the somewhat ambiguous situation which arises in a university…

  6. Maps and geographic information in a lifelong learning process

    DEFF Research Database (Denmark)

    Brande-Lavridsen, Hanne

    2005-01-01

    This paper is based on the changes which characterise the Danish society at present by way of increased globalisation and regionalisation, a new structural reform and implementation of e-Government (digital management). All the mentioned changes will demand new competences which among other things...... may be acquired through a systematic supplementary and further education. This article focuses on what universities -- especially Aalborg University - as well as alternative learning methods such as distance education via the Internet can offer to Map and Geodata people....

  7. Maps and geographic information in a lifelong learning process

    DEFF Research Database (Denmark)

    Brande-Lavridsen, Hanne

    2005-01-01

    This paper is based on the changes which characterise the Danish society at present by way of increased globalisation and regionalisation, a new structural reform and implementation of e-Government (digital management). All the mentioned changes will demand new competences which among other things...... may be acquired through a systematic supplementary and further education. This article focuses on what universities -- especially Aalborg University - as well as alternative learning methods such as distance education via the Internet can offer to Map and Geodata people....

  8. The model of understanding education and lifelong learning in Turkish modernization of Ahmet Midhat

    Directory of Open Access Journals (Sweden)

    Ramazan Enser

    2016-01-01

    Full Text Available The literary works of Ahmet Midhat Efendi like novels, stories, drama, travel writings in addition to subjects over education, pedagogy, sociology, philosophy and other fields have taken a vital place in Turkish literature. While the first Turkish modernizers gave priority to take the country out of the hard situation by reforming military and political areas, Ahmet Midhat argued that the social change and transformation can be achieved by educating individuals. Ahmet Midhat who tried to improve his educational background by spending personal efforts, always attempted to make education a constant activity for himself and people around him even during the times he was outside Istanbul for journalism, writing, familial issues and other reasons. The purpose of this paper is to show what kind of social benefit based theoretical methods were employed to concretize Ahmet Midhat’s educational view in his novels and stories by associating it with lifelong learning. In this study, the aim is to show by which theoretical methods lifelong learning is concretized in Ahmet Midhat’s novels and stories that are based on social benefit, and to demonstrate its relationship with educational conception. In the study, Ahmet Midhat’s novels which are especially handling directly family and education subjects like “Çingene”, “Felatun Bey ile Rakım Efendi”, “Diplomalı Kız” are taken as basis. To achieve this aim, a survey research has been made while scanning the works mentioned above. Moreover, the relationship between the given data and lifelong education has been tried to be put forward. At the end of the paper, Ahmet Midhat Efendi’s novels have been examined and it’s been evident that his lifelong learning approach is enough for educational process. Ahmet Midhat who aimed to build his own audience and to educate them has achieved two things in his novels: Firstly, the idealized characters told in Midhat’s novels and stories, who tried

  9. Orienting attention during phonetic training facilitates learning.

    Science.gov (United States)

    Pederson, Eric; Guion-Anderson, Susan

    2010-02-01

    The role of consciously directed attention toward speech input in learning has not yet been determined. Previous phonetic learning studies have manipulated acoustic signals and response feedback, but not conscious control over attentional orienting. This study tests whether directed attention facilitates learning of phonetic information. Two monolingual English-speaking groups were trained with feedback on the same auditory stimuli: Hindi words. One group was instructed to attend to the consonants and the other to the vowels. The consonant-oriented group, but not the vowel-oriented group, demonstrated post-training improvement in consonant perception, confirming a role for consciously directed attentional mechanisms during phonetic learning.

  10. Lifelong Learning as a Goal--Do Autonomy and Self-Regulation in School Result in Well Prepared Pupils?

    Science.gov (United States)

    Luftenegger, Marko; Schober, Barbara; van de Schoot, Rens; Wagner, Petra; Finsterwald, Monika; Spiel, Christiane

    2012-01-01

    Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these…

  11. Concept of Learning Organization: Facilitators and Flow of Learning

    OpenAIRE

    Shruti Sachan; Sonakshi Aroura

    2016-01-01

    Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture, climate, semantic web technology, information communication technology and knowledge management hold importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational level in an organization. Design/methodology/approach – This review paper is based on the research papers written by other authors, who have studied the...

  12. A lifelong learning hyper-heuristic method for bin packing.

    Science.gov (United States)

    Sim, Kevin; Hart, Emma; Paechter, Ben

    2015-01-01

    We describe a novel hyper-heuristic system that continuously learns over time to solve a combinatorial optimisation problem. The system continuously generates new heuristics and samples problems from its environment; and representative problems and heuristics are incorporated into a self-sustaining network of interacting entities inspired by methods in artificial immune systems. The network is plastic in both its structure and content, leading to the following properties: it exploits existing knowledge captured in the network to rapidly produce solutions; it can adapt to new problems with widely differing characteristics; and it is capable of generalising over the problem space. The system is tested on a large corpus of 3,968 new instances of 1D bin-packing problems as well as on 1,370 existing problems from the literature; it shows excellent performance in terms of the quality of solutions obtained across the datasets and in adapting to dynamically changing sets of problem instances compared to previous approaches. As the network self-adapts to sustain a minimal repertoire of both problems and heuristics that form a representative map of the problem space, the system is further shown to be computationally efficient and therefore scalable.

  13. Concept of Learning Organization: Facilitators and Flow of Learning

    Directory of Open Access Journals (Sweden)

    Shruti Sachan

    2016-02-01

    Full Text Available Purpose – The purpose of this study is to ascertain that various facilitators of learning such as learning culture, climate, semantic web technology, information communication technology and knowledge management hold importance to facilitate the flow of learning, which begins at individual-group-and ultimately at organizational level in an organization. Design/methodology/approach – This review paper is based on the research papers written by other authors, who have studied the concept of learning organization, importance of conducive learning culture and climate, impact of facilitators on the flow of learning in an enterprise. A model is developed to illustrate the impact of the facilitators of learning on the flow of learning in an organization. Findings – The study expresses that a conducive and harmonious learning culture and climate, web technology, knowledge management leads to smooth flow of learning at individual-group- and organizational level. Such a culture and climate contributes to an ethical organization, has a direct relationship with the performance of an enterprise, learning capability and competitive advantage. Limitations –This study is based on secondary research which has been published by reputed authors in this field. Acronyms – LO (Learning Organization, OL (Organization Learning, KM (Knowledge Management, SWT (Semantic Web Technology, ICT (Information and Communication technology.

  14. Facilitating facilitators to facilitate, in problem or enquiry based learning sessions

    Directory of Open Access Journals (Sweden)

    Catherine Coelho

    2014-06-01

    Full Text Available Problem based learning (PBL has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable contribution from individual learners. Learners are encouraged to appreciate that they individually perform better when they actively participate in the group and share resources, than when they learn in isolation (Bandura, 1977, Freire, 1972, Lave and Wenger, 1991, Kolb, 1984 and Vygotsky, 1978.

  15. EDUCATION AND LIFELONG LEARNING – FUNDAMENTAL PRINCIPLE OF A NEW PARADIGMA

    Directory of Open Access Journals (Sweden)

    Valentina VASILE

    2005-06-01

    Full Text Available Globalisation and the knowledge-based society generate multiple challenges and opportunities with respect to initial education for all and continuing training of labour force. The learning paradigm changes with respect to contents and amplitude of the learning process, and mainly its interconnection elements, their learning mechanisms and financial support. Lifelong learning has multiple functions: adjusting demand and supply of competencies on labour market, increasing the volume and share of employment, increasing productivity and competitiveness on the internal and external market, participation to community life, strengthening economic and social cohesion, active European citizenship. With respect to these exigencies, LLL in Romania – under its most diverse aspects – is yet far from the standards reached in developed countries. A strategy is necessary in the field with well-defined competencies and responsibilities of various actors, and their behaviours in accordance with the demands of the third millennium.

  16. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  17. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  18. Innovation and learning facilitated by play

    DEFF Research Database (Denmark)

    Hansen, Poul H. Kyvsgård; O´Connor, Rory

    2008-01-01

    "This paper describes an approach to facilitate interaction between students and industrial companies in a problem based learning environment. The approach is adapted from a methodology developed at the LEGO Company and relies on an improved ability to communicate complex problems when using...

  19. Sound Symbolism Facilitates Early Verb Learning

    Science.gov (United States)

    Imai, Mutsumi; Kita, Sotaro; Nagumo, Miho; Okada, Hiroyuki

    2008-01-01

    Some words are sound-symbolic in that they involve a non-arbitrary relationship between sound and meaning. Here, we report that 25-month-old children are sensitive to cross-linguistically valid sound-symbolic matches in the domain of action and that this sound symbolism facilitates verb learning in young children. We constructed a set of novel…

  20. Facilitating Learning Spaces in Forum Theatre

    Science.gov (United States)

    Rae, Jan

    2013-01-01

    Purpose: The purpose of this paper is to evaluate the extent to which forum theatre interventions can support non-hierarchical approaches to learning, development and change management initiatives in organisations. Design/methodology/approach: Semi-structured interviews were carried out with theatre consultancies, actors/facilitators,…

  1. Nicotine facilitates memory consolidation in perceptual learning.

    Science.gov (United States)

    Beer, Anton L; Vartak, Devavrat; Greenlee, Mark W

    2013-01-01

    Perceptual learning is a special type of non-declarative learning that involves experience-dependent plasticity in sensory cortices. The cholinergic system is known to modulate declarative learning. In particular, reduced levels or efficacy of the neurotransmitter acetylcholine were found to facilitate declarative memory consolidation. However, little is known about the role of the cholinergic system in memory consolidation of non-declarative learning. Here we compared two groups of non-smoking men who learned a visual texture discrimination task (TDT). One group received chewing tobacco containing nicotine for 1 h directly following the TDT training. The other group received a similar tasting control substance without nicotine. Electroencephalographic recordings during substance consumption showed reduced alpha activity and P300 latencies in the nicotine group compared to the control group. When re-tested on the TDT the following day, both groups responded more accurately and more rapidly than during training. These improvements were specific to the retinal location and orientation of the texture elements of the TDT suggesting that learning involved early visual cortex. A group comparison showed that learning effects were more pronounced in the nicotine group than in the control group. These findings suggest that oral consumption of nicotine enhances the efficacy of nicotinic acetylcholine receptors. Our findings further suggest that enhanced efficacy of the cholinergic system facilitates memory consolidation in perceptual learning (and possibly other types of non-declarative learning). In that regard acetylcholine seems to affect consolidation processes in perceptual learning in a different manner than in declarative learning. Alternatively, our findings might reflect dose-dependent cholinergic modulation of memory consolidation. This article is part of a Special Issue entitled 'Cognitive Enhancers'.

  2. Construction of Taiwan Lifelong Learning Society%台湾终身学习社会的营造

    Institute of Scientific and Technical Information of China (English)

    黄慈; 陈松柏

    2012-01-01

      The development of Taiwan lifelong learning society has benefited from every educational institution and organization of the society, which covers all levels of formal and informal social educational institutions, providing for the public a plurality of lifelong learning resources and services. The aspects of “lifelong learning in the formal educational system”,“community learning breaking school barriers” and“foreign distance learning” reflect the origin and development progress of Taiwan lifelong learning society, and the air education institutions and community universities are two big pillars of Taiwan lifelong education. Taiwan has constructed its lifelong learning system by way of“informal lifelong accreditation of learning achievements system”,“cooperation between community universities and air universities”, “lifelong learning cooperation cross straits”, and“blending its lifelong learning society into the international world”.%  台湾终身学习社会的发展,得益于社会各教育机构与组织的贡献,这些机构与组织涵盖各级正规、非正规及社会教育机构,为民众提供了多元化的终身学习资源与服务。“贯穿正规教育体制的终身学习”、“打破学校藩篱的社区学习”、“面向海外的远程学习”反映了台湾终身学习社会的起源与发展过程。空中教育机构及社区大学是台湾终身教育的两大支柱,台湾通过“非正规终身学习成就认证制度”、“社区大学与空中大学合作”、“两岸终身学习合作”、“融入国际的终身学习社会”等途径建设起终身学习体系

  3. Twelve tips for facilitating Millennials' learning.

    Science.gov (United States)

    Roberts, David H; Newman, Lori R; Schwartzstein, Richard M

    2012-01-01

    The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners.  The following tips outline an approach to facilitating learning of our current generation of medical trainees.  The method is based on the available literature and the authors' experiences with Millennial Learners in medical training.  The 12 tips provide detailed approaches and specific strategies for understanding and engaging Millennial Learners and enhancing their learning.  With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.

  4. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    set of demands to the design lecturer. On one hand she is the facilitator of the learning process, where the students are in charge of their own projects, and where learning happens through the students’ own experiences, successes and mistakes and on the other hand she is a supervisor, who uses her...... experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  5. Professional nurses as reflective clinical learning facilitators

    Directory of Open Access Journals (Sweden)

    M. Chabell

    1998-09-01

    Full Text Available With the rapid changes taking place in the country, including the education system in general and nursing education in particular, the role of professional nurses as reflective clinical learning facilitators need to be re-visited in order to meet the changing health needs of the communtiy and to facilitate outcome- based nursing education and evidence-based quality nursing care. The purpose of this paper is to explore and describe the perceptions of professional nurses as reflective clinical learning facilitators in the clinical learning units, within the context of a specific health-care service in Gauteng. A phenomenological method using descriptive naïve sketches was used to collect data from twenty professional nurses complying with certain inclusion criteria. A content analysis was performed and eight categories (main concepts were identified in order of priority as follows: communication/collaboration; role-modelling; continuous assessment and evaluation; up-to-date knowledge; scientific approach; clinical teaching; management and professionalism. After a literature control was conducted, these main concepts were confirmed. It is recommended that a model to facilitate reflective thinking in clinical nursing education be developed, using these concepts as basis for the provisional conceptual framework.

  6. Elderly Korean Learners' Participation in English Learning through Lifelong Education: Focusing on Motivation and Demotivation

    Science.gov (United States)

    Kim, Tae-Young; Kim, Yoon-Kyoung

    2015-01-01

    This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what…

  7. ALOUD psychological: Adult Learning Open University Determinants Study – Association between psychological factors and study success in formal lifelong learners

    NARCIS (Netherlands)

    Neroni, Joyce; De Groot, Renate; Kirschner, Paul A.

    2012-01-01

    Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2012, 12 April). ALOUD psychological: Adult Learning Open University Determinants Study – Association between psychological factors and study success in formal lifelong learners. Presentation given at the plenary meeting of Learning & Cognition, He

  8. ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners

    NARCIS (Netherlands)

    Gijselaers, Jérôme; De Groot, Renate; Kirschner, Paul A.

