A design model for lifelong learning networks

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 the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.     

演进与质变：从终身教育到终身学刁

终身学习是在新的时代背景下对终身教育的继承和超越。从终身教育到终身学习的转变是一种质的飞跃，终身学习是对时代发展要求的应答，它实现了整个教育的重心转移，保证了终身教育制度的有效实施，更符合学习化社会的要求。     

浅谈高职学生终身体育意识的培养

高职体育不仅要增强学生在校期间的体质,更要培养学生锻炼身体的习惯和能力,使学生树立终身体育意识.要实现这一点,体育课教学就应以终身体育为指导思想,切实提高体育教师的素质,培养学生参与体育运动的兴趣,使学生养成良好的运动习惯.     

Women and literacy: A quest for justice

She has been involved in adult literacy and non-formal education projects since 1978 and is a member of various national committees on education and of the International Task Force on Literacy. Author of several reports and articles in her field of competence.     

Preparation for lifelong education

Although a controversial concept and often badly understood, lifelong education, with its broad perspective and as a new field of research, seems to offer a way to bring the school and life closer together. This article illustrates how academic training may—or may not—predispose the student towards lifelong education. and was formerly Deputy County Education Officer for the County of Kent. He is also the Honorary Secretary of the (British) Universities Council for Adult Education and the Chairman of the Library Advisory Council (England).     

Learning to live: the relationship between lifelong learning and lifelong illness

This article draws a parallel between nineteenth‐ and twentieth‐century promotion of self‐help learning; it notes that aim and outcome can be socialization rather than social advancement, order if not autonomy; it indicates ill‐informed advocates can ask too much of the adult learner and give too little; it gives evidence that successful self‐help schemes have rarely if ever been based on self‐help alone. In all the article challenges the morality and financial wisdom of promoting a concept without a full understanding and consideration of both the concept and the adult learner.     

Technologies for lifelong kindergarten

In kindergartens and early-elementary classrooms, manipulative materials (such as Cuisenaire Rods and Pattern Blocks) play an important role in childrens learning, enabling children to explore mathematical and scientific concepts (such as number, shape, and size) through direct manipulation of physical objects. But as children grow older, and learn more advanced concepts, the educational focus shifts away from direct manipulation to more abstract formal methods. This paper discusses a new generation of computationally enhanced manipulative materials, called digital manipulatives, designed to radically change this traditional progression. These new manipulatives (such as programmable building bricks and communicating beads) aim to enable children to continue to learn with a kindergarten approach even as they grow olderand also to enable young children to learn concepts (in particular, systems concepts such as feedback and emergence) that were previously considered too advanced for them. The Digital Manipulatives research effort has been a true group effort, with contributions from many people in the author's research group at the MIT Media Laboratory. Programmable Bricks and Crickets have been developed primarily by Fred Martin, Brian Silverman, Bakhtiar Mikhak, and Robbie Berg; BitBalls by Kwin Kramer, Robbie Berg, Fred Martin, and Rrian Silverman; Digital Beads by Kwin Kramer and Rick Borovoy; Thinking Tags by Rick Borovoy, Fred Martin, Vanessa Colella, Brian Silverman, and Kwin Kramer. The work of Seymour Papert provided a foundation and inspiration for many of these projects. This research has been supported by generous grants from the LEGO Group, the National Science Foundation (grants 9358519-RED and CDA-9616444), and the MIT Media Laboratory's Things That Think, Digital Life, and Toys of Tomorrow consortia. Portions of this paper previously appeared in a paper in the proceedings of the CHI 98 conference (Resnick, et al., 1998).     

Interaction for lifelong learning

The term ‘lifelong’, as applied to education or learning, has been in circulation for more than a quarter of a century. It has played an important role in policy discussions, as well as in studies of the sociology and economics of education. The relationship of this term to the rapidly changing world of information and educational technologies, and to the various conceptions of interaction that are central to these technologies, however, has been considered much less frequently. This paper seeks to shed light on the relationship between lifelong learning and the interactive technologies that have become associated specifically with the Semantic Web. It begins by presenting a fictional narrative to illustrate a lifelong learning scenario in the context of the services and resources that the Semantic Web will be capable of providing. It then proceeds to isolate a number of general characteristics of lifelong learning as they are manifest in this scenario and in recent literature on the subject. The paper then explores how emergent, interactive technologies of the Semantic Web have the general potential to address many of the characteristics of lifelong learning, and hold out the promise of satisfying a wide variety of lifelong learning needs. It will conclude by considering some of the outstanding challenges presented by lifelong learning contexts, and mention some of the limitations of advanced technologies used to address these needs.     

A new way in describing the quest for knowledge

We regard the quest for knowledge as the basic motive of intellectually stimulating learning situations. The results of two studies, performed in a natural classroom setting (real-life learning situation) show that gifted children, when engaged in inquiring, experimenting and discovering learning activities, form goals which entail the independent acquisition of knowledge (study 1). They prefer methods of teaching that provide numerous hints and optimal opportunities for independent intellectual work, for gathering additional information and for delving into the laws that govern processes and phenomena (study 2). From these findings recommendations for shaping motive-arousing learning conditions at school can be derived.     

终身学习思潮浅探

终身学习思潮是当今世界一股十分强劲的教育思潮，它是终身教育的理论和实践在不断深入发展过程中吸收了学习化社会理论而形成的。它始因于终身教育思潮，但是又突破了其理论局限，对当今世界的教育提出了新的挑战。本就终身学习的含义、终身学习思潮的特征和终身学习思潮对教育产生的影响等进行粗浅的探讨。     

Competing knowledges in lifelong education

This is a discussion paper about access to, and participation in learning opportunities for Māori learners in New Zealand, and Indigenous learners in Australia. Teaching and learning practice in three separate institutional education programmes—one in New Zealand and two in Australia—highlight the problematic nature of inclusion based on competing knowledge systems and frameworks. These systems relate to differing worldviews about how knowledge is privileged and disseminated within society. One view is that whiteness behaviour, through a western worldview, is the erasure of inequality because it presents as the norm in many adult education teaching situations; quite often manifested as indulgent practice, but one that also reinforces the hegemony of normativity. In contrast, an Aboriginal/Indigenous worldview is one that places knowledge within a spiritual realm; constantly resituating the individual into the nexus between individual and cultural ties. The discussion here, is about ideas of whiteness behaviours being present in curriculum delivery, whereby mainstream ideals produce planes of engagement that encapsulate white subjectivities which are both visible and invisible, and represent just one chronology of whiteness. That is, consciously and unconsciously patterned behaviours of delivering curriculum, no matter what the discipline area, have the potential to produce accessibility and achievement, but many would argue that these same behaviours also reproduce inequalities. Ideas from the above theme, take on a whole new perspective with a focus on building workplace and academic skills to the exclusion of cultural identity development. Acquiring skills has the potential to provide another form of competence, yes, but may also undermine learner confidence in being able to transition successfully to further community or higher education programmes. For example, such development alone does little to improve and strengthen literacy, language and numeracy capability for learners to be able to access and undertake tertiary studies, but may do more to compound debates about whiteness behaviours implicit in the post-colonial criticism of ‘whose interest is being served’.