Lifelong Learning Capabilities Research Articles

Extant Corpus on Intentional Learning Skill and Reflective Learning Log

Intentional learning consists of the ability to learn how to learn, develop critical self-awareness and exercise full accountability for learning. It is highly effective in producing effective learners in a loosely structured learning environment in line with today’s student-centric teaching-learning paradigm. Intentional learning equips students with the necessary skills to actively participate in, self-direct, and regulate their learning so they can fulfill their goals. Through this metamorphosis, students develop intrinsic motivation and self-efficacy for learning, laying the groundwork for lifelong learning capability. The foundational framework of intentional learning is: (1) Learner’s trust and confidence in their learning capacity; (2) Learner highly engage in one learning and possessed critical awareness of what and how to learn; (3) Learner begins with the learning outcome in mind, realize the efforts required to unlearn, learn and unlearn with high valence; (4) Leaner able to master the learning content and learning objectives; and (5) Leaner able to exercise self-regulation and accountability in learning.

Effectiveness of blended teaching in preservice teacher education: A meta-analysis

Blended teaching (BT) has the potential to prepare preservice teachers with lifelong learning capabilities that are essential for the constantly changing teaching profession. However, little is known about its effectiveness in this field. This review evaluated the effectiveness of BT in preservice teacher education, compared to conventional teaching approaches. A total of 15 experimental studies were included in the meta-analysis. Standardized differences in mean were chosen to compute the pooled effect size at 95% confidence interval (CI). The results demonstrate that BT outperformed the conventional teaching approaches in influencing preservice teachers’ academic performance (d = 0.922 (95% CI [0.403, 1.436], p < 0.001)), anxiety (d = −0.27 (95% CI [−0.537, −0.003], p = 0.048)), attitude (d = 1.302 (95% CI [0.008, 2.595], p = 0.049)), and self-efficacy for teaching (d = 0.54 (95% CI [0.203, 0.877], p = 0.002)). Implications and suggestions for future research are discussed.

Plastic gating network: Adapting to personal development and individual differences in knowledge tracing

Knowledge tracing (KT) refers to the issue of predicting learners’ knowledge states based on their learning history and is the core technology for computer-assisted adaptive learning. The latest KT research has improved prediction performance by exploring the relationship between concepts and questions. However, these models have their parameters fixed after training. Without fully or partially re-training, they can only predict all learners’ performance at all time steps using the same set of parameters, making them challenging to adapt to learners’ personal development and individual differences. To address these problems, we take inspiration from synaptic plasticity, the primary neural mechanism conferring biological brains with lifelong learning capabilities, and propose the plastic gating network (PGN) to adapt to variation in learners’ cognition over time and across individuals. At the core of the proposed model are plastic weights, which can constantly evolve after training according to the ongoing inputs and outputs. We adopt plastic weights in calculating gates and cell input in recurrent units, thus allowing the model to develop time- and individual-specific parameters that adapt to learners’ personal development and individual differences after training. Experiments on real-world datasets show that the proposed PGN outperforms baseline methods in predicting the future performance of learners. Crucially, the PGN exhibits effective adaptation to learners’ personal development and individual differences.

Cross Domain Lifelong Learning Based on Task Similarity.

Humans gradually learn a sequence of cross-domain tasks and seldom experience catastrophic forgetting. In contrast, deep neural networks achieve good performance only in specific tasks within a single domain. To equip the network with lifelong learning capabilities, we propose a Cross-Domain Lifelong Learning (CDLL) framework that fully explores task similarities. Specifically, we employ a Dual Siamese Network (DSN) to learn the essential similarity features of tasks across different domains. To further understand similarity information across domains, we introduce a Domain-Invariant Feature Enhancement Module (DFEM) to better extract domain-invariant features. Moreover, we propose a Spatial Attention Network (SAN) that assigns different weights to various tasks based on the learned similarity features. Ultimately, to maximize the use of model parameters for learning new tasks, we propose a Structural Sparsity Loss (SSL) that can make the SAN as sparse as possible while ensuring accuracy. Experimental results show that our method effectively reduces catastrophic forgetting compared with state-of-the-art methods when continuously learning multiple tasks across different domains. It is worth noting that the proposed method scarcely forgets old knowledge while consistently enhancing the performance of learned tasks, more closely aligning with human learning.