    2012-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2012, 15 March). ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners. Presentation given at the plenary meeting of Learning & Cognitio

  9. ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners

    NARCIS (Netherlands)

    Gijselaers, Jérôme; De Groot, Renate; Kirschner, Paul A.

    2012-01-01

    Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2012, 15 March). ALOUD biological: Adult Learning Open University Determinants study - Association of biological determinants with study success in formal lifelong learners. Presentation given at the plenary meeting of Learning &

  10. COGNITIVE FATIGUE FACILITATES PROCEDURAL SEQUENCE LEARNING

    Directory of Open Access Journals (Sweden)

    Guillermo eBorragán

    2016-03-01

    Full Text Available Enhanced procedural learning has been evidenced in conditions where cognitive control is diminished, including hypnosis, disruption of prefrontal activity and non-optimal time of the day. Another condition depleting the availability of controlled resources is cognitive fatigue. We tested the hypothesis that cognitive fatigue, eventually leading to diminished cognitive control, facilitates procedural sequence learning. In a two-day experiment, twenty-three young healthy adults were administered a serial reaction time task (SRTT following the induction of high or low levels of cognitive fatigue, in a counterbalanced order. Cognitive fatigue was induced using the Time load Dual-back (TloadDback paradigm, a dual working memory task that allows tailoring cognitive load levels to the individual's optimal performance capacity. In line with our hypothesis, reaction times in the SRTT were faster in the high- than in the low-level fatigue condition, and performance improvement showed more of a benefit from the sequential components than from motor. Altogether, our results suggest a paradoxical, facilitating impact of cognitive fatigue on procedural motor sequence learning. We propose that facilitated learning in the high-level fatigue condition stems from a reduction in the cognitive resources devoted to cognitive control processes that normally oppose automatic procedural acquisition mechanisms.

  11. Balancing Design Project Supervision and Learning Facilitation

    DEFF Research Database (Denmark)

    Nielsen, Louise Møller

    2012-01-01

    experiences and expertise to guide the students’ decisions in relation to the design project. This paper focuses on project supervision in the context of design education – and more specifically on how this supervision is unfolded in a Problem Based Learning culture. The paper explores the supervisor......’s balance between the roles: 1) Design Project Supervisor – and 2) Learning Facilitator – with the aim to understand when to apply the different roles, and what to be aware of when doing so. This paper represents the first pilot-study of a larger research effort. It is based on a Lego Serious Play workshop......In design there is a long tradition for apprenticeship, as well as tradition for learning through design projects. Today many design educations are positioned within the University context, and have to be aligned with the learning culture and structure, which they represent. This raises a specific...

  12. "This one is stronger". Spotlights on the lifelong learning professional-in-action

    Directory of Open Access Journals (Sweden)

    Josje van der Linden

    2016-06-01

    Full Text Available ABSTRACT“This one is stronger.” Spotlights on the lifelong learning professional-in-action Around the world, lifelong learning is being promoted as a strategy for coping with the changing realities of life and work. The fourth Sustainable Development Goal, agreed in September 2015, reflects this: “ensure equitable and inclusive quality education and promote lifelong learning opportunities for all”. Despite its importance, doubts remain about the implementation of this goal in practice (Van der Kamp, 2000; Regmi, 2015. This article looks at the practice of lifelong learning from the point of view of the professionals involved, their actions and the way these actions are challenged, supported and further developed. Following Schön’s “reflection-in-action” (1983, the term “professional-in-action” is used to stress the role of the professional in making the difference on the ground. The leading question is: how can lifelong learning professionals be supported in their contribution to surrounding society and its citizens? The professionals-in-action featured in this article include professionals based in the Netherlands as well as in other, less privileged contexts. Meaningful experiences are used to build a story about challenges, the right to exist, commitment, recognition and room to manoeuvre. The experiences reveal the importance of interacting with the learner and the professional space that is necessary to achieve this. Professionalization in professional learning communities and practice-oriented research must accompany this professional space. SAMENVATTING“Deze is sterker”. Spotlights op de leven lang leren professional-in-actieOm te kunnen omgaan met de veranderende realiteit in leven en werk, wordt wereldwijd een leven lang leren aangemoedigd. Het vierde duurzame ontwikkelingsdoel, vastgesteld in september 2015, weerspiegelt dit: “het verzekeren van kwalitatief goed onderwijs en het bevorderen van de mogelijkheden

  13. Mind the gap! An exploration of the role of lifelong learning in promoting co-production and citizenship within social care for older people

    Directory of Open Access Journals (Sweden)

    Trish Hafford-Letchfield

    2016-03-01

    Full Text Available Contemporary themes in public policy have emphasised co-productive approaches within both the access and provision of support services to older people. This paper provides a cross disciplinary exploration from its respective authors perspectives on social work and educational gerontology to examine the potential for lifelong learning and learning interventions from which co-production with those using social care services in later life might be better facilitated. Using an example from the UK, we specifically elicit how co-produced care can enhance the horizon of learning and learning research. The synthesis of ideas across these two disciplines could enrich understanding and provide essential levers for moving towards empowerment and emancipation by engaging with a more co-productive approach in social care for older people.

  14. FACILITATION AND EVALUATION OF STUDENTS LEARNING

    Directory of Open Access Journals (Sweden)

    Chandrashekar K

    2013-04-01

    Full Text Available Various methods of teaching are lectures, seminars, tutorials, group discussions and demonstrations. Most of these methods involve only passive learning. Increased emphasis is being laid on students centred and integrated teaching. Both vertical and horizontal integrated teaching has been recommended by the medical council of India. The superiority of such novel methods over other existing methods in facilitating students learning has not been adequately assessed and hence the present study was undertaken. A 3 year study was performed in MBBS Phase -II students of 3 batches. Integrated teaching (seminar on various segments of a topic was carried out in 3 different ways to each batch of students. Batch 1: Subject experts (faculty delivered talk on segments of topic allotted. Batch 2: Randomly selected 7-10 students presented the topic (it was guided by faculty Batch 3: similar to batch 2 but here a pre-session test (validated MCQs was conducted. About 10 topics were covered in a year (same for all the batches and were announced 15days prior to the seminar for the students to prepare. The seminar was for 2 hrs and a post -session test was conducted using pre- validated MCQs to assess the learning outcome. Post-sessions score (mean ± SD of all batches was calculated and analyzed by ANOVA. There was a significant improvement in the performance of batch 3 as compared to other batches. Pre-session tests promote students participation in teaching learning activities and also facilitates the learning process and the outcome.

  15. Recruitment and Rotation of the Trainers in the Lifelong Learning Context

    Science.gov (United States)

    Mamaqi, Xhevrie; Rubio, Pilar Olave; Alvarez, Jesús Miguel

    The workplace of today is characterized by rapid changes in work processes, in competition, in customer demands, and in work practices. To keep abreast of these rapid changes employers and employees must be committed to lifelong learning in order to keep ahead. One of the most important actors in the lifelong learning development process are the trainers, whose professional characteristics needs meeting new skills and adapting an varied and specific contents of the current labour market. Affected by the discontinuity and a high rate of job rotation, the recognition of it labour status and basic competence and skills, forms part of the Bologna Process recognized as Vocational Education Training (VET). Sixty in-depth interviews realized to managers of the centres of formation, are used as tools to obtain information about following topics: recruitment strategies, conventional and not conventional routes of the recruitment, rate rotation, qualification and training of the Spanish trainers. The transcription of the interviews achieve that not always exist a previous plan of recruitment, except that it is a question as big centers of formation. Also, the obtained information indicates a high rate of rotation that affects the trainers ones as professionals since there exists the discontinuity of the formative offer on the labour market.

  16. Embedding education for sustainable development in Initial Teacher Training in the Lifelong Learning Sector

    Directory of Open Access Journals (Sweden)

    Summers, Denise

    2010-01-01

    Full Text Available Over the last twenty years, there has been growing international recognition of the importance of education in encouraging sustainable development. There is now a plethora of action plans and strategies from various Government departments expecting teachers to play an important part in this and, in the Lifelong Learning Sector, providers are expected to embed sustainability within their provision from 2010. This paper explains how the teacher education team at Somerset College, as part of the University of Plymouth partnership which provides the Professional Graduate Certificate in Education/Certificate in Education which incorporate the Diploma in Teaching in the Lifelong Learning Sector, embedded Education for Sustainable Development within these programmes. They used a co-operative inquiry approach to carry out the professional and curriculum development required and are now sharing this within the partnership and further afield. The main focus of this paper is the Education for Sustainable Development curriculum development undertaken; a forthcoming paper (Summers and Turner, in review will explore the cooperative inquiry process and how this supported the development.

  17. Meeting the potential for mentoring in Initial Teacher Education: mentors’ perspectives from the Lifelong Learning Sector

    Directory of Open Access Journals (Sweden)

    Eliahoo, Rebecca

    2009-06-01

    Full Text Available The Lifelong Learning Sector’s very diversity has produced a variety of mentoring practice, contested notions of subject pedagogy, and a continuum of mentoring from the ‘jobsworth’ to the master mentor. This article reports on two linked action research projects which investigate the context and challenges of mentoring in the Lifelong Learning Sector (LLS following a raft of reforms to Initial Teacher Training (ITT (DfES, 2002; DfES, 2004; Ofsted, 2003. In the research, mentors were asked to reflect on their experiences, interpretations of and training for their role and how they support subject pedagogy. The conclusion suggests that the government’s and regulatory bodies’ conflation of subject knowledge with subject pedagogy adds to the lack of coherent policy towards mentoring teacher trainees in the LLS; that mentor training should be re-focused; and that mentoring should be as well funded and supported in the LLS as it is in the schools sector.

  18. Web 2.0 and the veterinary profession: current trends and future implications for lifelong learning.

    Science.gov (United States)

    Dale, V H M; Kinnison, T; Short, N; May, S A; Baillie, S

    2011-10-29

    The NOVICE project is an EU initiative under the Lifelong Learning Programme, which aims to develop an online, professional network to promote informal, lifelong learning within the veterinary profession, using Web 2.0 tools. To inform the development of the network, a need analysis study was undertaken with relevant stakeholders. Focus group discussions were undertaken with veterinary students and veterinarians and a survey was administered to first-year students and recent graduates. The results indicate that use of computers and the internet is ubiquitous among junior members of the profession and that use of Web 2.0 tools is increasing. Concerns raised in relation to participation in online communities include verifying the quality of information and issues around professionalism. Compared with face-to-face communities, online communities were perceived to offer a number of advantages. These include convenient access to expert advice on an international scale, as well as helping to alleviate certain barriers to participation in formal, continuing education such as time, distance and cost.

  19. Political globalization and the shift from adult education to lifelong learning

    DEFF Research Database (Denmark)

    Milana, Marcella

    2012-01-01

    Taking Biesta’s interpretation (2006) of the shift in vocabulary from education to learning as a point of departure, this article will draw on documents produced by the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization...... (UNESCO) and the European Union (EU) to reflect on the ideological and purposive orientations embedded in the shift from adult education to lifelong learning that political globalization processes have favoured. The main argument is that while this shift in policy discourse (which has redefined...... the relation between education, work and socio-economic development) has been promoted by transnational and inter-state entities with their own interest in education, the shift cannot be seen simply as the result of top-down power relations. That states are members of these entities suggests some degree...

  20. Integration of Heterogeneous Information Sources into a Knowledge Resource Management System for Lifelong Learning

    NARCIS (Netherlands)

    Demidova, Elena; Ternier, Stefaan; Olmedilla, Daniel; Duval, Erik; Dicerto, Michele; Stefanov, Krassen; Sacristán, Naiara

    2007-01-01

    Demidova, E., Ternier, S., Olmedilla, D., Duval, E., Dicerto, M., Stefanov, K., et al. (2007). Integration of Heterogeneous Information Sources into a Knowledge Resource Management System for Lifelong. TENCompetence Workshop on Service Oriented Approaches and Lifelong Competence Development Infrastr

  1. 数字化学习港与终身教育%Digital Learning Port and Lifelong Education

    Institute of Scientific and Technical Information of China (English)

    平凡

    2011-01-01

    Popular digital learning has been a new method and trend in lifelong education system.With the implementation of the ministry of education's digital learning project,the digital learning ports have become the contributing factor in boosting lifelong education by making use of digital learning method.This thesis puts forward some suggestions to improve lifelong education by analyzing the digital learning ports and the current situation of lifelong education.%大众化数字学习成为终身教育发展的新手段和新趋势,随着教育部数字化学习港教改项目在全国的实施,数字化学习港已经成为利用数字化学习手段推进终身教育发展的重要抓手,文章通过对数字化学习港和终身教育的分析,提出了推进终身教育的相关建议。

  2. Feedback from European Social Partners as Part of the Consultation on the Commission's Memorandum on Lifelong Learning. Supporting Document to the Communication from the Commission Making a European Area of Lifelong Learning a Reality.

    Science.gov (United States)

    Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture.

    This document provides European social partners' responses to the Commission's memorandum on lifelong learning. Part 1, Opinion of the European Center of Enterprises, makes comments and proposals related to the memorandum's six key messages, which are new basic skills for all; more investment in human resources; innovation in teaching and…

  3. Theme: The Role of the Teacher in Facilitation of Learning.

    Science.gov (United States)

    Agricultural Education Magazine, 2003

    2003-01-01

    Contains 13 articles on facilitation in agricultural education that address improving student learning, teaching methods, the teacher's role as a facilitator, preparing students for the workplace, and the facilitator's role in student-centered classrooms. (JOW)

  4. ECLIPPx: an innovative model for reflective portfolios in life-long learning.

    Science.gov (United States)

    Cheung, C Ronny

    2011-03-01

    For healthcare professionals, the educational portfolio is the most widely used component of lifelong learning - a vital aspect of modern medical practice. When used effectively, portfolios provide evidence of continuous learning and promote reflective practice. But traditional portfolio models are in danger of becoming outmoded, in the face of changing expectations of healthcare provider competences today. Portfolios in health care have generally focused on competencies in clinical skills. However, many other domains of professional development, such as professionalism and leadership skills, are increasingly important for doctors and health care professionals, and must be addressed in amassing evidence for training and revalidation. There is a need for modern health care learning portfolios to reflect this sea change. A new model for categorising the health care portfolios of professionals is proposed. The ECLIPPx model is based on personal practice, and divides the evidence of ongoing professional learning into four categories: educational development; clinical practice; leadership, innovation and professionalism; and personal experience. The ECLIPPx model offers a new approach for personal reflection and longitudinal learning, one that gives flexibility to the user whilst simultaneously encompassing the many relatively new areas of competence and expertise that are now required of a modern doctor. © Blackwell Publishing Ltd 2011.

