Resources For Lifelong Learning Research Articles

Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning

AbstractToday’s success metrics extend beyond traditional literacy and numeracy to encompass strategic learning with a growth mindset, equipping individuals with the attitude and skills to navigate and surmount new challenges. In a digital era, where information is readily available and knowledge constantly evolves, the value placed on learners is not merely based on their current knowledge but on their courage and capability to continually engage cognitive, metacognitive, motivational, social, and emotional resources for lifelong learning. In this dynamic landscape, self-regulated learning (SRL) skills are crucial, empowering students of all ages to take control of their learning journey. SRL, the goal-directed process of monitoring and regulating one’s learning activities, has been shown to significantly influence academic outcomes. Although teachers acknowledge SRL’s relevance, it remains underrepresented in everyday teaching practices, impacting not just student learning but also the training and experiences of preservice teachers in the classroom. This gap perpetuates misconceptions about SRL and hinders its integration into educational settings. Therefore, this special issue first introduces the INSPIRE model of teachers’ multiple roles as instructors, navigators, strategists, promoters, innovators, role models, and encouragers in supporting students to become self-regulated learners and describes teachers’ professional competences to fulfil these roles. Second, it dedicates four articles to exploring teachers’ professional competences in SRL and its promotion in everyday school. The articles address particular aspects of the INSPIRE model and highlight the importance of teachers equipped with the necessary training and competences to guide students in becoming self-regulated learners. Linking the research areas of teachers’ professional competences in SRL and teachers’ promotion of SRL in the classroom this special issue offers a comprehensive approach to SRL in everyday school and opens up perspectives for the transfer into practice.

Research on the Application of Knowledge Graph in Constructing Ecological Chain of Supply of Lifelong Learning Resource Base

Research on the Application of Knowledge Graph in Constructing Ecological Chain of Supply of Lifelong Learning Resource Base

Technology-enhanced learning: a role for video animation

The last 20 years has seen a shift in medical education from printed analogue formats of knowledge transfer to digital knowledge transfer via media platforms and virtual learning environments. Traditional university medical teaching was characterised by lectures and printed textbooks, which to a degree still have an important role to play in knowledge acquisition, but which in isolation do not engage the modern learner, who has become reliant on digital platforms and 'soundbite' learning. Recently, however, traditional methods of teaching and learning have been augmented by, and indeed sometimes replaced by, the alternative learning methods such as: problem-based learning; a greater integration of basic science and clinical considerations; smaller teaching groups; the 'flipped classroom' concept; and various technological tools which promote an interactive learning style. The aim of these new teaching methods is to overcome the well-documented limitations of traditional lectures and printed material in the transfer of knowledge from expert to student, by better engaging the minds of more visual learners and encouraging the use of diverse resources for lifelong learning. In this commentary paper, we share the concept of video animation as an additional educational tool, and one that can help to integrate molecular, cellular and clinical processes that underpin our understanding of biology and pathology in modern education. Importantly, while they can provide focused and attractive formats for 'soundbite' learning, their aim as a tool within the broader educational toolbox is to direct the interested reader towards more traditional formats of learning, which permit a deeper dive into a particular field or concept. In this manner, carefully constructed video animations can serve to provide a broad overview of a particular field or concept and to facilitate deeper learning when desired by the student.

Technological Resources for Lifelong Learning of Teachers in the Digital Era: An Analysis from the Learning Ecologies

Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).

Amateur paleontological societies and fossil clubs, interactions with professional paleontologists, and social paleontology in the United States