The Use of Project Based Learning to Improve Business and Workforce Performance

Purpose: The evolving global economy in the manufacturing industry requires an educated and skillful workforce to remain current through lifelong learning and apply knowledge for their own employability and for a sustainable world. Accordingly, project-based learning (PBL) programmes have been widely applied in the industry to provide opportunities for employees to acquire knowledge directly from their jobs by using various strategies of learning that are associated with their work. This paper reviews several case studies implemented by the Institute of Productivity (IOP) and Nisai Group, which are based on PBL approaches and informed by action research. In addition, it provides insights about how these strategies have been applied and how they have prepared workers to meet competency requirements set for different industrial problem statements, including their objectives, learning activities, main outcomes, and dissemination of the results. Design/Methodology/Approach: The research was designed as a case study involving four PBL courses implemented by the group. The reports from each PBL were collected and analysed using qualitative content analysis. Findings/Results: The PBL courses implemented by the group were based on the teaching learning theory of constructivism. Here, the findings provided insight into how PBL was implemented in different sectors and how it can contribute to business improvement, lifelong learning capabilities, and professional competencies. Originality/Value: The integrated approach of both action research and PBL demonstrated to be beneficial for different manufacturing industries and communities in the United Kingdom and South-East Asia. The results also provide an opportunity for different stakeholders, including educators to critically reflect on how PBL can be implemented in different sectors to attain similar outcomes. Paper Type: Case study

A neuro-inspired computational model of life-long learning and catastrophic interference, mimicking hippocampus novelty-based dopamine modulation and lateral inhibitory plasticity.

The human brain has a remarkable lifelong learning capability to acquire new experiences while retaining previously acquired information. Several hypotheses have been proposed to explain this capability, but the underlying mechanisms are still unclear. Here, we propose a neuro-inspired firing-rate computational model involving the hippocampus and surrounding areas, that encompasses two key mechanisms possibly underlying this capability. The first is based on signals encoded by the neuromodulator dopamine, which is released by novel stimuli and enhances plasticity only when needed. The second is based on a homeostatic plasticity mechanism that involves the lateral inhibitory connections of the pyramidal neurons of the hippocampus. These mechanisms tend to protect neurons that have already been heavily employed in encoding previous experiences. The model was tested with images from the MNIST machine learning dataset, and with more naturalistic images, for its ability to mitigate catastrophic interference in lifelong learning. The results show that the proposed biologically grounded mechanisms can effectively enhance the learning of new stimuli while protecting previously acquired knowledge. The proposed mechanisms could be investigated in future empirical animal experiments and inspire machine learning models.

Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning

PurposeThe COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.Design/methodology/approachThe students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.FindingsSix themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.Originality/valueThis study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

Enhancing students’ professional information literacy

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.

Developing Information Literacy for Students in the Context of Higher Education in Vietnam

The context of 4th Industrial Revolution has not only made changes in education methods, but also challenged learners. In higher education, learners are increasingly expected to learn actively by effectively exploring and using different information resources. Therefore, it is universities’ mission to acquire students with abilities in identifying their information needs, retrieving needed information, evaluating information, and using information legally and ethically in accordance with adademic regulations. In other words, those abilities are core elements of information literacy, which has been considered as an essential tool for improving students’ self-learning and lifelong learning capability at universities in Western countries. This paper aims at analyzing and clarifying the concept of information literacy in the context of Vietnamese higher education, evaluating the role of information literacy in student’s learning, and proposing solutions for developing information literacy for student at higher education institutions in Vietnam.

Rapid online learning and robust recall in a neuromorphic olfactory circuit.

We present a neural algorithm for the rapid online learning and identification of odourant samples under noise, based on the architecture of the mammalian olfactory bulb and implemented on the Intel Loihi neuromorphic system. As with biological olfaction, the spike timing-based algorithm utilizes distributed, event-driven computations and rapid (one-shot) online learning. Spike timing-dependent plasticity rules operate iteratively over sequential gamma-frequency packets to construct odour representations from the activity of chemosensor arrays mounted in a wind tunnel. Learned odourants then are reliably identified despite strong destructive interference. Noise resistance is further enhanced by neuromodulation and contextual priming. Lifelong learning capabilities are enabled by adult neurogenesis. The algorithm is applicable to any signal identification problem in which high-dimensional signals are embedded in unknown backgrounds.