  5. Teacher as Learning Facilitator in ELT

    Directory of Open Access Journals (Sweden)

    Badea Elena Codruta

    2012-05-01

    Full Text Available The classroom is the magic active scenery where many educational things take place simultaneously.Intellectual, emotional, socio-cultural, motivational and curricular factors corroborate their influence onclassroom environments, whether we deal with traditional models of teaching or with the constructivistapproaches. The growing demand for language teachers, English in particular, has determined a new vision oflanguage teaching strategies. The cutting-edge technology has created a fertile ground which successfullyfosters the teacher –student communication, emphasizing the teacher’s role to guide students and to generate achange in their learning approach and in eliciting useable knowledge. This way, the teacher has a larger abilityto convert knowledge into practical information that is of real help and value to students. Students are involvedin a continuous educational scheme and are tested on what they have learned. This ensures they can alwaysenjoy the benefits of active learning from expert teachers. The present paper deals with a brief analysis of therole of teacher as learning facilitator and its importance for student acquisition process, eliciting some strategiesin support of collaborative and student-centered learning.

  6. I Learn, Therefore I am: A Phenomenological Analysis of Meanings of Lifelong Learning for Vulnerable Older Adults.

    Science.gov (United States)

    Narushima, Miya; Liu, Jian; Diestelkamp, Naomi

    2017-04-26

    This study explores the lifelong learning experience of vulnerable older adults to find out (a) what is involved in their activities, (b) what meanings they take from their learning, and (c) how participation in a learning program helps to maintain their well-being and independent living despite their daily challenges. This study employed a hermeneutic phenomenological approach. As part of a larger study, we conducted semi-structured interviews with older learners enrolled in general interest courses at a public continuing education program. In this study, we particularly focused on 10 vulnerable participants (8 women and 2 men, aged from 70 to 90), and analyzed their accounts following van Manen's (2014) guided existential inquiry method. After the inductive thematic analysis, we clustered the overarching themes into five existentials (lived-body, lived-relation, lived-space, lived-time, and lived-material) to explicate the meanings of their lived experience of learning. The meanings of learning found in the five existential aspects included: (a) assurance for the dissonant body and mind; (b) a circle of camaraderie; (c) a balance between physical and mental spaces; (d) integration of past, present, and future; and (e) beyond knowledge and skills. Participants' continuous practice of learning works as a therapeutic self-help mechanism to counterbalance changes in their lifeworlds. The findings contribute to the growing body of evidence of the wider benefits of lifelong learning and its crucial role in well-being and health among aging populations. Governments at all levels should take full advantage of these benefits.

  7. Use of the Semantic Web to solve some basic problems in Education: Increase flexible, distributed lifelong learning, decrease teacher's workload

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    Please refer to: Koper, R. (2004). Use of the Semantic Web to Solve Some Basic Problems in Education: Increase Flexible, Distributed Lifelong Learning, Decrease Teacher's Workload. Journal of Interactive Media in Education, 2004 (6). Special Issue on the Educational Semantic Web. ISSN:1365-893X [

  8. European Union and Greek Lifelong Learning Policy within an Intercultural Context: Preliminary Insights from Research in the Sociology of Law

    Science.gov (United States)

    Koutidou, Evangelia

    2014-01-01

    This paper presents preliminary findings of an extensive socio-legal research project, currently in progress, concerning the implementation of the European Union and the Greek institutional framework on lifelong learning (LLL) and exploring the social effectiveness of LLL policy. The main outcomes, based on testing two research hypotheses through…

  9. Moral Treatment of the Insane: Provisions for Lifelong Learning, Cultural Engagement, and Creativity in Nineteenth-Century Asylums

    Science.gov (United States)

    Park, Maureen; Hamilton, Robert

    2010-01-01

    The current interest in the role of lifelong learning and cultural engagement for change is not new. This article looks at a most unusual precedent and a neglected area in the historiography of adult education--the use of cultural education provision in asylums in the nineteenth century to promote cure and restoration of the "insane" to…

  10. Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl

    NARCIS (Netherlands)

    Westera, Wim; Kalz, Marco

    2008-01-01

    Westera, W., & Kalz, M. (2008). Lifelong Learning and the E-Strategy of the Open University of the Netherlands: ou.nl. In J. Stratmann & M. Kerres (Eds.), E-strategy, Strategisches Informationsmanagement für Forschung und Lehre, Medien in de Wissenschaft Band 46 (pp. 253-266). Gesellschaft für Medie

  11. Moral Treatment of the Insane: Provisions for Lifelong Learning, Cultural Engagement, and Creativity in Nineteenth-Century Asylums

    Science.gov (United States)

    Park, Maureen; Hamilton, Robert

    2010-01-01

    The current interest in the role of lifelong learning and cultural engagement for change is not new. This article looks at a most unusual precedent and a neglected area in the historiography of adult education--the use of cultural education provision in asylums in the nineteenth century to promote cure and restoration of the "insane" to…

  12. The Relationship between Primary School Teacher Candidates' Tendency for Lifelong Learning and Their Perceptions of Computer Self-Efficacy

    Science.gov (United States)

    Isik, Ayse Derya

    2015-01-01

    This study determines the relationship between primary school teacher candidates' lifelong learning tendency and their perceptions of computer self-efficacy. The research was carried out with 92 undergraduate teachers studying at Bartin University of Teacher Education Faculty, in 2014-2015 academic year. In this study, personal information…

  13. The Impact of the Students' Gender and High School Type on the Level of Digital Competency Development for Lifelong Learning

    Science.gov (United States)

    Grncharovska, Svetlana Pandiloska; Osmani, Fadbi; Stankovska, Gordana; Murati, Rabije; Taneska, Aleksandra

    2016-01-01

    The concept of a lifelong learning is a major step point of the world's social, economic and educational policy. Its realization depends on the individual capabilities in dealing with majority of information, as well as being skillful in searching, selecting, evaluating and effective usage of information, or in short it depends on the digital…

  14. An Important Stage of Life-Long Learning: Adult Literacy and Benefits (Sampling of Kayseri in Turkey)

    Science.gov (United States)

    Göçer, Ali

    2016-01-01

    The purpose of this research is to provide an overview of adult literacy within the framework of lifelong learning in Turkey. Triangulation technique is applied with the approach of qualitative research, and within this framework, document review, interviews and observations were made. The research was carried out in a workgroup. These working…

  15. The Diffusion of Educational Ideas among International Organizations: An Event History Analysis of Lifelong Learning, 1990-2013

    Science.gov (United States)

    Zapp, Mike; Dahmen, Clarissa

    2017-01-01

    This article investigates the precipitants of the diffusion of lifelong learning among 88 governmental and nongovernmental international organizations from 1990 to 2013 within an event history framework. Research on the diffusion of educational ideas among and within international organizations usually uses small-n approaches. This work looks at…

  16. Use of the Semantic Web to solve some basic problems in Education: Increase flexible, distributed lifelong learning, decrease teacher's workload

    NARCIS (Netherlands)

    Koper, Rob

    2003-01-01

    Please refer to: Koper, R. (2004). Use of the Semantic Web to Solve Some Basic Problems in Education: Increase Flexible, Distributed Lifelong Learning, Decrease Teacher's Workload. Journal of Interactive Media in Education, 2004 (6). Special Issue on the Educational Semantic Web. ISSN:1365-893X [

  17. Occupational safety and health education under the lifelong learning framework in Serbia.

    Science.gov (United States)

    Macuzic, Ivan; Giagloglou, Eva; Djapan, Marko; Todorovic, Petar; Jeremic, Branislav

    2016-12-01

    Serbia is aligning with European Union requirements and the occupational safety and health (OSH) administration is one of the most representative sectors of this alignment. Many efforts were made in this field, by introducing new laws and regulations, but it turned out to be insufficient. OSH professionals need to renovate and strengthen their knowledge in accordance with continuous, updated and improved OSH standards and regulation. Lifelong learning (LLL) programmes can contribute to forming professionals who are always up to date. This paper presents an implemented LLL programme, over the duration of two academic years, dedicated to OSH professionals, and investigates whether this programme will be helpful and accepted by professionals. The results from the study show that the given LLL programme had indeed a positive influence on the professional careers of the participants and that the LLL presents the future trend in OSH education.

  18. Analysis of European Discourses on Adult Education and Training and Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Manuela Terrasêca

    2011-10-01

    Full Text Available In the most recent years, the European Union published a set of documents with diverse statutes that have been setting the agenda of the so-called "European dimension of education", in particular concerning to education, training and lifelong learning. Several analyses are being produced on these European discourses with emphasis on the criticism about: i its political pragmatism (Canário, R., 2003, ii its vocational bias, iii the transformation of State, Work and Citizenship relations induced by these European texts (Lima, L., 2003, Medina, T., 2002. In this article the authors intend to identify and to characterize the “profiles” of Citizen, State and Labor that emerge from the European discourses. The aim is to highlight how these discourses produce and induce a legitimate framework and meaning for the field and policies on adult education.

  19. Political globalization and the shift from adult education to lifelong learning

    Directory of Open Access Journals (Sweden)

    Marcella Milana

    2012-10-01

    Full Text Available This article reflects on the shift in vocabulary from (adult and continuing education to (lifelong learning and the ideological and purposive orientations it carries. It does so by critically addressing the changes occurred in policy discourses concerned with the education of adults after WWII at transnational level. The main argument is that the shift in vocabulary has been favoured by an increased voice acquired by transnational and inter-states entities (i.e. OECD, UNESCO, EU in educational matters, however in combination with a change in political emphasis, at least within the European Union, from creating jobs opportunities towards securing that citizens acquire marketable skills. While both trends seems to point at the demise of the nation state as a guarantor for social justice, more research is needed to deepen our understandings of the interplay between transnational and nation-state levels; thus the article concludes by suggesting a research agenda to move in this direction.

  20. Lifelong Learning Programme as a Mechanism of Change at the National Level: The Case of Slovenia

    Directory of Open Access Journals (Sweden)

    Klemen Sirok

    2012-01-01

    Full Text Available European Commission (EC funding programmes in the field of educationand training present supranational policy instruments bringingchange to various levels of social reality at the national level. In an attemptto present the holistic view of their effect, this paper presentsthe results of the Lifelong Learning Programme (LLP impact evaluation,which consisted of a mixed method research approach combininga focus group discussion method, interviews, content analysis, andsurvey research. Results show that EC education and training fundingprogrammes do bring change to the national (system, mezzo (organisational,andmicro (individual levels. Yet, the impact seems to be differentat the observed levels as well as in the different target domains,and is weakest at the system level. This prompts the question aboutwhether it makes much (economic sense to exploit EC programmes asmechanisms of national policy goal implementation.

  1. Rethinking teaching and teaching practice at university in a lifelong learning context

    Science.gov (United States)

    Jõgi, Larissa; Karu, Katrin; Krabi, Kristiina

    2015-02-01

    The development visions of universities, the growing heterogeneity of learners at all levels and changes in higher education are increasing expectations of academics' professionalism and their teaching practices. Learning experiences and teaching practices at university influence further choices and support continuing lifelong learning of university students. This paper presents research results from an empirical survey carried out at Tallinn University in Estonia. It investigates how students experience teaching and teaching practices and how academics experience their own teaching. Within a theoretical framework of adult learning principles, the emphasis is on the importance of and interrelations between teaching practices and the student learning process at university. Relevant data were collected from 235 students, who were asked to fill in a semi-structured questionnaire, and from 9 academic staff members, who were asked to submit reflection papers. The students and the academics in the sample came from three different disciplines: (1) mathematics/natural sciences; (2) educational sciences/teacher education; and (3) social sciences. The empirical data thus gathered were then analysed both qualitatively and quantitatively. The authors' findings indicate that while students experience current teaching practices as somewhat limited to a one-sided passing on of knowledge to learners, academic staff perceive their teaching as a collaborative process which helps their students' development. This discrepancy creates tension and thus calls for change.

  2. EQUITY, ECONOMICS AND GEOGRAPHY: TOWARDS A COMPREHENSIVE DEVELOPMENT OF THE SOCIAL DIMENSION OF SKILLS FOR LIFELONG LEARNING

    Directory of Open Access Journals (Sweden)

    Jose Antonio Molina Marfil

    Full Text Available ABSTRACT: The classic issue of the distribution of income and wealth and the criteria in order to establishing a desirable distribution axiologically, equitable, have brought back to the center of public debate in developed countries. The recent economic crisis and the mass unemployment levels from European societies, the questioning of the institutions of the Welfare State, the reformulation of the international division of labor stemming from globalization (Castells, 2006, and the impact on environment of a growing world population have all been key contributors. In the same sense, the concept of sustainable development incorporates environmental and economic dimensions with a perspective of great interest for the teaching of economics and geography. Besides, the new globalized society has revealed that we need to revise the traditional educational conceptions and methodologies and redirect them to the development of skills that enable lifelong learning possibilities. In this context, one of the challenges facing educational systems is to explore the incorporation of new contents and forms of collaboration in order to facilitate a full perception of the complex social reality in which citizens have to operate. 

  3. Lifelong Learning Experience and Level of Social Exclusion or Inclusion of Asian Communities Living in Denmark and the United Kingdom

    DEFF Research Database (Denmark)

    Singla, Rashmi; Klein, Sonia; Panesar, Jasbir

    2005-01-01

    This article reflects the situation of Asian communities in Denmark and the United Kingdom which is influenced by global trends, the patterns of differing learning they participate in which are influenced by the concept of LifeLong Learning within each country, educational opportunities, socio......-economic positions of this target group and entrepreneurship activities taking place. Global trends influence disadvantaged learners level of participation in learning within Europe. The Asian communities in Denmark and the United Kingdom, despite the differences in migration period, have made the decision to live......, including Asian communities, have been negatively affected in the recent years due to the increased political restrictions and media coverage. In comparison, despite the recent immigration policies in the UK, many members of the Asian communities have embraced the opportunities LifeLong Learning has...

  4. Facilitating Online Learning Conversations : Exploring tool affordances in higher education

    NARCIS (Netherlands)

    Pol, J. van der

    2007-01-01

    This dissertation aims to facilitate students’ online learning conversations in higher education, using asynchronous online forum discussion. Despite offering a great learning potential, online discussions also present several obstacles for conducting effective learning conversations. Therefore, thi

  5. Journal club for faculty or residents: a model for lifelong learning and maintenance of certification.

    Science.gov (United States)

    Pato, Michele T; Cobb, Robert T; Lusskin, Shari I; Schardt, Connie

    2013-06-01

    The journal club offers a model for lifelong learning and maintenance of certification (MOC) for residents and faculty staff. First, it sharpens participants' critical appraisal skills by providing a space to discuss relevant medical literature. Second, it motivates participants to seek new medical literature on their own using technology. Our model sets forth a four-year journal club curriculum that could be used as one continuous curriculum or in bits and pieces. In the first year, the focus is teaching residents how to read an article. The second year focuses on what is of interests to the reader. The third year applies the resident's appraisal skills to assigned articles to test whether they can determine which have reliable and valid findings and which are flawed. In the fourth year residents are asked to distinguish whether articles are well researched and referenced. Our model also motivates participants to read articles in faculty journal clubs throughout their career. In most academic settings category 1 continuing medical education (CME) credits can be awarded so journal club can have the added benefit of satisfying maintenance of certification CME credits. From journal club both residents and faculty can learn what is new and learn to apply this new information in their practice. Finally, because technology creates an overabundance of relevant medical literature, participants using our model can develop strong critical appraisal skills and methods for organizing the information they find that make this information readily available for future use and retrieval.

