Lifelong Learning Center Research Articles

Active Educational Techniques in Lifelong Learning Centers

Active Educational Techniques in Lifelong Learning Centers

마을공동체 평생학습센터참여자의 프로그램 만족도 : 전북지역 K 시와 W 군의 행복학습센터사업을 중심으로

본 연구는 행복학습센터 평생교육 프로그램에 참여한 K 시와 W 군 거주 교육생 157명을 대상으로 ‘행복학습 주민만족도 조사’ 결과를 분석해 만족도 및 성과, 교육생의 행복감 및 자아존중감의 참여 전후 차이를 비교하였다. 본 연구의 주요 연구 결과는 첫째, 평생교육 프로그램은 참여 경험이 전혀 없거나 1회에 제한되어 있어 참여 경험이 활발한 편은 아니었다. 둘째, 행복학습센터의 평생교육 프로그램에 대한 만족도 수준은 대체로 높게 나타났지만, 직업생활에 대한 도움은 비교적 그 성과가 낮았다. 셋째, 행복학습센터의 평생교육 프로그램 참여 전후 교육생의 행복감과 자아존중감의 차이를 비교한 결과 참여 후 행복감과 자아존중감이 유의하게 증진되었다. 이에 따라 본 연구는 다음 세 가지 시사점을 도출했다. 첫째, 평생교육의 양적 성장에도 불구하고 여전히 참여 기회는 불충분해 참여 기회 확대를 위한 조치가 필요하다. 둘째, 행복학습센터의 전면 확대 정책은 마을 단위 지역주민의 평생교육에 대한 만족도 증진 및 교육성과 창출에 긍정적 기여를 할 수 있을 것이다. 셋째, 행복학습센터 평생교육 프로그램이 다른 평생교육 프로그램과 다른 방식으로 특화되기 위해서 교육생의 행복감과 자아존중감을 더욱 증진하는 데 초점을 맞춰 프로그램을 지속적으로 개발할 필요가 있다.

A Step Toward Falling by Cammie McGovern (review)

Reviewed by: A Step Toward Falling by Cammie McGovern Deborah Stevenson, Editor McGovern, Cammie A Step Toward Falling. HarperTeen/HarperCollins, 2015 364p ISBN 978-0-06-227113-6 $17.99 R Gr. 8-12 High school senior Emily was an enthusiastic activist (for just about any cause) until she failed, running away rather than helping when she saw a student being victimized. A school-enforced policy now has Emily, alongside football player Lucas, another witness to the event, doing community service at the Lifelong Learning Center for mentally disabled and non-neurotypical adults. Narration alternates between Emily and Belinda, the special ed student Emily saw being sexually molested by a peer; Emily attempts to make emotional restitution for her failure, and Belinda chronicles the backstory that led to her being in a vulnerable place. McGovern takes what could be preachy contrivance and turns it into a sensitive exploration of frailty and strength, setback and recovery. Characterization is strong: even as Emily softens toward Lucas and begins to understand the merits of forgiveness as well as self-blame, she’s outspoken and occasionally waspish, and Belinda is hardier than her overprotective family and school have given her credit for. The plot subverts cliché by planning glorious outcomes (an Emily-directed Pride and Prejudice starring Belinda, who loves acting and Colin Firth more than anything) that realistically founder and then get adapted into surprisingly satisfying alternatives (they perform scenes from P&P for the Center students). Ultimately, it’s a story of young people reexamining themselves, their preconceptions, and their possibilities, and readers will recognize their vulnerabilities and applaud their commitment. Copyright © 2015 The Board of Trustees of the University of Illinois

DESEM, Dokuz Eylül University lifelong learning center: Community-based, multilayer training support on lifelong

Dokuz Eylul University Continuing Education Center has become a place, focusing on current and universal information transfer, bringing together the university students and also who live in Izmir and residential areas. Personal development is the lifelong process of understanding self-individual, developing and assessing the skills and qualities, considering their aims in life in order to achieve maximum potential. The course modules have been designed to provide in-depth training in the supporting of the academic progress, personal development, and long life learning on arts, literature and history. Personal development should be an important part of Lifelong Learning with multilayer training support.