Changing skills for architecture students employability: Analysis of job market versus architecture education in Egypt

Architectural Education methods are facing challenges named “21st Century Competencies” which affect the employability of the fresh graduates. Accordingly, several higher educational institutions are changing their teaching methods to equip students with skills that support them with lifelong learning capabilities. This research aims at assessing the current skills that are transferred through AE versus the Architecture Engineering and Construction industry job market in Egypt and to propose an approach to fill the gap between both. A literature review was performed. Afterwards, a questionnaire targeting a sample of 100 fresh-graduates’ and senior students was carried out and aimed at identifying the current challenges facing the integration of the required skills. A 360 degrees’ evaluation was performed to assess the students’ views. In addition, fifteen one-to-one interviews were done with professionals and academics to identify the AEC market needs. An approach was suggested to bridge the gap between teaching and work skills.

Teacher Educators’ Practices from the View of Building Lifelong Learning Capabilities in Student Teachers

Drawing on evidences collected from one university based teacher education program in Ethiopia, this study presents what teacher educators and student teachers are thinking that expert teacher educators are doing and what actually they experienced in developing and sustaining lifelong learning abilities in student teachers. To this end, the study used qualitative research approach. Accordingly, 12 teacher educators and 14 student teachers were interviewed. The interviews were transcribed and then through re-reading of transcripts, thematic areas were identified and categorized. Then, narration produced for selected major categories to give deeper insight into the practices of teacher educators.

Studying Level of Awareness of Teachers in Terms of their Lifelong Learning Skills

The purpose of this study is to find out perceptions of the teachers about lifelong learning abilities and levels of using social media tools. Lifelong learning capability of teachers is a factor which supports career development of teachers. The model of the research was descriptive survey. The research was carried out with 184 teachers who participated in the summer seminar organized by the Turkish Ministry of National Education for primary school teachers in 2011 summer. Questionnaires were used to collect data. Lifelong Learning Scale were developed by researchers. Validity of the survey was ensured by consulting to expert opinion. Cronbach's alpha reliability of lifelong learning scale of these research was .823. Concerning the analysis of data, average, percentage, t test and one-way ANOVA, Tukey HSD and Mann-Whitney U test were used as statistical technique. According to the results of the survey, teachers didn’t utilize enough information technologies. Only a few teachers used computer to prepare lessons and improve themselves in professional terms. Yet, it was understood that young teachers made endeavor to improve themselves. Organizational support was also required to ensure professional development of teachers.

Editorial: Technology for higher education, adult learning and human performance

This special issue is dedicated to technology-enabled approaches for improving higher education, adult learning, and human performance. Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals, institutions, and organizations to strengthen their competitive advantages. It is crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, advances in technology have been increasingly enabling and facilitating learning and knowledge-related initiatives. They have largely extended learning opportunities through the provision of resource-rich and learner-centered environment, computer-based learning support, and expanded social interactions and networks. Papers in this special issue are representative of ongoing research on integration of technology with learning for innovative and sustainable development in higher education institutions and organizational and community environments.

Talking about Teaching 2012

The Portuguese Society for Engineering Education (SPEE) was publically launched in 2010.&#x0D; Its start-up initiatives and consolidation process were complemented with the simultaneous establishment of SPEE international links.&#x0D; In 2010-11 international workshops were run with the support of University of Porto (UPorto) and FEUP. Later on, in 2011, SPEE joined the International Society for Engineering Education (IGIP) and together both societies organized the SPEE-IGIP Flash Moment within the 1st World Engineering Education Flash Week.&#x0D; SPEE has participated in other initiatives, such as CISTI 2011 (Chaves, Portugal), ICECE 2011 (Guimarães, Portugal), Educa Berlin 2011 (collaborating with the IGIP and SEFI workshop â??The Role of Pedagogy in Online Engineering Educationâ?), and has also organized Special Tracks in CLME 2011 (Maputo, Mozambique) and in the 41st International Conference of IGIP (Villach, Austria). Here, SPEE organized a Special Track entitled â??Talking about Teaching 2012 (TaTâ??12)â?.&#x0D; In the Special Track Session TaTâ??12 within IGIP2012, SPEE intended to contribute to promote the discussion on Engineering Education (EE) by providing an opportunity for debating and sharing approaches, developments and experiences, in line with the mission of both SPEE and IGIP.&#x0D; â??Talking about Teachingâ? is the name of a thought-provoking column of Susan Zvacek, from Fort Hays State University, in the SPEE Newsletter and it was planned to give continuity to her reflections and to potentiate them within TaTâ??12 and in future TaTâ??xx.&#x0D; The proposed topics were concerned not only with resources in EE and with the constant demand on the use of technology, but also with the effectiveness of knowledge in order to guaranty simultaneously the spirit of engineering leadership in society and the lifelong learning capability. They also included the perspective of EE oriented for STEM teachers and students, as well as the sharing of resources with developing countries.&#x0D; The TaTâ??12 Special Track has been organized in 3 sessions. Each session had an invited speaker, regular presentations and a final group discussion on all its topics. Susan Zvacek engaged all the participants with the topic â??Visualizing Understanding with Concept Mapsâ? which motivated some interactivity. James Uhomoibhi discussed â??Collaboration and Resource Sharing in Engineering Educationâ?, stressing the importance of the interaction with developing countries and Teresa Larkin spoke about â??Authentic Assessment using a Research Conference Formatâ?, showing how complementary and more effective methods can be used to supplement traditional paper and pencil examinations.