  6. Examining Quality Management Audits in Nuclear Medicine Practice as a lifelong learning process: opportunities and challenges to the nuclear medicine professional and beyond.

    Science.gov (United States)

    Pascual, Thomas N B

    2016-08-01

    This essay will explore the critical issues and challenges surrounding lifelong learning for professionals, initially exploring within the profession and organizational context of nuclear medicine practice. It will critically examine how the peer-review process called Quality Management Audits in Nuclear Medicine Practice (QUANUM) of the International Atomic Energy Agency (IAEA) can be considered a lifelong learning opportunity to instill a culture of quality to improve patient care and elevate the status of the nuclear medicine profession and practice within the demands of social changes, policy, and globalization. This will be explored initially by providing contextual background to the identity of the IAEA as an organization responsible for nuclear medicine professionals, followed by the benefits that QUANUM can offer. Further key debates surrounding lifelong learning, such as compulsification of lifelong learning and impact on professional change, will then be weaved through the discussion using theoretical grounding through a qualitative review of the literature. Keeping in mind that there is very limited literature focusing on the implications of QUANUM as a lifelong learning process for nuclear medicine professionals, this essay uses select narratives and observations of QUANUM as a lifelong learning process from an auditor's perspective and will further provide a comparative perspective of QUANUM on the basis of other lifelong learning opportunities such as continuing professional development activities and observe parallelisms on its benefits and challenges that it will offer to other professionals in other medical speciality fields and in the teaching profession.

  7. Building a Learning Society in Japan, the Republic of Korea and Singapore. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 2

    Science.gov (United States)

    Yang, Jin; Yorozu, Rika

    2015-01-01

    Japan, the Republic of Korea and Singapore are in the process of adopting approaches that can be characterised by the terms "learning society" and "lifelong learning". This report uses case studies to present a description of the three countries' national socio-economic climates and to assess their political will and…

  8. The ALOUD Study: Adult Learning Open University Determinants Study - Influence of biological and psychological determinants on study success in formal lifelong learning in adults

    NARCIS (Netherlands)

    Gijselaers, Jérôme; Neroni, Joyce; De Groot, Renate; Kirschner, Paul A.

    2011-01-01

    Gijselaers, H. J. M., Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2011, September). The ALOUD Study: Adult Learning Open University Determinants Study - Influence of biological and psychological determinants on study success in formal lifelong learning in adults. Presentation given for visit

  9. Lifelong Guidance: How Guidance and Counselling Support Lifelong Learning in the Contrasting Contexts of China and Denmark

    Science.gov (United States)

    Zhang, Zhixin

    2016-01-01

    Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and…

  10. Lifelong Guidance: How Guidance and Counselling Support Lifelong Learning in the Contrasting Contexts of China and Denmark

    Science.gov (United States)

    Zhang, Zhixin

    2016-01-01

    Due to the effects of globalisation and rapid technological development, traditional linear life course patterns of the past are gradually disappearing, and this affects education and learning systems as well as labour markets. Individuals are forced to develop lifestyles and survival strategies to manage job insecurity and make their skills and…

  11. Sleep facilitates learning a new linguistic rule.

    Science.gov (United States)

    Batterink, Laura J; Oudiette, Delphine; Reber, Paul J; Paller, Ken A

    2014-12-01

    Natural languages contain countless regularities. Extraction of these patterns is an essential component of language acquisition. Here we examined the hypothesis that memory processing during sleep contributes to this learning. We exposed participants to a hidden linguistic rule by presenting a large number of two-word phrases, each including a noun preceded by one of four novel words that functioned as an article (e.g., gi rhino). These novel words (ul, gi, ro and ne) were presented as obeying an explicit rule: two words signified that the noun referent was relatively near, and two that it was relatively far. Undisclosed to participants was the fact that the novel articles also predicted noun animacy, with two of the articles preceding animate referents and the other two preceding inanimate referents. Rule acquisition was tested implicitly using a task in which participants responded to each phrase according to whether the noun was animate or inanimate. Learning of the hidden rule was evident in slower responses to phrases that violated the rule. Responses were delayed regardless of whether rule-knowledge was consciously accessible. Brain potentials provided additional confirmation of implicit and explicit rule-knowledge. An afternoon nap was interposed between two 20-min learning sessions. Participants who obtained greater amounts of both slow-wave and rapid-eye-movement sleep showed increased sensitivity to the hidden linguistic rule in the second session. We conclude that during sleep, reactivation of linguistic information linked with the rule was instrumental for stabilizing learning. The combination of slow-wave and rapid-eye-movement sleep may synergistically facilitate the abstraction of complex patterns in linguistic input.

  12. The invention of a new language of competence – a necessary tool for a lifelong learning policy

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2014-01-01

    The invention of a new language of competence – a necessary tool for a lifelong learning policy. In order to obtain the ambitions of a real lifelong learning it is a crucial challenge to develop a new language of competence which can make validation independent of traditional academic curricula...... quite fundamental challenges. First, a language must be found that is not trapped in one of the two regimes of recognition that dominate understanding of competencies in society. Second, the acknowledgement of the subjective nature of competencies means that their assessment must in principle be very...... individual - which is both impracticable and in opposition to the current place of prior learning assessment as a legal basis for access to education and work. These two factors are obviously interwoven, in so far as a language whose content is not limited to familiar societal practices and which must also...

  13. Connectivity of Learning in MOOCs: Facilitators' Experiences in Team Teaching

    Science.gov (United States)

    Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad

    2017-01-01

    The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135…

  14. Generic skills in medical education: developing the tools for successful lifelong learning.

    Science.gov (United States)

    Murdoch-Eaton, Deborah; Whittle, Sue

    2012-01-01

    Higher education has invested in defining the role of generic skills in developing effective, adaptable graduates fit for a changing workplace. Research confirms that the development of generic skills that underpin effectiveness and adaptability in graduates is highly context-dependent and is shaped by the discipline within which these skills are conceptualised, valued and taught. This places the responsibility for generic skills enhancement clearly within the remit of global medical education. Many factors will influence the skill set with which students begin their medical training and experience at entry needs to be taken into account. Learning and teaching environments enhance effective skill development through active learning, teaching for understanding, feedback, and teacher-student and student-student interaction. Medical curricula need to provide students with opportunities to practise and develop their generic skills in a range of discipline-specific contexts. Curricular design should include explicit and integrated generic skills objectives against which students' progress can be monitored. Assessment and feedback serve as valuable reinforcements of the professed importance of generic skills to both learner and teacher, and will encourage students to self-evaluate and take responsibility for their own skill development. The continual need for students to modify their practice in response to changes in their environment and the requirements of their roles will help students to develop the ability to transfer these skills at transition points in their training and future careers. If they are to take their place in an ever-changing profession, medical students need to be competent in the skills that underpin lifelong learning. Only then will the doctors of the future be well placed to adapt to changes in knowledge, update their practice in line with the changing evidence base, and continue to contribute effectively as societal needs change. © Blackwell

  15. ANALYSIS OF ORGANISATIONAL PERFORMANCE OF NON-PROFIT INSTITUTIONS: THE CASE OF LIFELONG LEARNING INSTITUTIONS IN CROATIA

    Directory of Open Access Journals (Sweden)

    Zoran Mihanović

    2014-04-01

    Full Text Available This paper discusses the organisational performance of non-profit institutions of lifelong learning and analyses factors constituting performance of non-profit institutions and educational institutions in particular, as well as the level and structure of performance of these institutions. The verification of the research goals is based on the review of literature, which identifies the specific factors of non-profit educational institutions. On the basis of previous research, a valid research instrument, used to measure performance of institutions of lifelong learning, was created. The level and structure of organisational performance of non-profit educational institutions and the verification of research goals are empirically analysed on a random sample of Croatian institutions. It is believed that the research results can assist managers of educational institutions in creating a strategy, leading to the better organisational performance

  16. The role of the curriculum and other factors in determining the medium- to long-term attitude of the practicing dentist towards life-long learning.

    LENUS (Irish Health Repository)

    Polyzois, I

    2010-05-01

    To investigate the significance of the undergraduate dental curriculum on the medium- to long-term attitudes of the clinician to life-long learning, and to identify demographical and professional characteristics which may influence this attitude.

  17. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    During daily life we are constantly bombarded by sensory input providing information on the state of our body and the surrounding world. Although we do not consciously perceive all sensory inputs, these may nevertheless have consequences for our future behavior (e.g. Goodale and Milner...... was on the screen during learning. Despite of this, there was a significantly larger learning effect in the subliminal 13-26 ms group compared to the subliminal 0 ms group. In conclusion, the results demonstrate that in addition to supraliminal feedback, subliminal feedback, which was not consciously perceived...... by the learner, indeed facilitated ballistic motor learning. This effect likely relates to multiple (conscious versus unconscious) processing of visual feedback and to the specific neural circuitries involved in optimization of ballistic motor performance....

  18. Facilitating vocabulary learning through metacognitive strategy training and learning journals

    Directory of Open Access Journals (Sweden)

    Carmen Luz Trujillo Becerra

    2015-10-01

    Full Text Available This paper reports on a mixed- method action research study carried out with participants from three public high schools in different regions in Colombia: Bogotá, Orito and Tocaima.  The overall aim of this study was to analyze whether training in the use of metacognitive strategies (MS through learning journals could improve the participants’ vocabulary learning. The data, collected mainly through students’ learning journals, teachers’ field notes, questionnaires and mind maps, was analyzed following the principles of grounded theory. The results suggested that the training helped participants to develop metacognitive awareness of their vocabulary learning process and their lexical competence regarding daily routines.  Participants also displayed some improvements in critical thinking and self-directed attitudes that could likewise benefit their vocabulary learning. Finally, the study proposes that training in metacognitive and vocabulary strategies should be implemented in language classrooms to promote a higher degree of student control over learning and to facilitate the transference of these strategies to other areas of knowledge.

  19. Facilitating Learning in Multidisciplinary Groups with Transactive CSCL Scripts

    NARCIS (Netherlands)

    Noroozi, O.; Teasley, S.D.; Biemans, H.J.A.; Weinberger, A.; Mulder, M.

    2013-01-01

    Knowledge sharing and transfer are essential for learning in groups, especially when group members have different disciplinary expertise and collaborate online. Computer-Supported Collaborative Learning (CSCL) environments have been designed to facilitate transactive knowledge sharing and transfer i

  20. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach Low-educa

  1. Are positive learning experiences levers for lifelong learning among low educated workers?van kennistekorten?

    NARCIS (Netherlands)

    Sanders, J.M.A.F.; Damen, M.A.W.; Dam, K. van

    2015-01-01

    Purpose Based on the theory of planned behaviour and social learning theory, the purpose of this paper is to investigate the effect of training participation and learning experience on the beliefs of low-educated employees about their self-efficacy for learning. Design/methodology/approach Low-educa

  2. Using best practices in designing a lifelong learning strategy for human resources in Romania

    Directory of Open Access Journals (Sweden)

    Dorel Mihai Paraschiv

    2013-06-01

    Full Text Available Starting from the understanding that society as a whole can not move forward without sufficient incentives, we initiated this research aiming to identify good practices in formulating strategies on lifelong learning in order to emphasize the need to create a stable framework for the development and training of human resources. Considering that in the last decade there has been a growing desire among higher education graduates to study abroad after their mobility period and showed the willingness to engage in the labor market in other european countries, we think that the proposed research theme fully justify its relevance, in terms of the need to create medium and long term strategies in order to ensure compliance with the next european regulations framework and a set of elements that have the capacity to regain the qualified romanian human resources employed abroad. Without a european workforce that is able to respond promptly to training tasks throughout life, Romania and after that Europe will not gain the skills needed to achieve an competitive advantage among other world economies. In this respect, we think that the present theme is sufficiently anchored in the realities of our contemporary society on the one hand and on the other hand requires to identify the concrete measures that could be put in place in order to improve the issues presented.

  3. Lifelong learning as an instrument for human capital development in Benin

    Science.gov (United States)

    Biao, Idowu

    2015-10-01

    A review of the Benin education system shows that it is still heavily school-based. Yet, a high level of wastage is currently being recorded at school level (about 50% success rate at primary level, about 40% success rate at high school level and about 1% enrolment rate of qualified candidates and success rate at tertiary level), leading to the unintentional creation of a large population of unskilled and unproductive youths and adults. Integrated education systems which hold great potential and opportunities for both initial and continuing education remain hardly explored and virtually untapped. Yet, the challenges of the 21st century are such that only the unveiling and continuous cultivation of multi-faceted human capital can help individual citizens lead both a productive and fulfilled life. Formal education alone or non-formal education alone, irrespective of how well each is delivered, is no longer sufficient in facing up to the multifarious challenges of the 21st century. If education is to serve Benin beneficially in this century, the current national system of education must be reoriented to free up citizens' human capital through the implementation of an integrated educational system. This article proposes a new national education system which is rooted in the concept of lifelong learning and combines formal and non-formal systems of education for Benin.

  4. Incorporating Lifelong Learning From Residency to Practice: A Qualitative Study Exploring Psychiatry Learners' Needs and Motivations.

    Science.gov (United States)

    Sockalingam, Sanjeev; Soklaridis, Sophie; Yufe, Shira; Rawkins, Sian; Harris, Ilene; Tekian, Ara; Silver, Ivan; Wiljer, David

    2017-01-01

    There has been an increased focus on lifelong learning (LLL) as a core competency to develop master learners in medical education across the learner continuum. The purpose of this study was to explore the perceptions of psychiatry residents and faculty about LLL implementation, motivation, and training needs. This qualitative study was conducted in a large, urban, multisite psychiatry training program as part of a larger mixed methods study of LLL in psychiatry education. Using a purposive sampling approach, psychiatry residents were recruited to participate in focus groups; early career psychiatrists and psychiatry educators were recruited to participate in semistructured interviews. Content analysis of interviews and focus groups was done using the iterative, inductive method of constant comparative analysis. Of the 34 individuals participating in the study, 23 were residents, six were psychiatry educators, and five were early career psychiatrists. Three predominant themes were identified in participants' transcripts related to (1) the need for LLL training in residency training; (2) the implementation of LLL in residency training and practice; and (3) the spectrum of motivation for LLL from residency training into practice. This study identified the lack of preparation for LLL in residency training and the impact of this gap for psychiatrists transitioning into practice. All participants described the importance of integrating LLL training within clinical rotations and the importance of grounding LLL within the clinical workplace early in residency training to support the delivery of effective, high-quality patient care.