The Problem about Technology in STEM Education: Some Findings from Action Research on the Professional Development & Integrated STEM Lessons in Informal Fields

Since 2013, the authors’ Japanese team in the Department of Science Education at Shizuoka University has held trials of STEM Education in informal fields as participatory action research (e.g., Science museum in Shizuoka, Lifelong Learning Center in Fujieda City, and STEM Summer camp) for the preparation for implementing STEM education in public schools and for proposing science education reform in a Japanese context. Problems in preparing STEM lessons include numerous new instructional materials and programs and emerging specialized schools. In addition, while most of these initiatives address one or more of the STEM subjects separately, there are increasing calls for emphasizing connections between and among the subjects (Honey, Pearson and Schweingruber, 2014). Unfamiliar problems for Japanese teachers are, What is Engineering? What is Design? and How can they be implemented in lessons? While gathering STEM learning materials to implement in their STEM Summer Camp, the authors noticed a pattern with which to develop a STEM lesson and developed a template “T-SM-E” in reference to prior STEM studies. After the STEM Summer Camp, the authors introduced the model in the pre-service teacher preparation program. As a result, the authors received suggestions about how teachers can develop integrated STEM lessons, how undergraduate (UG) teachers can implement it in their lessons, and how teachers can assess student learning in their STEM lessons. From standard based student assessments and reflections written by the UG teachers, the authors found that it was difficult for the UG teachers to include technology in their lessons, and their assessment also indicated that the students did not show performance proficiency in technology. The authors discuss this existing problem in the Japanese education system.

인도네시아 도서관의 역사적 고찰과 공공성 역할에 관한 연구

이 연구는 인도네시아의 도서관 생성과정과 현황을 역사적인 고찰을 통해서 살펴보았다. 350여년의 서구와 일본의 식민통치 기간 동안 도서관은 정보를 통제하는 역할을 하였고, 독립 후에 국민의 문해 진흥을 위한 노력 중 하나로 도서관을 설립하였지만, 아직도 체계적으로 자리 잡고 있지 못한 상황이다. 그 대안적인 활동으로 자생적으로 생겨난 지역별 커뮤니티 도서관이 개인 및 민간단체 차원에서 이루어지고 있다. 이와 같은 현상은 현재 인도네시아 사회에서 도서관이 시민사회에서 평생교육 및 문화의 통로가 될 수 있는 실질적인 방안에 대한 논의가 시급한 실정임을 보여주고 있다. 따라서 이 연구에서는 이러한 문제점을 해결할 수 있도록 인도네시아 도서관의 공공성 증진을 위한 정책적 제안을 제시하였다. This study investigates on emergent process of the library in Republic of Indonesia through historical review. Under the Dutch and Japanese colonial control for around 350 years, library played a role as information control center. After independence of Republic of Indonesia, library was built as a result of government literacy project, but it has not been settled down as a public information center. Therefore, as an alternative activity, community libraries have been constructed to give a books and programs with its local community users in a private sectors. This situation represents that it is urgent to discuss with all society sectors to improve library role as a lifelong learning center and give a way to have a cultural sprit the citizens. The study suggests several policy agendas to improve library's public role in Indonesia society.

Living Well in Later Life: The Influence of Sense of Coherence, and Socio-Demographic, Lifestyle and Health-Related Factors on Older Adults’ Satisfaction with Life

This study aims at exploring a structural model of satisfaction with life’s (SWL) predictors in a cross-national sample of older adults. A quantitative approach was followed with a cross-sectional study design. A community-dwelling sample of 1,234 older adults from four different nationalities residing in Portugal, was assessed regarding SWL, sense of coherence (SOC) and socio-demographic, lifestyle and health-related characteristics. Sampling was performed in lifelong learning centres’ message boards and local community centres’ list-serves in the Lisbon metropolitan area and in the Algarve region. Structural equation modeling was used to investigate a structural model of the self-reported SWL, comprising SOC, socio-demographic characteristics (age, sex, education, marital and professional status, household, adult children, income, living setting and religion), as well as lifestyle and health-related characteristics (physical activity, recent disease and medication). Significant predictors are SOC (β = 0.733; p < 0.001), religion (β = 0.725; p < 0.001), income (β = 0.551; p < 0.001), adult children (β = 0.546; p < 0.001), education (β = −0.403; p < 0.001), living setting (β = −0.292; p < 0.001) and medication (β = −. 197; p < 0.001). The variables accounted for 24.8 % of the variability of SWL. Moreover, differences between the four nationality groups (F (3, 671) = 3.671, p = 0.066) were not found concerning SWL. Sense of coherence is the strongest predictor of self-reported SWL. Other predictors are religion, income, adult children, education, living setting and medication. The four nationalities did not present significant differences, concerning SWL. This study points out the potential factors that influence older adults’ SWL, in particular SOC, religion and income, as promoters of aging well, within a salutogenic model of health for older populations.

Professionals calling in lifelong learning centers

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.