Editorial: Technology in higher education and human performance

Improvement of learning and human development for sustainable development has been recognized as a key strategy for individuals and organizations to strengthen their competitive advantages. It becomes crucial to help adult learners and knowledge workers to improve their self-directed and life-long learning capabilities. Meanwhile, learning in this context has expanded from individual to community and organizational levels with new focuses on externalization of tacit knowledge, creation of new knowledge, retention of knowledge assets for continuous improvement, and cross-cultural communication. To adapt to these changes, technologies have played an increasingly important role in enhancing and transforming learning at individual, community, and organizational levels. Papers in this special issue are representative of ongoing research on integration of technology with learning for innovation and sustainable development in higher education institutions and organizational and community environments.

An Ill-Structured PBL-Based Microprocessor Course Without Formal Laboratory

This paper introduces a problem-based learning (PBL) microprocessor application course designed according to the following strategies: 1) hands-on training without having a formal laboratory, and 2) intense student-centered cooperative learning through an ill-structured problem. PBL was adopted as the core educational technique of the course to accomplish student learning outcomes such as fundamental knowledge acquisition and applications, practical design experiences, problem-solving skills, higher-order thinking, teamwork and communication skills, and lifelong self-directed learning capability. In the designed course, students were required to build their own hardware system on a breadboard and learn how to program, download, and execute from a student mentor's demonstration. Students were also asked to choose a design topic for their team project with minimum guidelines and were encouraged to learn whatever was necessary to accomplish the project autonomously. The course has been offered for two years and has obtained overwhelming positive feedback from students.

Lifelong Learning Capabilities of College Students Boosting by Information Technology on Education

The most important goal of personnel training is to improve the ability of college students for lifelong learning. Integration of Information Technology (IT) and conventional education methodology, as an extremely important means for higher education personnel training process, is bound to play an active role on improvement of lifelong learning capacity for college students.

Paradigm shifts in medical education: implications for medical/health librarians in sub-Saharan Africa.

Contemporary health and medical education in the present information dispensation must actively engage healthcare providers in opportunities for knowledge seeking, learning to learn, and motivation to continue learning. The favored pedagogical design to achieve this is Problem-Based Learning (PBL) enhanced with the provision of library and information services that will enable health workers to acquire problem solving and lifelong learning capabilities. This paper presents a brief analysis of Problem-Based Learning features and their usefulness in medical and health education in Sub-Saharan Africa. In greater detail, it discusses the emerging roles of the medical/health librarian in the present knowledge dispensation. The new paradigm challenges information professionals to expand beyond traditional roles to designing and building quality knowledge management infrastructure that will provide access to quality-filtered, evidence-based, and critically analyzed information designed for use by healthcare trainers, students and consumers. In addition, the trend provides librarians with the opportunity to develop programmes for quality information instruction for healthcare professionals. The information professional is not only a collaborator in the research process and project management, but also facilitates immediate information access at the point of need for medical/health students, and also promotes public understanding of health issues through communication. Finally the paper discusses the measures that academic librarians can adopt in the successful implementation of PBL in their institutions. University of Dar es Salaam Library Journal Vol. 9 (2) 2007: pp. 72-85

Assessment preferences, learning orientations, and learning strategies of pre‐service and in‐service teachers

The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.