Lifelong Learning Paradigm Research Articles

ICT-use, educational policy and changes in pedagogical paradigms in compulsory education in Denmark: From a lifelong learning paradigm to a traditional paradigm?

For years, increased use of ICT in education and training has been part of the Danish education policy, and the number of computers in schools and the actual use of ICT have grown. At the same time, school leaders' and teachers' pedagogical paradigm in primary and lower secondary schools seems to be changing from a lifelong learning paradigm (focussed on student-centred, active, and autonomous leaning) to a more traditional paradigm (focussed on curriculum-centred teaching and instructions). The aim of this paper is to describe this development in relation to the way ICT is used as well as to changes in educational policy. Beck and Beck-Gerrnsheim (2002) theory about `institutionalized individualization' as characteristic of the reflexive society serves as a theoretical framework for better understanding the observed changes.

Nuotolinis suaugusiųjų mokymas(is) mokymosi visą gyvenimą kontekste

Socialinių mokslų (edukologijos) daktarėVytauto Didžiojo universitetoSocialinių mokslų fakultetoEdukologijos katedraK. Donelaičio g. 58, LT-44044 KaunasTel. (8 37) 32 78 21El. paštas: a.rutkiene@smf.vdu.lt Socialinių mokslų (edukologijos) daktarėVytauto Didžiojo universitetoSocialinių mokslų fakultetoEdukologijos katedraK. Donelaičio g. 58, LT-44044 KaunasTel. (8 37) 32 78 21El. paštas e.trepule@smf.vdu.ltMokymosi visą gyvenimą paradigma atveria plačias mokymosi galimybes suaugusiesiems, kartu siūlo šiuolaikinių, į besimokantįjį orientuotų, mokymosi formų, leidžiančių mokytis pagal galimybes, tempą ir turimus laiko išteklius. Ypač svarbus efektyvus nuotolinis mokymasis visą gyvenimą. Straipsnyje pristatomi nuotolinio mokymo taikymo galimybių tyrimo duomenys – pateikiami dėstytojų ir besimokančiųjų apklausos rezultatai. Atskleidžiami dalyvavimo nuotoliniame mokymesi motyvacijos aspektai, naudojamos mokymosi formos, aktualiausios dėstytojų ir besimokančiųjų požiūriu problemos. Tyrimo duomenys parodė, kad nuotolinio mokymosi elementai dažniau taikomi švietimo institucijose (mokyklose, universitetuose) ir rečiau – verslo įmonėse, profesinio mokymo institucijose. Nuotolinis mokymasis įmonėse yra ateities siekiamybė, jo sėkmė priklausys nuo paslaugų prieinamumo ir kokybės.

Knowledge, Sentience and Receptivity: a paradigm of lifelong learning

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 ontological dimension consists of three corresponding realities — formal, non‐formal and informal reality. The formal reality is a world of generalities. The non‐formal reality is a world of individualities – and not just of individual human beings.In the same way, the epistemological dimension consists of three corresponding kinds of knowledge: formal, non‐formal and informal. Formal knowledge is a knowing you can formulate, basically as concepts in thoughts possible to formulate in words. Non‐formal knowledge consists of the learner's ability to see and sense what an actual event shows and (literally) make sense‐ible. It is a circumstantial knowledge.As for informal knowledge, you cannot have that ability. But, in the moment of happening, the event will give you this ability to see and sense what to do and how to do — as a whim or fancy from nowhere. Informal knowledge is epiphanic.These two dimensions form a nine field paradigm of different kinds of learning settings. In relation to the formal, non‐formal and informal reality the conceptual knowledge will be produced in the academic setting; the learning setting of conceptualising reflection; the learning setting of ignorance. The circumstantial knowledge will be developed in the master‐apprentice learning setting; the learning setting of trial and error; the setting of accidental learning. The epiphanic knowledge will be revealed in the learning setting of self‐evident clearness; the learning setting of individual unique simplicity; the learning setting of vivifying activities.

The quality of procedures to assess and credit prior learning: Implications for design

The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning paradigm, procedures have been developed worldwide to assess and credit prior learning experiences (APL). While research on APL stresses the importance of a high-quality standard, so far the literature has applied only a psychometric quality framework. However, from the perspective of APL, where, besides prior knowledge and skills, competencies need to be measured, it is more appropriate to use a combination of the psychometric and edumetric quality criteria. This article will analyze and describe the relationship between quality criteria and the characteristics of APL. The results have revealed that quality criteria based on both are fundamental for APL, but that some criteria are more recognized than are others. Based on this analysis, design guidelines for APL have been formulated.

사용자 행동 패턴 선호도 학습을 위한 퍼지 귀납 학습 시스템

본 논문은 스마트 홈과 같이 다양한 센서 및 제어 네트워크가 밀집되어 있는 유비쿼터스 환경 하에서 복잡한 인터페이스의 사용에 대한 사용자의 인지 부담(cognitive load)을 줄이고, 개인화된(personalized) 서비스를 자율적으로 제공하기 위한 새로운 사용자 행동 패턴 선호도 학습기법을 제안하였다. 이를 위해 지식 발견(knowledge discovery)을 위한 평생 학습(life-long learning)의 관점에서 퍼지귀납(fuzzy inductive) 학습 방법론을 제안하며, 이것은 수치 데이터로부터 입력 공간에 대한 효율적인 퍼지 분할(fuzzy partition)을 얻어내고 일관성 있는(consistent) 퍼지 상관 롤(fuzzy association rule)을 얻어내도록 한다. Smart home is one of the ubiquitous environment platforms with various complex sensor-and-control network. In this paper, a now learning methodology for learning user's behavior preference pattern is proposed in the sense of reductive user's cognitive load to access complex interfaces and providing personalized services. We propose a fuzzy inductive learning methodology based on life-long learning paradigm for knowledge discovery, which tries to construct efficient fuzzy partition for each input space and to extract fuzzy association rules from the numerical data pattern.

Mary P. Follett: translating philosophy into a paradigm of lifelong learning

There is a divergence between the contributions of Mary Parker Follett on an intellectual plane and the practical application of her ideas and rationale. Apart from her unparagoned writing style, the obvious complexity of her abstract and interdisciplinary approach makes it extremely challenging to understand and apply her insights to achieve a harmonious organizational life. Yet, in her integrative mind, she viewed philosophy as directly related to action and reality. This paper reduces this divergence by translating her thoughts into practical guidelines for the manager, educator and researcher. The application of Follett's philosophy to a paradigm of lifelong learning and education, the key to lasting change (hitherto unexplored), is addressed, along with implications for the researcher. The purpose of this paper, therefore, is to view the work of Follett through a new lens – that of advocate of lifelong learning. Two appendices list Follett's contribution to management thought and education.