Study about partnership between university and a local community in lifelong-learning age -a case study of Community&amp;lifelong-learning center at Wakayama University-

Study about partnership between university and a local community in lifelong-learning age -a case study of Community&amp;lifelong-learning center at Wakayama University-

KM Practice in Malaysia Community College: KMS to Support KM Framework

Knowledge Management (KM) is a new concept, especially in a community college environment, where knowledge has yet been captured, collaborated and managed systematically. Realizing the value and importance of KM approach, the researcher attempted to identify several goals to be achieved to provide for a viable KM framework that will support the current activities of knowledge transfer and sharing in a community college environment. Five different techniques were used including observation, small talk, interview, field notes & survey and experimental. Yet this study also covered the KMS development for CMS technology as stated in the framework. This study focuses how to create a framework that works for community colleges since they are looked upon as the lifelong learning and training center in the country. The finding has shown that the KMS (prototype) makes the KM framework visible and possible to be implemented in Malaysia community colleges. Coinciding community colleges act as agents for the Malaysian government to develop the local communities’ socioeconomic through knowledge transfer and knowledge sharing and also as a part of the higher learning institution.

Investigation of the implementing status of rural women's lifelong learning center and development of the implementing model

Investigation of the implementing status of rural women's lifelong learning center and development of the implementing model

The AJR Education Mission: How Are We Doing?

1453 the need for more “how I do it” articles. This information stimulated the concept of online video education to address techniques and practice issues requested by the readers. Therefore, beginning with the September Musculoskeletal Imaging highlight issue, we will test “how I do it” videos. The first series of videos focuses on musculoskeletal ultrasound examinations. This is another example of our continued efforts to provide lifelong learning for our readers. The American Roentgen Ray Society (ARRS) meeting was held in Boston this April. Each spring the meeting provides numerous opportunities for CME and SAMs for our members and guests. The ARRS also provides a Lifelong Learning Center on its Website (www.arrs.org). A long menu of choices is provided, including meetings and symposia, Web lectures, CME articles, SAMs, and CME for radiologic technologists through the CERT (Continuing Education for Radiologic Technologist) program. Another opportunity is on the horizon and, by now, may have been completed. The American Roentgen Ray Society is joining hands with the American College of Radiology. Together we will have improved infrastructure and opportunity to refocus our education efforts to meet the increasing educational demands of the scientific community. We know our readership expects the best from AJR and AJR II. We will continue to review and refocus our education efforts to meet the needs of our specialty, our patients, and the public. New products and delivery mechanisms must be explored to provide the unique education, research, and practicerelated tools required to optimize lifelong learning. Send us your comments and ideas. Thomas H. Berquist Editor in Chief Berquist.Thomas@mayo.edu DOI:10.2214/AJR.09.2900

Wisdom and lifelong learning in the twenty-first century

While research indicates that humans tend potentially to develop towards wisdom in later years, a review of mainly participant-determined groups and courses in 338 lifelong learning centers for older people shows little interest in wisdom or personal development activities. With the suggestion that this apparent lack of interest may be partially owing to the lack of programs for cultivating wisdom, a model is presented that can be practised both independently and in formal education settings, and whose results can be assessed.

Teaching and Learning at a Regional Level: A Case Study of the Promotion of Change at the University of Debrecen

The year 1989 was a turning point in the history of Hungary. Many fundamental changes have since taken place in the country's teaching and learning at a regional level. This paper summarises the current problems of traditional university education in Hungary and then relates them to the roles of lifelong learning centres. After showing why these centres are needed, this paper describes their functions and means of support, either by the state or by other organisations. The position in the author's region and the role of the Lifelong Learning Centre in Debrecen are then described in more detail and the key issues that remain for the education of adults in Hungary are outlined.

The Demand for Comprehensive Learning in Life-long Learning Facilities : The Chiba City Life-long Learning Center as an Example

The Demand for Comprehensive Learning in Life-long Learning Facilities : The Chiba City Life-long Learning Center as an Example

Looking Forward: Geographic Information Services and Libraries in the Future

This paper outlines aspects of present information technology, commerce, and science in the context of geographic information. A review of recent collaborations of government, private sector, and academic representatives identifies possible trajectories for the future of geographic information services. Drawing from these efforts, implications and opportunities for digital libraries are summarized. Opportunities include data clearinghouse activities; brokering information to government organizations, community coordinators, and lay citizens; provision of customized searches; provision of data manipulation or small format map output; assistance with interpreting downloaded information; and serving as an alternate lifelong learning center for access to and use of geographic information.

Hidden Realities Within Schooling

The democratization of schools is becoming the most embracing question in Australian education. Contrary to popular belief, lay and professional, incidental learning within schools is more potent than the intended cognitive outcomes of learning, that is, the principal function of schooling is latent rather than manifest. The social relations of schooling within a bureaucratic system, together with the general prevalence of a subject‐divided curriculum, teacher‐focused classrooms, and competitively oriented grading, condition the young as future jobholders and as citizens of a mass‐technocratic society. Schools need to be transformed into autonomous lifelong learning centres to foster the correlative, democratic values of individuality and community.