  5. Lifelong learning and citizenship in Chile: a different paradigm and a broken promise for the elderly

    Directory of Open Access Journals (Sweden)

    Javiera Sanhueza Chamorro

    2013-12-01

    Full Text Available Traditionally, education has been focused on answering two fundamental needs: socialize the new members of society and prepare them for the world of work, excluding the elderly, a situation that reproduces a social disengagement and the idea that they don’t have the ability to pursue these activities. The concepts of «lifelong learning» exhibit an effort to democratize knowledge, defending the right to equal opportunities for social participation compared to other age groups. Several institutions have been pointing out for decades the need to promote equal access to throughout life, but in Chile elderly is still associated more with problems than opportunities, creating an educational policy unable to consider them as actors their own reality. Received: 20/01/2013 / Accepted: 12/05/2013How to reference this articleSanhueza Chamorro, J. (2013. Educación permanente y para la ciudadanía en Chile: un paradigma distinto y una promesa incumplida para las personas mayores. Foro de Educación, 11(15, pp. 229-240. doi: http://dx.doi.org/10.14516/fde.2013.011.015.011

  6. War Stories; How Experienced Teachers Said They Responded To Disruptive Students In The Lifelong Learning Sector

    Directory of Open Access Journals (Sweden)

    Lebor, Merv

    2014-01-01

    Full Text Available This small-scale qualitative research inquiry investigates how a small sample of experienced teachers dealt with disruptive students in their classes in the Lifelong Learning Sector (LLS in West Yorkshire. I wanted to continue my earlier writing on these issues by listening to what teachers said about their challenging experiences on the front line of the classroom interfacing with negative student behaviour. I firstly discuss a research instrument for collecting this data from these teachers’ experiences, and also explore their strategies for dealing with disruptive student behaviours. It seemed very important to hear from practitioners rather than relying on what textbooks advised. Previously I was interested in the experiences of trainee tutors facing these difficulties; in this piece I am more concerned with how experienced tutors deal with these unpleasant circumstances. I outline the findings that this questionnaire elicited in terms of key negative incidents that these teachers had experienced in class and the strategies they had deployed to overcome the social and emotional challenges of disruptive student behaviour. I briefly summarise these tutors’ perspectives on the support they felt they did or did not receive on these issues. I conclude with an analysis of the findings and question the problematics of this research, its meaning, validity and possible application in other teaching contexts.

  7. End Games? Consumer-Based Learning in Higher Education and Its Implications for Lifelong Learning

    Science.gov (United States)

    Tomlinson, Michael

    2013-01-01

    This paper outlines core features of what it terms "consumer-based learning" and relates this to the context of increasing utilitarian goals and values of higher education. It argues that this presents challenges broader than the immediate teaching and learning environment and student experience, which also potentially impacts the future…

  8. LIFELONG VOCATIONAL EDUCATION AND TRAINING IN KOREA: THE VISION AND TASKS

    Directory of Open Access Journals (Sweden)

    Ji-Sun Chung

    2010-05-01

    Full Text Available The ideal TVET from the HRD perspectives should assist the acquisition of knowledge and qualities in individuals for their career pursuits, which are the most commonly, recognized objectives of lifelong learning. Korean government during economic development era has failed to provide detailed information about the change in future labour demand has caused difficulties for education and training providers to adjust themselves. In its transformation to an advanced, knowledge-based economy, Korea must analyze its education system – not only from the supply side, but also from the demand side. A knowledge-based society is marked by an increase in the economic value of knowledge, a shortened life cycle of knowledge, an explosive increase in knowledge, and the increasing relative importance of knowledge workers. In order to cope with these changes, HRD should be facilitated throughout the course of one's life by means of the systematization of lifelong learning, equalization of opportunities in lifelong learning, localization of lifelong learning, creation  of a data base for lifelong learning, and networking among lifelong learning systems as facilitated through the Lifelong Education Law. It is clear that Korea’s VET has greatly contributed to economic and social developments in the past, but with the advent of the knowledge based economy and unprecedented global competition, Korea is facing really profound changes and is in need of a paradigmatic shift in vocational education and training.

  9. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  10. Facilitating Description and Selection of Learning Paths: the learning path specification put to the test

    NARCIS (Netherlands)

    Janssen, José

    2008-01-01

    Jansen, J. (2008). Facilitating Description and Selection of Learning Paths: the learning path specification put to the test. Presentation at the Otec Colloquium. April, 2008, Heerlen, The Netherlands.

  11. Introducing Action Learning in Local Government: A New Facilitator's Experience

    Science.gov (United States)

    Lowe, Kirsty

    2010-01-01

    This account of practice will explore how action learning has supported local authorities by providing an opportunity to share learning and experiences across organisational boundaries. It will look at the experiences of a new action learning facilitator working with local government scrutiny officers from different organisations.

  12. The Role of Facilitators in Project Action Learning Implementation

    Science.gov (United States)

    Cao, Rui; Chuah, Kong Bieng; Chao, Yiu Chung; Kwong, Kar Fai; Law, Mo Yin

    2012-01-01

    Purpose: This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two-part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning-driven (PAL) OL…

  13. Strategies for Developing a Sustainable Learning Society: An Analysis of Lifelong Learning in Thailand

    Science.gov (United States)

    Charungkaittikul, Suwithida; Henschke, John A.

    2014-01-01

    Today's world may be characterised as the dawn of the new millennium of the learning society, where knowledge is considered as a country's most valued asset and primary source of power. In the increasingly intense competition among international communities, Thailand has been respected for advancing the concept of transforming communities, cities…

  14. Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning

    Directory of Open Access Journals (Sweden)

    Lisa Marie Blaschke

    2012-01-01

    Full Text Available Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

  15. Vocational Lifelong Learners?

    Science.gov (United States)

    Crossouard, Barbara M.; Aynsley, Sarah

    2010-01-01

    The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one…

  16. Exclusion Constraints Facilitate Statistical Word Learning

    Science.gov (United States)

    Yoshida, Katherine; Rhemtulla, Mijke; Vouloumanos, Athena

    2012-01-01

    The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech-object pairings with…

  17. Distance Education as a Facilitator of Learning

    Science.gov (United States)

    Van Hook, Steven R.

    2008-01-01

    This article considers various learning theories, applied to three key transforming areas in adult education in general, and distance learning in particular: the andragogical issues, the technical issues, and the cultural issues. Cultural Dimension Indexes from Hofstede (1997) are appended. (Contains 1 chart.)

  18. Findings of, and reflections on, the Gender, Lifelong Learning and Social Class (GLAS project. A UK partnership based perspective.

    Directory of Open Access Journals (Sweden)

    Sue Betts

    2014-06-01

    Full Text Available This paper describes the main findings of GLAS, a two-year, EC co-funded project to address potential barriers to lifelong learning. In considering the genesis of the project, its structure and partnership, we will discuss findings from the perspective of UK partners, Linking London. We will show that tackling complex issues of social inclusion requires the creative use of processes and strategies which already exist within higher education, and conclude by making recommendations for future research and action.

  19. Teaching Ethics beyond the Academy: Educational Tourism, Lifelong Learning and Phronesis

    Science.gov (United States)

    Pitman, Tim; Broomhall, Susan; Majocha, Elzbieta

    2011-01-01

    Universities traditionally construct ethical, as well as educational goals in their mission, which they attempt to promote not only through their graduates, but sometimes directly to the wider community. This study explores how targeting lifelong learners through the medium of educational tourism might be one such way in which universities can…

  20. Teaching Ethics beyond the Academy: Educational Tourism, Lifelong Learning and Phronesis

    Science.gov (United States)

    Pitman, Tim; Broomhall, Susan; Majocha, Elzbieta

    2011-01-01

    Universities traditionally construct ethical, as well as educational goals in their mission, which they attempt to promote not only through their graduates, but sometimes directly to the wider community. This study explores how targeting lifelong learners through the medium of educational tourism might be one such way in which universities can…

  1. Authenticity and Self-Cultivation as Learning to Be: The Hermeneutics of Lifelong Education

    Science.gov (United States)

    Johnson, Adrienne

    2014-01-01

    In this paper, Adrienne Johnson looks to connect the philosophies of Charles Taylor and Hans-Georg Gadamer toward lifelong education, specifically as they relate to UNESCO's second and third educational principles of democracy, broadly conceived as the realization of one's own potential and human development, understood as the complete…

  2. Group Essay Writing: Facilitating Team Learning Using ICT for Life ...

    African Journals Online (AJOL)

    Group Essay Writing: Facilitating Team Learning Using ICT for Life Long ... Teacher Training Programme (TTTP) of Yaba College of Technology, Yaba, Lagos. ... the group without ICT used the traditional method of writing individual essays.

  3. Live online communication facilitating collaborative learning

    DEFF Research Database (Denmark)

    Kjær, Christopher

    2010-01-01

    , new applications and devices are simply making blended learning eaiser than before and therefore support a strongere focus on the learning activities Most web conference systems provide presentation functions enabling users to show slides, share files and engage in oral and visual communication...... a multitude of activities. It is, however, tempting for teachers to simply transfer the well known models and practices of the physical class room to the virtual environment thus maintaining traditional lectures and individual, written assignments as teaching activities. This leaves the teacher in control...... becomes an exchange of information between teacher and student in a formal class room. This presentation stresses that the use of web conference systems for teaching must be based on a didactic model that views learning as an active and social process thus expanding the learning context and opportunities...

  4. The ALOUD Study: Adult Open University Determinants Study - Influence of psychological determinants on academic achievement in formal lifelong learning in adults

    NARCIS (Netherlands)

    Neroni, Joyce; De Groot, Renate; Kirschner, Paul A.

    2011-01-01

    Neroni, J., De Groot, R. H. M., & Kirschner, P. A. (2011, October). The ALOUD Study: Adult Learning Open University Determinants Study - Influence of psychological determinants on academic achievement in formal lifelong learning in adults. Presentation at the second meeting of the ICO Introduction C

  5. Enabling innovation and facilitating learning in KIFS

    DEFF Research Database (Denmark)

    Jørgensen, Frances

    2012-01-01

    innovation. On the basis of this literature, we then collected and analyzed data from a qualitative study of 19 Danish KIFs recognized for their innovation performance, focusing on links between the HR practices they use to support exploratory and exploitive learning behaviors to enhance incremental and......The aim of this paper is to contribute to our understanding of the link between HR practices, learning orientation and types of innovation in knowledge-intensive firms (KIFs). To this end, we first compiled a comprehensive overview of the existing literature on HR practices aimed at supporting....../or radical innovation. The findings from this study demonstrate that KIFs utilize a range of HR practices that enable different learning orientations, based on the type of innovation compatible with their organizational goals....

  6. Learning is in the facilitation: faculty perspectives with facilitated teaching and learning-recommendations from informal discussions.

    Science.gov (United States)

    Di Prospero, Lisa; Bhimji-Hewitt, Sheena

    2011-01-01

    Small group learning is an interactive activity that requires a skilled teacher with the ability to facilitate and debrief. Approximately 250 students from seven health professions were enrolled in a first year interprofessional education course that focused on the importance of communication and collaboration. Weekly faculty debrief sessions were conducted and were utilized to share the teachers perspectives with facilitative teaching as well as for feedback and improvement strategies. Recommendations included linking the learning within the small group sessions back to clinical and professional practice in order to validate the course content and thereby increase student engagement; creation of facilitator guides with specific debrief instructions for the given objectives in order to encourage effective learning dialogue among all participants; and providing faculty with formalized facilitator training as well as debrief strategies in order to attain the skills to better guide student learning.

  7. Facilitating Consumer Learning in Insurance Markets

    DEFF Research Database (Denmark)

    Lagerlöf, Johan N. M.; Schottmüller, Christoph

    2017-01-01

    We model a monopoly insurance market where consumers can learn their accident risks at a cost c. We then ask: What are the welfare effects of a policy that reduces c? If c is sufficiently small (c < c*), the optimal contract is such that the consumer gathers information. For c < c*, both insurer ...

  8. Neurofeedback facilitation of implicit motor learning

    NARCIS (Netherlands)

    Ros, T.; Munneke, M.A.M; Parkinson, L.A.; Gruzelier, J.H.

    2014-01-01

    BACKGROUND: Mu rhythm desynchronisation via EEG-neurofeedback (NFB) has been previously been shown to induce durable motor-cortical disinhibition for at least 20 min. It was hypothesised that the presentation of a novel procedural learning task immediately after this NFB protocol would boost motor p

  9. Facilitators of Organizational Learning in Design

    Science.gov (United States)

    Pham, Ngoc Thuy; Swierczek, Fredric William

    2006-01-01

    Purpose: The purpose of this paper is to determine the influence of organizational factors such as leadership commitment, incentives and interaction on learning outcomes defined as performance improvement and organizational climate. Design/methodology/approach: Different aspects of knowledge acquisition, sharing and utilization were examined,…

  10. Learned Interval Time Facilitates Associate Memory Retrieval

    Science.gov (United States)

    van de Ven, Vincent; Kochs, Sarah; Smulders, Fren; De Weerd, Peter

    2017-01-01

    The extent to which time is represented in memory remains underinvestigated. We designed a time paired associate task (TPAT) in which participants implicitly learned cue-time-target associations between cue-target pairs and specific cue-target intervals. During subsequent memory testing, participants showed increased accuracy of identifying…

  11. Facilitating Problem Framing in Project-Based Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard

    2016-01-01

    While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

  12. Facilitating Problem Framing in Project-Based Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard

    2016-01-01

    While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

  13. Developing Translation Competence Within the Lifelong Learning Programme for Lawyer-Linguists in the Republic of Croatia

    Directory of Open Access Journals (Sweden)

    Kordić Ljubica

    2016-06-01

    Full Text Available Translation competence includes a complex variety of cognitive, linguistic and cultural skills. Translation in the field of law represents an even more demanding process, as it can be defined as “an act of communication in the mechanism of law” which leads “to legal effects and may induce peace or a prompt war” (Šarčević, 1997. In this paper, different aspects of the translator’s competence in legal translation are discussed. In the introductory part, an overview of theoretical approaches to the translation process is offered. The main part of the paper is dedicated to problems and challenges that legal translators are faced with. Special attention is paid to teaching the documentary approach to translation of EU legislation within the Lifelong Learning Programme for Lawyer-Linguists in the Republic of Croatia. The problems occurring in legal translation and competences of legal translators are discussed from the teacher’s perspective, based on the experience in teaching the course Introduction to the Theory of Legal Translation and Terminology within the Lifelong Learning Programme for Lawyer-Linguists at the Faculty of Law, University of Osijek, Croatia.