Considerable interest exists among lifelong learners in the USA about fossils and the science of paleontology. Unlike some other science-related groups, e.g., astronomy and ornithology, interest in fossils among amateur paleontologists is primarily focused within local clubs and societies with little national coordination. This paper presents the results of formative evaluation of the FOSSIL project, conducted after the project “Kickoff” meeting held at the NAPC (North American Paleontological Convention) in 2014. FOSSIL is developing a national networked community of practice that includes amateur and professional paleontologists. Our research indicates that more than 60 amateur fossil clubs and societies exist in the USA, of which almost 40 have elected to be part of the FOSSIL network. Overarching goals of this program include enhanced collaborations between amateurs and professionals, knowledge-building about paleontology, access to resources for lifelong learning, and development a viable learning community of practice focused on topics of common and societal interest, such as collections (including digitization), evolution, climate change, and K-12 outreach. In addition to more traditional means such as list-serves and newsletters, FOSSIL is developing an online community (myFOSSIL) and using social media (Facebook and Twitter) to foster communication and interactions among stakeholders, and thus promoting the concept of “social paleontology”. Bruce J. MacFadden. Florida Museum of Natural History, University of Florida, Gainesville, Florida 32611 USA, bmacfadd@flmnh.ufl.edu Lisa Lundgren. School of Teaching and Learning, College of Education, University of Florida, Gainesville, Florida 32611 USA, lisa.lundgren@ufl.edu Kent Crippen. School of Teaching and Learning, College of Education, University of Florida, Gainesville, Florida 32611 USA, kcrippen@coe.ufl.edu Betty A. Dunckel. Florida Museum of Natural History, University of Florida, Gainesville, Florida 32611 USA, bdunckel@flmnh.ufl.edu Shari Ellis. Florida Museum of Natural History, University of Florida, Gainesville, Florida 32611 USA, sellis@ufl.edu

Free open access medical education can help rural clinicians deliver 'quality care, out there'

Rural clinicians require expertise across a broad range of specialties, presenting difficulty in maintaining currency of knowledge and application of best practice. Free open access medical education is a new paradigm in continuing professional education. Use of the internet and social media allows a globally accessible crowd-sourced adjunct, providing inline (contextual) and offline (asynchronous) content to augment traditional educational principles and the availability of relevant resources for life-long learning. This markedly reduces knowledge translation (the delay from inception of a new idea to bedside implementation) and allows rural clinicians to further expertise by engaging in discussion of cutting edge concepts with peers worldwide.

Lifelong Learning: Skills and Online Resources

Advances in information technology enable the practicing psychiatrist's quest to keep up-to-date with new discoveries in psychiatry, as well as to meet recertification requirements. However, physicians' computer skills do not always keep up with technology, nor do they take advantage of online search and continuing education services. This article describes the rationale for using electronic databases and training, as well as basic computer skills, computer equipment, and important online resources for psychiatrists to meet their continuing education and recertification needs quickly, easily, and conveniently. A literature review was performed using PUBMED and Google to find articles related to recertification, physician's technology adoption and computer skills, evidence-based medicine, and basic approaches to lifelong learning using computers and the Internet, and resources for lifelong learning. Psychiatrists are required to master a discrete set of information for board certification, and to maintain that knowledge for recertification. Surveys have shown that although most physicians use computers, the majority use them for personal or business purposes, and not for accessing Continuing Medical Education (CME) programs (1). The Council on Graduate Medical Education requires the acquisition of medical informatics skills for the Undergraduate Medical Education for the 21st Century (UME-21) curriculum project (2). There is a growing body of literature outlining basic computer skills and competencies for physicians to access online textbooks, databases, journals, and CME programs. Psychiatrists can benefit from learning how to use computers and the Internet to keep current with the advances in the field. Skills now being taught in medical school and residency are equally important for practicing psychiatrists to learn and master.

Beyond the abstractions! Adult education research from idealism to critical social science

The anniversary of the International Journal of Lifelong Education can participate in a conceptual landslide from lifelong education to lifelong learning. Contemporary discourses of lifelong learning etc. are abstractions behind which new functions and agendas for adult education are set. The ideological discourse of recent policies seems to neglect the fact that history and resources for lifelong learning are different across Europe, and also neglects the multiplicity of adult learners. Instead of refusing the new agendas, however, adult education research should try to dissolve the abstractions by broadening its scope of interest, by focussing on differences of learners, by age, gender, ethnicity, social experience, and differences in context, by socioeconomic environment, culture etc. Practically, it is argued, this means embracing the new focus on informal learning and work related learning. Adult education research must fulfil its potential conversion from normative philosophy to critical and empirical social science.

New Roles for Teachers-Empowerers of Lifelong Learners

Abstract An analysis of the relationship between education and economic growth from the perspective of an adult educator. A case is made, with frequent citations from responsible futurists, that we are entering a new era in civilization in which information exchange will be a major commodity in the economy and the chief characteristic of which will be an accelerating pace of change. A radical reorganization of our educational enterprise around the concept of lifelong learning is, therefore, imperative. A model for a Lifelong Learning Resource System as a replacement for the current school-system model is proposed. A shift in the role of teachers away from that of didactic insiructor toward that of facilitator of learning and learning resource broker is proposed and the characteristics of the new role are described.