  14. Education techniques for lifelong learning: giving a PowerPoint presentation: the art of communicating effectively.

    Science.gov (United States)

    Collins, Jannette

    2004-01-01

    Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. The best presentations are rehearsed, not so that the speaker memorizes exactly what he or she will say, but to facilitate the speaker's ability to interact with the audience and portray a relaxed, professional, and confident demeanor. Rehearsal also helps alleviate stage fright. The most useful method of controlling nervousness is to visualize success. When showing images, it is important to orient the audience with an adequate description, point out the relevant findings, and allow enough time for the audience to assimilate the information before moving on. This can be facilitated with appropriate use of a laser pointer, cursor, or use of builds and transitioning. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, and directed listening. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. Attention should be given to posture, body movement, eye contact, and voice when speaking, as how one appears to the audience will have an impact on their reaction to what is presented. Copyright RSNA, 2004

  15. Facilitating new ways of learning in Dutch higher education

    OpenAIRE

    Beckers, R; van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of working’. The purpose of this paper is to explore how facility managers in Dutch higher education perceive developments in learning and teaching in order to keep the learning facilities aligned to the ch...

  16. Benefits and harms of general health checks- lifelong learning in general practice: how to read and use scientific literature

    DEFF Research Database (Denmark)

    Arreskov, Anne Beiter; Graungaard, Anette Hauskov; Nielsen, Kirsten Lykke

    the paper using the method of critical appraisal. Session content The didactic method used in the workshop is mostly small group activities with eight participants and two tutors in each group. The participants will receive two scientific papers: the BMJ-version of the Cochrane review about general health......Abstract title: Benefits and harms of general health checks - lifelong learning in general practice: how to read and use scientific literature Objectives After this workshop the participants will know the basics of how to read a systematic literature review and interpret a meta-analysis and be able......, assesses, and implements methods of diagnosis and treatment on the basis of the best available current research, clinical expertise, and combines this with the needs and preferences of the patient, is termed evidence-based medicine. By learning and practising the principles of evidence-based medicine, GPs...

  17. A Study of Lifelong Learning Participation of the Whole Society——Cork Lifelong Learning Festival and its Enlightenment on China%全民参与终身学习的有效途径研究——爱尔兰科克终身学习节的启示

    Institute of Scientific and Technical Information of China (English)

    陆瑛

    2011-01-01

    终身学习是当今世界崭新的教育理念,唯有社会全体成员参与学习,形成人人学、时时学、处处学的学习化社会,才能促进现代社会和社会成员的全面发展。爱尔兰科克市通过政府推动,创建了人人皆学的大舞台,其组织方式新颖,成效明显,对我国构建全民终身学习体系提供了可资借鉴的经验。%Lifelong Learning has become a new concept of education at the present world.Building lifelong learning platform for participation of all ages in the whole society is expected to create a society in which every one enjoys study anywhere at anytime.A learning-oriented society is formed then and as a result full development of the modern society and social members can be achieved as well.City of Cork,Ireland,turns the concept of lifelong learning into real performance through government investment and promotion,creating a lifelong learning platform for participation of the social members.Its organizations and arrangements are novel with marked effect.The pragmatic experience enlightens China on its constructing lifelong learning system for participation of the whole society.

  18. Exogenous attention facilitates location transfer of perceptual learning.

    Science.gov (United States)

    Donovan, Ian; Szpiro, Sarit; Carrasco, Marisa

    2015-01-01

    Perceptual skills can be improved through practice on a perceptual task, even in adulthood. Visual perceptual learning is known to be mostly specific to the trained retinal location, which is considered as evidence of neural plasticity in retinotopic early visual cortex. Recent findings demonstrate that transfer of learning to untrained locations can occur under some specific training procedures. Here, we evaluated whether exogenous attention facilitates transfer of perceptual learning to untrained locations, both adjacent to the trained locations (Experiment 1) and distant from them (Experiment 2). The results reveal that attention facilitates transfer of perceptual learning to untrained locations in both experiments, and that this transfer occurs both within and across visual hemifields. These findings show that training with exogenous attention is a powerful regime that is able to overcome the major limitation of location specificity.

  19. 试论医学生终身学习能力的培养%Comment on training and promoting medical students' life-long learning ability

    Institute of Scientific and Technical Information of China (English)

    马晓丹; 闻德亮

    2012-01-01

    With the third generation of medical education reform put forward,medical education based on system and guidance with abilities has become a global medical education reform trend.One of the goals of medical education is global medical colleges should train students to make preparation for life-long learning,and form a lifelong learning culture gradually.Therefore,training medical students' life-long learning ability is the positioning of 21st century medical education.This article according to our country' s present situation of medical students' training model,expound the definition of life-long learning,training medical students' life-long learning ability the necessity and importance and effective methods of strengthening medical students'life-long learning ability.%随着第三代医学教育改革构想的提出,以系统为基础、以能力为导向的医学教育已经成为全球医学教育的改革趋势.医学教育改革的目标之一是培养学生做好终身学习的准备,逐渐形成终身学习的文化.因此,培养医学生的终身学习能力是21世纪医学教育的定位.本文结合我国医学生培养模式的现状,阐述了终身学习的定义、培养医学生终身学习能力的必要性和重要性,以及加强医学生终身学习能力培养的有效途径.

  20. Lifelong Education and Learning, Societal Project and Competitive Advantage: Tensions and Ambivalences in Policy and Planning of Educational Change in Portugal

    Science.gov (United States)

    Antunes, Fátima; Guimarães, Paula

    2014-01-01

    Both the Portuguese appropriation of the lifelong learning policy proposed by the European Union since the mid-1990s and the definition of adult education policy in Portugal were based on a discourse that emphasised an "unacceptable educational deficit" for democracy. The role of the State in the "governance" of the public…

  1. Twenty-Five Years After--Rebuilding the Lifelong Learning System in the Czech and Slovak Republic: Progress, Challenges and Lessons Learnt from a Narrative Research

    Science.gov (United States)

    Sprlak, Tomas

    2016-01-01

    The lifelong learning system in the Czech Republic and Slovakia share some common traits: traditional model with the dominant role of the initial education, low participation rates, lack of incentives and fragmentation. The results of the narrative research on 15 low-skilled persons demonstrated that negative attitudes towards education are often…

  2. The Impact of the 1997 Universal Primary Education (UPE) Policy on Lifelong Learning in Uganda: A Decade of UPE Reforms (1997-2007)

    Science.gov (United States)

    Ekaju, John

    2011-01-01

    This study examined the relationship between the 1997 UPE policy and regional educational and poverty inequality and its impact on lifelong learning through a one-year field based critical ethnography in Uganda, between June 2007 and May 2008. It drew on the Government's assumption that through UPE the twin goals of the universalisation of primary…

  3. Positioning Extension Massive Open Online Courses (xMOOCs) within the Open Access and the Lifelong Learning Agendas in a Developing Setting

    Science.gov (United States)

    Nkuyubwatsi, Bernard

    2016-01-01

    Recent reports on xMOOCs indicate that underprivileged learners in need of higher education have minimally been reached by these courses. While the "open access" agenda is needed to reach such learners, most MOOCs have been developed in societies that have shifted toward the "lifelong learning" agenda. In this paper, xMOOCs are…

  4. Lifelong Learning and the Knowledge Economy: Those that Know and Those that Do Not--The Discourse of the European Union

    Science.gov (United States)

    Brine, Jacky

    2006-01-01

    This article is based on a textual analysis of European Commission documents that, from 1993 to 2006, construct the discourses of lifelong learning and the knowledge economy. Exploring an apparent conceptual laxity, it finds absolute consistency in the construction of two categories of learner: the high knowledge-skilled learner…

  5. Innovations for the Integration of Low-Skilled Workers into Lifelong Learning and the Labour Market: Case Studies from Six European Countries. CEDEFOP Reference Series.

    Science.gov (United States)

    Loos, Roland

    This report presents innovative vocational training (VT) initiatives to improve integration of low-skilled workers into lifelong learning and the labor market. Chapter 1 describes study structure and methodology. Chapter 2 addresses the theoretical basis for observing innovations. It analyzes the definition and significance of innovation in system…

  6. The Capacity for Life-Long Learning of College Seniors in the Mid-1980s to the Mid-1990s. ASHE Annual Meeting Paper.

    Science.gov (United States)

    Hayek, John C.; Kuh, George D.

    This study compared college seniors' self-evaluation of skills considered important for lifelong learning from the mid-1980s to the mid-1990s. The study used data from the College Student Experiences Questionnaire (CSEQ), a national database begun in 1983 which includes over 200,000 student records from over 600 colleges and universities. An index…

  7. Subject Specialist Mentors in the Lifelong Learning Sector: The Subject Specialist Mentor Model; is it working? A case study approach

    Directory of Open Access Journals (Sweden)

    Bailey, Wayne

    2011-01-01

    Full Text Available This short article explores whether using a mentoring model supports our Subject Specialist Mentors (SSMs with their role of mentoring trainees on Initial Teacher Training (ITT courses. Although there are many mentoring models to choose from, our model is based around mentoring within the Lifelong Learning Sector (LLS where trainees need support for their subject specialism as well as their generic teaching skills. The main focus is the use of coaching and mentoring skills taking into consideration guiding, supporting and challenging the trainee during the lifetime of the mentor/trainee relationship. The SSMs found that using our model as a tool helped to structure meetings and to ensure that the trainee had the necessary support to enable them to become proficient, competent subject specialist teachers. In conclusion, it was found that there is a need for the use of a model or a framework to help the Subject Specialist Mentor (SSM with such an important role.

  8. Subject Specialist Mentors in the LifeLong Learning Sector: who needs them? A case study approach

    Directory of Open Access Journals (Sweden)

    Bailey, Wayne

    2010-01-01

    Full Text Available Mentoring has become a key to success in many fields and different organisations, and has now become one of the important roles within initial teacher training in the Lifelong Learning Sector. The training of mentors, in particular, subject specialist mentors, is therefore fundamental to ensure that trainees on initial teacher training courses develop with regard to teaching and ensuring they have the necessary subject knowledge. Research was based on a case study at the University Campus Barnsley (part of the University of Huddersfield. Findings from subject specialist mentors, through focus groups, and trainees on a Certificate in Education/Professional or Post Graduate Certificate in Education (Cert Ed/PGCE initial teacher training course, through questionnaires highlighted some interesting development needs. The research has found that there is a changing profile of the subject specialist mentor who supports trainees on initial teacher training courses, in particular they feel that they are not only mentors, but also coaches.

  9. ‘On the brink’ or ‘designing the future’? Where next for Lifelong Learning Initial Teacher Education?

    Directory of Open Access Journals (Sweden)

    Crawley, Jim

    2012-01-01

    Full Text Available This article highlights and analyses the challenges immediately facing Lifelong Learning Initial Teacher Education (LL ITE in the UK which have arisen as a result of the policies and actions of the UK Government. The context of the LL sector for teachers and teacher education is explored, and how this has led to a restrictive culture of teacher professionalism. Using research carried out by the author, the article profiles LL Teacher Educators, their working context and values, and their attempts to model a more expansive professionalism. Evidence of the recent achievements of LL ITE is analysed and the dangers to these achievements presented by recent government changes and proposals are highlighted. The article concludes that LL ITE is ‘on the brink’ in terms of survival, and proposes how LL Teacher Education can move forward into a more optimistic future.

  10. CONFINTEA VI follow-up and the role of university lifelong learning: Some issues for European higher education

    Science.gov (United States)

    Németh, Balázs

    2011-08-01

    The Belém Framework for Action underlines, among many other issues, that quality in adult learning and education must be holistic and multidimensional both as a concept and in practice, using various tools such as partnerships with higher education institutions. Bridging adult and higher education is difficult, but the lifelong learning paradigm may help European universities to meet the challenge. This paper argues that European higher education institutions should, on the one hand, educate adults to qualify them for their complex roles in society and economy either through academic programmes or in other, non-formal ways. On the other hand, higher education institutions should promote quality research on adult learning and education and develop active citizenship too. Emphasis was clearly given to the former task in the Budapest Statement in December 2008 as part of the European preparatory process for CONFINTEA VI, and the latter has been articulated by UNESCO for more than a decade. This paper suggests that a balanced position may help universities in setting themselves up as better and more effective learning organisations.

  11. BLENDED LEARNING FACILITATION OF INDIVIDUAL LEARNING PROCESSES IN LARGE GROUPS

    National Research Council Canada - National Science Library

    PÜTZ Claus; INTVEEN Geesche

    2010-01-01

    By supplying various combinations of advanced instructions and different forms of exercises individual learning processes within the impartation of basic knowledge can be activated and supported at best...

  12. Facilitating Trust in Privacy-Preserving E-Learning Environments

    Science.gov (United States)

    Anwar, M.; Greer, J.

    2012-01-01

    This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

  13. Facilitating Trust in Privacy-Preserving E-Learning Environments

    Science.gov (United States)

    Anwar, M.; Greer, J.

    2012-01-01

    This research explores a new model for facilitating trust in online e-learning activities. We begin by protecting the privacy of learners through identity management (IM), where personal information can be protected through some degree of participant anonymity or pseudonymity. In order to expect learners to trust other pseudonymous participants,…

  14. Do Facilitated Online Dual Credit Classes Result in Deep Learning?

    Science.gov (United States)

    Stark Education Partnership, 2015

    2015-01-01

    This study, with funding from the Jennings Foundation, sought to answer the following broad research question: Do facilitated online dual credit courses result in deep learning? The answer to this question is key to addressing barriers many students face in bridging from high school to college. This report includes a descriptive case study that…

  15. Facilitating new ways of learning in Dutch higher education

    NARCIS (Netherlands)

    Beckers, R.; Van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of workin

  16. Facilitating new ways of learning in Dutch higher education

    NARCIS (Netherlands)

    Beckers, R.; Van der Voordt, D.J.M.

    2013-01-01

    Literature shows that ‘new ways of learning’ cause a shift in learning settings with a growing attention to facilitating autonomy, interaction and knowledge exploration anytime, anywhere. These trends show evident similarities with developments in office environments known for as ‘new ways of workin

  17. Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

    Science.gov (United States)

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

  18. Parenting as a Vocation: Lifelong Learning Can Begin in the Home.

    Science.gov (United States)

    Stehlik, Tom

    2003-01-01

    Reviews theories of adult learning over the lifespan grounded in anthroposophy, the philosophy of Rudolf Steiner's Waldorf Schools. Examines parenting as a vocation through this perspective and the implications for the learning needs of parents. (Contains 35 references.) (SK)

  19. ESD and lifelong learning: a case study of the Shangri-la Institute's current engagement with the Bazhu community in Diqing, China

    Science.gov (United States)

    Liu, Yunhua; Constable, Alicia

    2010-06-01

    This article argues that ESD should be integrated into lifelong learning and provides an example of how this might be done. It draws on a case study of a joint project between the Shangri-la Institute and the Bazhu community in Diqing, southwest China, to analyse a community-based approach to Education for Sustainable Development and assess its implications for lifelong learning. The article examines the different knowledge, skills and values needed for ESD across the life span and asserts the need for these competencies to be informed by the local context. The importance of linking ESD with local culture and indigenous knowledge is emphasised. The article goes on to propose methods for integrating ESD into lifelong learning and underscore the need for learning at the individual, institutional and societal levels in formal, non-formal and informal learning settings. It calls for institutional changes that link formal, non-formal and informal learning through the common theme of ESD, and establish platforms to share experiences, reflect on these and thereby continually improve ESD.

  20. 成人终身学习能力建构的实证研究%An Empirical Research on the Construction of Adult's Lifelong Learning Competency

    Institute of Scientific and Technical Information of China (English)

    李盛聪; 于莎

    2015-01-01

    终身学习能力是成人群体终身学习的复合型能力。国际上对成人终身学习能力的研究盛行于21世纪初,美国、英国、澳大利亚、加拿大等国相继出台了本国终身学习能力的核心指标。我国传统心理学研究把学习能力理解为认知能力,甚至于智力,这种研究实质上窄化了其应有的内涵。从多学科的角度来探究终身学习能力的本质,成人个体学习活动受认知机制、调节机制和互动机制影响,由此推衍出24项终身学习能力基本构成要素。根据调查数据分析,基本明确了成人终身学习能力所辖的核心项为学习适应能力、思维能力、自主学习能力、合作能力、自我监控能力和语言运用能力。成人学习能力项之间存在着相互交错和相互支持的关系,构成学习能力的内在结构。自主学习能力在终身学习能力体系中居于核心地位。这项实证研究力求为成人终身学习能力测评和培养提供可借鉴依据。%Lifelong learning competency is a compound competency for the adult's lifelong learning. In the early 21st century, when the research on adult's lifelong learning competency has become popular in international academic circle, the United States, Britain, Australia, Canada and other countries have issued national core indicators of lifelong learning competency. Traditional psychological research in China defines the learning competency as a cognitive ability, and even intelligence so that the original implication of it has been narrowed. Using the multidisciplinary perspective to explore the nature of lifelong learning competency, it is found that three internal mechanisms including the cognition, the regulation and the interaction have influenced adult's learning activities. On this basis, twenty-four basic elements can be concluded. According to the data analysis, the core elements of adult's lifelong learning competency are the six

  1. Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

    NARCIS (Netherlands)

    Bolhuis, S.M.

    2003-01-01

    Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore p

  2. Towards process-oriented teaching for self-directed lifelong learning: A multidimensional perspective

    NARCIS (Netherlands)

    Dr. S. Bolhuis

    2003-01-01

    Self-directed learning is often embraced as an important educational goal, although for quite different reasons, from the improvement of school learning to the critical assessment of the claims of democracy. Most reasons imply that self-direction is important in learning throughout life. Therefore p

  3. Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

    OpenAIRE

    Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

    2010-01-01

    We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed ...

  4. OHS consultants as facilitators of learning processes in client enterprises

    DEFF Research Database (Denmark)

    Broberg, Ole

    2004-01-01

    . In a traditional conflict-oriented brewery organization the consultant had a major role in facilitating a cross functional work group of workers and managers that were able to set up and implement an action plan for the implementation of new technology and new work organization in the logistic department focussing...... on reduc-ing the work loads of delivery and warehouse personnel. In facilitating learning processes, deliberately or by incidence, the OHS consultants used different boundary objects. An example: In order to involve users in the design process it was better making a walk-through in a new catering centre...

  5. Designing and Facilitating Learning in a Cooperative Setting

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rustrup, Louise Lønborg; Mortensen, Helle

    2010-01-01

    This paper unfolds how learning for design-engineer students can be established and facilitated in a dynamic research setting, between academics and industrial partners. It challenges years of experience from teaching traditional Problem Based Learning, and it requires new initiatives to ensure...... for the involved industrial design students, but they found it necessary to redefine the initial, given hypothesis, which surprisingly uncovered knowledge deficiencies for both students and academic; yet, it contributed to a mutual learning situation. Educators are facing new challenges with the responsibility...... the learning of students. Student involvement in research projects appears to be an increasing trend, which is affecting both the practice of research and education. The Danish research project ‘Innodoors’ investigates, through various initiatives, how User-driven innovation can contribute to innovation...

  6. Longitudinal PBL in Undergraduate Medical Education Develops Lifelong-Learning Habits and Clinical Competencies in Social Aspects.

    Science.gov (United States)

    Okubo, Yumiko; Matsushita, Susumu; Takakuwa, Yuichi; Yoshioka, Toshimasa; Nitta, Kosaku

    2016-01-01

    Problem-based learning (PBL) is popular in medical education in Japan. We wished to understand the influence of PBL on the clinical competence of medical residents, using self-assessment and observer assessment. Tokyo Women's Medical University (TWMU) implemented PBL longitudinally (long-time) for four years, and on this basis we analyzed whether long-time PBL education is useful for clinical work. A self-assessment questionnaire was sent to junior and senior residents who were alumni of several schools, and an observation-based assessment questionnaire to senior doctors instructing them. Respondents were asked if they had used the PBL process in daily clinical tasks, and if so in what processes. Senior doctors were asked whether TWMU graduates perform differently from graduates of other schools. TWMU graduates answered "used a lot" and "used a little" with regard to PBL at significantly higher rates than other graduates. As useful points of PBL, they mentioned extracting clinical problems, solving clinical problems, self-directed leaning, positive attitude, collaboration with others, presentation, doctor-patient relations, self-assessment, and share the knowledge with doctors at lower levels and students. Observer assessments of TWMU graduates by senior doctors represented them as adaptive, good at presenting, good at listening to others' opinions, practical, selfish, and eager in their instructional practice. Longitudinal PBL can be a good educational method to develop lifelong-learning habits and clinical competencies especially in terms of the social aspect.

  7. Designing and Facilitating Learning in a Cooperative Setting

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Rustrup, Louise Lønborg; Mortensen, Helle

    2010-01-01

    This paper unfolds how learning for design-engineer students can be established and facilitated in a dynamic research setting, between academics and industrial partners. It challenges years of experience from teaching traditional Problem Based Learning, and it requires new initiatives to ensure...... and affect the culture of innovation in the building sector. One of the research initiatives was originally probing hypothesizes through student projects, where the students not only play a practical and performing role, but also engage in a rather equal partnership with the academic. This was also the case...

  8. Facilitating participation:From the EML web site to the Learning Network for Learning Design

    NARCIS (Netherlands)

    Hummel, Hans; Tattersall, Colin; Burgos, Daniel; Brouns, Francis; Kurvers, Hub; Koper, Rob

    2004-01-01

    Please refer to original publication: Hummel, H., Tattersall, C., Burgos, D., Brouns, F., Kurvers, H., & Koper, R. (2005). Facilitating participation: From the EML website to the Learning Network for Learning Design. Interactive Learning Environments,13(1-2), 55-69

  9. Facilitating Learning in the Workplace. EEE700 Adults Learning: The Changing Workplace A.

    Science.gov (United States)

    Watkins, Karen

    This publication is part of the study materials for the distance education course, Adults Learning: The Changing Workplace A, in the Open Campus Program at Deakin University. The first part of the document examines the roles, skills, and methods used by facilitators of workplace learning in light of a social action view of learning. The following…

  10. Using Mobile Phones to Promote Lifelong Learning among Rural Women in Southern India

    Science.gov (United States)

    Balasubramanian, K.; Thamizoli, P.; Umar, Abdurrahman; Kanwar, Asha

    2010-01-01

    This article is an attempt to study the role of mobile phones in the non-formal and informal context among rural women from resource poor communities. In particular, it focuses on the women's control over the mobile phone as a learning tool through the domestication of technologies. The distance learning, gender dimensions, and use of technologies…

  11. Unravelling the Lifelong Learning Process for Canadian Workers and Adult Learners Acquiring Higher Skills

    Science.gov (United States)

    Taylor, Maurice; Trumpower, David; Pavic, Ivana

    2013-01-01

    This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

  12. Using Mobile Phones to Promote Lifelong Learning among Rural Women in Southern India

    Science.gov (United States)

    Balasubramanian, K.; Thamizoli, P.; Umar, Abdurrahman; Kanwar, Asha

    2010-01-01

    This article is an attempt to study the role of mobile phones in the non-formal and informal context among rural women from resource poor communities. In particular, it focuses on the women's control over the mobile phone as a learning tool through the domestication of technologies. The distance learning, gender dimensions, and use of technologies…

  13. Improving Learner Outcomes in Lifelong Education: Formal Pedagogies in Non-Formal Learning Contexts?

    Science.gov (United States)

    Zepke, Nick; Leach, Linda

    2006-01-01

    This article explores how far research findings about successful pedagogies in formal post-school education might be used in non-formal learning contexts--settings where learning may not lead to formal qualifications. It does this by examining a learner outcomes model adapted from a synthesis of research into retention. The article first…

  14. Lost Soul or New Dawn? Lifelong Learning Lessons and Prospects from East Asia

    Science.gov (United States)

    Duke, Chris

    2015-01-01

    Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

  15. UNESCO, the Faure Report, the Delors Report, and the Political Utopia of Lifelong Learning

    Science.gov (United States)

    Elfert, Maren

    2015-01-01

    Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the "Faure report" (1972) and "Learning: The treasure within," otherwise known as the "Delors report" (1996), have been associated with the establishment of lifelong…

  16. Lost Soul or New Dawn? Lifelong Learning Lessons and Prospects from East Asia

    Science.gov (United States)

    Duke, Chris

    2015-01-01

    Most learning takes place in communities, neighbourhoods and workplaces. Here practical solutions to big problems work or fall down. We may call this the iron law of social learning, recognised in "community development", "community capacity-building", "workplace", "work-based" and…

  17. Why Do We Do What We Do? Lifelong Learning and Consumer Behavior

    Science.gov (United States)

    Shirk, John C.

    2004-01-01

    My interviews in this study are a continuation of research into adult learning (Shirk, 1984, 1986, 1996. 1998). Based on personal interviews with 198 respondents, I attempted to portray the states of mind most adults face when learning something new. Now, in these twenty-nine interviews, I continue that process, focusing more intently, however, on…

  18. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    by subconscious (subliminal) augmented visual feedback on motor performance. To test this, 45 subjects participated in the experiment, which involved learning of a ballistic task. The task was to execute simple ankle plantar flexion movements as quickly as possible within 200 ms and to continuously improve...... ballistic rate of force development (RFD) throughout a series of 40 trials. Following each trial subjects were provided visual augmented feedback on their performance in the form of dots presented on a monitor. The y-axis amplitude of the dots represented the obtained RFD. Participants were individually...... received supraliminal as compared to subliminal feedback. In the 0 ms feedback group motor performance increased only slightly indicating an important role of augmented feedback in learning the ballistic task. In the two groups who received subliminal feedback none of the subjects were able to tell what...

  19. Sound symbolism facilitates word learning in 14-month-olds.

    Science.gov (United States)

    Imai, Mutsumi; Miyazaki, Michiko; Yeung, H Henny; Hidaka, Shohei; Kantartzis, Katerina; Okada, Hiroyuki; Kita, Sotaro

    2015-01-01

    Sound symbolism, or the nonarbitrary link between linguistic sound and meaning, has often been discussed in connection with language evolution, where the oral imitation of external events links phonetic forms with their referents (e.g., Ramachandran & Hubbard, 2001). In this research, we explore whether sound symbolism may also facilitate synchronic language learning in human infants. Sound symbolism may be a useful cue particularly at the earliest developmental stages of word learning, because it potentially provides a way of bootstrapping word meaning from perceptual information. Using an associative word learning paradigm, we demonstrated that 14-month-old infants could detect Köhler-type (1947) shape-sound symbolism, and could use this sensitivity in their effort to establish a word-referent association.

  20. OHS consultants as facilitators of learning processes in client enterprises

    DEFF Research Database (Denmark)

    Broberg, Ole

    2004-01-01

    In carrying out consultancy the Danish occupational health services (OHS) are supposed to support and develop the capabilities of enterprises to manage work environment issues. This may be interpreted in a learning perspective: As part of the process consultancy the OHS consultants have to put...... processes in client enter-prises. Specifically the learning perspective will be touched upon. The research programme included four cases in different client enterprises: 1) New tech-nology in a logistic department of a brewery, 2) new pharmaceutical process facility, 3) design of a new catering centre...... on reduc-ing the work loads of delivery and warehouse personnel. In facilitating learning processes, deliberately or by incidence, the OHS consultants used different boundary objects. An example: In order to involve users in the design process it was better making a walk-through in a new catering centre...

  1. EFFECTIVE BLENDED LEARNING PRACTICES: Evidence-based Perspectives in ICT-facilitated Education

    Directory of Open Access Journals (Sweden)

    Reviewed by Yasin OZARSLAN

    2009-07-01

    Full Text Available EFFECTIVE BLENDED LEARNING PRACTICES:Evidence-based Perspectives in ICT-facilitated EducationEdited by Elizabeth Stacey and Philippa Gerbic, Information ScienceReference; 1 edition (March 30, 2009, ISBN-10: 1605662968, 358 pp.Reviewed by Yasin OZARSLANFaculty of Education,Eskisehir Osmangazi University,Eskisehir-TURKEYBlended learning refers to the integration of faceto-face and online learning activities with the goal of maximizing the value of students' experiences in both settings. This book collects new international research into many aspects of blended learningfrom the perspectives of learners, teachers, designers, and professional and academic developers in various disciplines, learningcommunities and universities from around the world. This book addresses the relative newness of online learning within blended environments. The book's broader audience is anyone who isinterested in areas such as blended learning, communities of learning, virtual education, professional learning and community development, instructional technology, flexible learning, distance education and collaborative learning.Blended approaches in teacher education, blending collaborative online learning,blended learning and teaching philosophies, campus-based student learning environments, ICT-enhanced blended learning, learning communities for K-12 teachers, professional development for blended learning, reciprocal mentoring,redesigning initial teacher education, responses to blended environments, strategiesfor blended teaching and learning, virtual learning and real communities are the topics covered in this book.It reviews literature about blended learning in relation to the three sections of the book and discusses strategies for teaching and learning and establishing communities in its different contexts. The chapters of this book provide research perspectives on a range of blended learning issues and contexts and discuss implications for teaching and learning. The

  2. Reflection of the Current Situation of Lifelong Learning in China---Based on the Survey in Nanjing%我国终身学习现状的省思--基于南京市的调查

    Institute of Scientific and Technical Information of China (English)

    冯国红

    2014-01-01

    In the challenge of the fast -changing know ledge and globalization ,lifelong learning has become an important task in China .In this paper ,through the investigation of the status quo of the lifelong learning in Nanjing ,the author analyses the problems of lifelong learning and puts forward strategies w hich can promote lifelong learning in China .%面对知识经济加快发展以及全球化的挑战,终身学习成为关系我国发展的重大战略任务。本文通过对南京市终身学习现状的调查,分析我国终身学习存在的问题,并提出促进我国终身学习的策略。

  3. Facilitating online project collaboration - new directions for learning design

    Directory of Open Access Journals (Sweden)

    Inez Estelle Harker-Schuch

    2016-11-01

    Full Text Available Although research suggests that project collaboration supports deep learning, facilitators frequently face participation and engagement challenges – particularly in 100% online courses and/or courses with students from diverse geographical/cultural backgrounds.  We present our experiences with learning designs featuring online project collaboration by examining student evaluation of the group work component in the course ‘Climate Change Impacts and Adaptation’ and reviewing specific process reports from the course ‘Environmental Management in the Tropics’.  For the CCIAM we discern positive trends over the 2009-2012 period with ‘collaborative dynamics’, ‘organisation/coordination’, ‘burden sharing’ and practical knowledge’ showing significant improvements following revision.  We provide experience from revising the CCIAM course (responding to evaluations - and reflect on the results that such revisions engender.  Determining specific factors that contribute to improvements in student evaluations are not always clear but we offer suggestions for facilitating online project collaboration to circumnavigate the four above-mentioned major issues identified on the CCIAM course: these suggestions are peer assessment, mandatory participation, and grading (as a contribution to the overall final grade.  For EMiT ‘communication’ showed the strongest issue-signal – with organization/coordination ‘cultural issues’ and ‘learning outcomes’ also indicating issue-relevance..  We propose that learning designs for online project collaboration can be improved via teacher-facilitated interventions without undermining the socialisation pathways that students can find motivating and that promote online team building.

  4. Los flujos de movilidad ERASMUS al término del programa Lifelong Learning y comienzo del ERASMUS+

    Directory of Open Access Journals (Sweden)

    Javier M. Valle López

    2014-05-01

    Full Text Available Este artículo tiene como objetivo interpretar los datos de movilidad ERASMUS en el marco del Espacio Europeo de Educación Superior. Para ello se cuenta con dos componentes principales. En primer término, se observa el panorama del programa ERASMUS (European Region Action Scheme for the Mobility of University Students al final de Lifelong Learning (2007-2013 y comienzo de ERASMUS+ (2014-2020. En segundo término, la presentación de los primeros resultados del proyecto de I+D+I del Ministerio de Educación y Ciencia de España: “Equidad y movilidad universitaria en el nuevo marco del Espacio Europeo de Educación Superior: análisis del Índice de Elegibilidad ERASMUS a la luz de factores socioeconómicos”. Estos primeros resultados son la aplicación del Índice de Elegibilidad desde los orígenes del programa ERASMUS hasta el curso 2010-2011, con el análisis de sus correspondientes flujos de movilidad. En ellos se observa que España sigue siendo el país más elegido de los estudiantes ERASMUS, afianzándose como el país con mayor potencial de atracción.

  5. A Case-Study for Life-Long Learning and Adaptation in Cooperative Robot Teams

    Energy Technology Data Exchange (ETDEWEB)

    Parker, L.E.

    1999-09-19

    While considerable progress has been made in recent years toward the development of multi-robot teams, much work remains to be done before these teams are used widely in real-world applications. Two particular needs toward this end are the development of mechanisms that enable robot teams to generate cooperative behaviors on their own, and the development of techniques that allow these teams to autonomously adapt their behavior over time as the environment or the robot team changes. This paper proposes the use of the Cooperative Multi-Robot Observation of Multiple Moving Targets (CMOMMT) application as a rich domain for studying the issues of multi-robot learning and adaptation. After discussing the need for learning and adaptation in multi-robot teams, this paper describes the CMOMMT application and its relevance to multi-robot learning. We discuss the results of the previously- developed, hand-generated algorithm for CMOMMT and the potential for learning that was discovered from the hand-generated approach. We then describe the early work that has been done (by us and others) to generate multi- robot learning techniques for the CMOMMT application, as well as our ongoing research to develop approaches that give performance as good, or better, than the hand-generated approach. The ultimate goal of this research is to develop techniques for multi-robot learning and adaptation in the CMOMMT application domain that will generalize to cooperative robot applications in other domains, thus making the practical use of multi-robot teams in a wide variety of real-world applications much closer to reality.

  6. Proverbs as Theoretical Frameworks for Lifelong Learning in Indigenous African Education

    Science.gov (United States)

    Avoseh, Mejai B. M.

    2013-01-01

    Every aspect of a community's life and values in indigenous Africa provide the theoretical framework for education. The holistic worldview of the traditional system places a strong emphasis on the centrality of the human element and orature in the symmetrical relationship between life and learning. This article focuses on proverbs and the words…

  7. From Career Decision-Making to Career Management: It's All about Lifelong Learning.

    Science.gov (United States)

    Jarvis, Phil; Zielke, Jessi; Cartright, Charlsey

    Most adults end up in their work roles through less than fully informed and too-often unintentional career decision-making. The economic and social consequences for individuals, their communities and the national economy are profound. By using what is known about career development and learning, career development professionals can dramatically…

  8. Motivation for Lifelong Learning: A Biographical Account of Efficacy and Control

    Science.gov (United States)

    Martin, Graeme

    2012-01-01

    Research on motivation for learning (or achievement motivation) has flourished in the past 30 years. Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current…

  9. Proverbs as Theoretical Frameworks for Lifelong Learning in Indigenous African Education

    Science.gov (United States)

    Avoseh, Mejai B. M.

    2013-01-01

    Every aspect of a community's life and values in indigenous Africa provide the theoretical framework for education. The holistic worldview of the traditional system places a strong emphasis on the centrality of the human element and orature in the symmetrical relationship between life and learning. This article focuses on proverbs and the words…

  10. Proverbs as Theoretical Frameworks for Lifelong Learning in Indigenous African Education

    Science.gov (United States)

    Avoseh, Mejai B. M.

    2013-01-01

    Every aspect of a community's life and values in indigenous Africa provide the theoretical framework for education. The holistic worldview of the traditional system places a strong emphasis on the centrality of the human element and orature in the symmetrical relationship between life and learning. This article focuses on proverbs and the…

  11. LITERATURE AS A FACILITATOR OF TARGET CULTURE LEARNING

    Directory of Open Access Journals (Sweden)

    Onur TOPALOĞLU

    2016-04-01

    Full Text Available The purpose of this study is to investigate how literature courses, involved in the curriculum of the department of English Language Teaching from the second year to the fourth year, help students to acquire the target culture in EFL classes. Since learning a language does not mean only learning the lexical structures of any language, culture holds an important place in internalizing the way of thinking and appropriate use of target language. This study has been designed in a naturalistic environment, thus interview and observation were used as the main data collection techniques. The study was designed as a descriptive qualitative research. Participants were chosen by the help of an experienced colleague working in the above mentioned department for three years, and most of the participants were under her supervision, thus this case facilitated the process of interviewing participants. The findings showed that the literature courses contribute much to gain the target culture due the very nature of literature reflecting the society and traditions of society in which it was written. In addition, leaarners may have the chance of comparing thier own culture with target culture and this facilitates their learning. However, some missing points and misapplications were reported by students in providing a more appropriate environment for reflecting the target culture.

  12. Using clinical guidelines in an eLearning context

    NARCIS (Netherlands)

    Blat, Josep; Moghnieh, Ayman; Navarrete, Toni; Santos, Jose Luis; Casado, Francis

    2006-01-01

    Blat, J. et al (2006). Research and adaptation of clinical guidelines for eLearning contexts to facilitate resource sharing and lifelong learning activities. Submitted to the open workshop in Bolton/Manchester, UK. 8 - 12 January 2007.

  13. Adult Education and Lifelong Learning. The case of GSAE (General Secretary for Adult Education in Greece

    Directory of Open Access Journals (Sweden)

    Michail Kalogiannakis

    2009-11-01

    Full Text Available The participation rates in adult education in Greece are low in comparison with other European countries. Within the framework of the present research an effort has been undertaken in order to evaluate the program of training instructors of adults through distance learning education hosted by the GSAE (General Secretary for Adult Education and the ICAE (Institute for the Continuing Adult Education in Greece. Among the most important outcomes of this research was considered to be the positive attitude of the participants concerning the program in general as well as the electronic educational material distributed. Furthermore, the hybrid educational process selected for use by the program was thought to be particularly flexible. As for the program’s negative aspects, the main problems noted were the distance certain trainees had to cover in order to participate physically during the scheduled meetings, as well as the technical issues arose within the e-learning environment.

  14. Informal science education: lifelong, life-wide, life-deep.

    Science.gov (United States)

    Sacco, Kalie; Falk, John H; Bell, James

    2014-11-01

    Informal Science Education: Lifelong, Life-Wide, Life-Deep Informal science education cultivates diverse opportunities for lifelong learning outside of formal K-16 classroom settings, from museums to online media, often with the help of practicing scientists.

  15. Differential Training Facilitates Early Consolidation in Motor Learning

    Science.gov (United States)

    Henz, Diana; Schöllhorn, Wolfgang I.

    2016-01-01

    Current research demonstrates increased learning rates in differential learning (DL) compared to repetitive training. To date, little is known on the underlying neurophysiological processes in DL that contribute to superior performance over repetitive practice. In the present study, we measured electroencephalographic (EEG) brain activation patterns after DL and repetitive badminton serve training. Twenty-four semi-professional badminton players performed badminton serves in a DL and repetitive training schedule in a within-subjects design. EEG activity was recorded from 19 electrodes according to the 10–20 system before and immediately after each 20-min exercise. Increased theta activity was obtained in contralateral parieto-occipital regions after DL. Further, increased posterior alpha activity was obtained in DL compared to repetitive training. Results indicate different underlying neuronal processes in DL and repetitive training with a higher involvement of parieto-occipital areas in DL. We argue that DL facilitates early consolidation in motor learning indicated by post-training increases in theta and alpha activity. Further, brain activation patterns indicate somatosensory working memory processes where attentional resources are allocated in processing of somatosensory information in DL. Reinforcing a somatosensory memory trace might explain increased motor learning rates in DL. Finally, this memory trace is more stable against interference from internal and external disturbances that afford executively controlled processing such as attentional processes.

  16. EFFECTS OF SEGMENTATION OF INSTRUCTIONAL ANIMATION IN FACILITATING LEARNING

    Directory of Open Access Journals (Sweden)

    Ahmad Zamzuri Mohamad Ali

    2010-11-01

    Full Text Available The aim of this study was to investigate the effects of segmented-animation, playpause- animation and continuous-animation in facilitating learning of low prior knowledge learners. A courseware prototype entitled Transmission Media was developed for the research purpose. The courseware contains nine animations on various topics in Transmission Media. Pre-test and post-test experimental design was employed on three different groups respectively. The data collected were analyzed statistically by using one-way between-groups ANOVA with post-hoc comparisons. Apparently, the result suggests that segmented-animation was significantly more effective than play-pause-animation and continuous-animation in enhancing students’ learning performance. The result indicates that segmented-animation was beneficial for students in conducting adequate cognitive processes of the information depicted in the animation. Furthermore, the result shows that allowing students to decide the segmentation in play-pause-animation condition does not necessarily promotes better learning. This was due to low prior knowledge students’ inability in deciding the appropriate stop points in animation and/or play-pause-replay button design that might causes split attention effect resulting extraneous cognitive load throughout the learning process.

  17. Tuition fees and funding – barriers for non-traditional students? First results from the international research project Opening Universities for Lifelong Learning (OPULL)

    DEFF Research Database (Denmark)

    Moissidis, Sonja; Schwarz, Jochen; Yndigegn, Carsten

    2011-01-01

    Project OPULL – Opening Universities for Lifelong Learning – is undertaking research into ways of opening up higher education to vocationally qualified and experienced target groups in four European countries. Open university models in Germany, Denmark, Finland and the United Kingdom are being...... phase of the project indicate that while the long-term effect of an increase in tuition fees for non-traditional students is not yet known, current evidence suggests that other factors such as the recognition of vocational and experiential learning will most likely have an impact on widening...

  18. Differential outcomes facilitate same/different concept learning.

    Science.gov (United States)

    Schmidtke, Kelly A; Katz, Jeffrey S; Wright, Anthony A

    2010-05-01

    Commonly recognized, the training procedure one employs often affects the results they obtain. Here, we demonstrate for the first time that abstract-concept learning is affected by employing a differential-outcomes procedure. The differential-outcome effect has been shown to occur for item-specific strategies but has not been established for relational strategies. To test whether different-outcome expectancies can facilitate a relational strategy, eight pigeons were trained and tested in a two-item same/different task with pictures. After pecking an upper picture, they pecked a lower picture if the pictures were the same or a white rectangle if the pictures were different. Two groups of pigeons were rewarded with either different outcomes (sounds and food amounts) or same outcomes. Both groups were trained to criterion with successively larger picture sets (8-1,024 items) and were transfer tested with novel pictures following each acquisition. With the smallest training sets, neither group showed any novel-stimulus transfer. But after acquiring the task with 32 pictures, the different-outcomes group responded more accurately to novel pictures than the same-outcome group. As the training set-size increased, both groups' transfer performance converged and became equivalent to training performance. These results show for the first time that training with different outcomes facilitates abstract-concept learning.

  19. That's More Like It: Multiple Exemplars Facilitate Word Learning

    Science.gov (United States)

    Twomey, Katherine E.; Ranson, Samantha L.; Horst, Jessica S.

    2014-01-01

    Previous research indicates learning words facilitates categorisation. The current study explores how categorisation affects word learning. In the current study, we investigated whether learning about a category facilitates retention of newly learned words by presenting 2-year-old children with multiple referent selection trials to the same object…

  20. Identification of Critical Incidents in Practicing Teachers: Proposals for Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Gilda Bilbao Villegas

    2011-05-01

    Full Text Available Given the challenges of teaching today—an activity marked by information overload, technological changes and heterogeneity in the classroom—we find teachers who experience day by day, in the management of their classes, a number of critical incidents (CI which cause them uncertainty and emotional destabilization. In the present study we have attempted to make a deep and careful study of the types of CI and the impact they have, as well as the strategies used by teachers to address them. At first the information was obtained through a focus group; the data obtained were compared with the results of the questionnaire administered to a sample. The study notes that the reported CI are primarily related to class management and students’ attitude toward learning. Also highlighted is the teachers’ lack of psychopedagogical and emotional resources for dealing with the CI.