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Rationale

Learning

Continuing Education

Widening Participation in Higher Education

Lifelong Learning

Lifelong Learning - inextricably linked with guidance?

Skills

Skills Management

Learner Support

Resources

Learning Centres

Perspectives of Learning

Rationale

Education is the process by which an individual is encouraged and enabled to fully develop his or her potential; it may also serve the purpose of equipping the individual with what is necessary to be a productive member of society. Through teaching and learning the individual acquires and develops knowledge and skills ( key skills).

The term education is often used to refer to formal education (see below). However, the word's broader meaning covers a range of experiences, from formal learning to the building of understanding and knowledge through day to day experiences. Ultimately, all that we experience serves as a form of education.

It is widely accepted that the process of education is lifelong. Studies have shown that the child is educated by the experiences it is exposed to in the womb even before it is born.

Individuals receive informal education from a variety of sources. Family members, peers, books and mass media have a strong influence on the informal education of the individual.

See also

References

External links

Learning is the process of acquiring knowledge, skills, attitudes, or values, through study, experience, or teaching, that causes a change of behavior that is persistent, measurable, and specified or allows an individual to formulate a new mental construct or revise a prior mental construct (conceptual knowledge such as attitudes or values). It is a process that depends on experience and leads to long-term changes in behavior potential. Behavior potential describes the possible behavior of an individual (not actual behavior) in a given situation in order to achieve a goal. But potential is not enough; if individual learning is not periodically reinforced, it becomes shallower and shallower, and eventually will be lost in that individual.

Short term changes in behavior potential, such as fatigue, do not constitute learning. Some long-term changes in behavior potential result from aging and development, rather than learning.

Education is the conscious attempt to promote learning in others. The primary function of "teaching" is to create a safe, viable, productive learning environment. Management of the total learning environment to promote, enhance and motivate learning is a paradigm shift from a focus on teaching to a focus on learning.

See also

External links

Study Guides and Strategies
Explorations in Learning & Instruction: The Theory Into Practice Database
Natural Learning, Articles by leading writers
General study tips, Tips on how to better learn and prepare for exams
Nurturing Children's Natural Love of Learning - Article by Jan Hunt
Learning Inquiry: an academic journal centered on learning
Learning Through World Travel & Cultures
How To Learn - a spiritual perspective

In professional education Learning by Teaching designates a method which allows pupils and students to prepare and teach lessons or parts of lessons. Learning by teaching should not be confused with presentations or lectures by students, as students do not only convey a certain content, but choose their own methodological and didactical approach in teaching their classmates a certain area of the respective subject. It should neither be confused with Tutoring or peer-teaching, because of the intensive control and supporting of the learning-process through the teacher by learning by teaching in contrast to the other methods.

E-learning is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.

Along with the terms learning technology and Educational Technology, the term is generally used to refer to use the technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the term Online Learning or Online Education which generally refers to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common.

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.

In higher education especially, the increasing tendency is to use a create a Virtual Learning Environment (VLE) (which is sometimes combined with a Managed Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs requires students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchasing, student governments and student newspapers.

See also

Advanced Distributed Learning Initiative
CALL (computer-assisted language learning) (for a more historical perspective)
Collaborative learning
Computer-based training
Distance education
Edublog
Educational technology
E-learning glossary
eLearning 2.0
History of virtual learning environments
Learning management system
M-learning
Microlearning
Networked learning
Online deliberation
Videobook
Virtual Campus
Virtual learning environment
Web-based training

E-learning can also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.

Educational Technology is the use of technology in education to improve learning and teaching. Educational technology is also known as instructional technology or learning technology.

The words educational and technology are often used in a more restrictive sense: educational referring to processes for the imparting of knowledge, skill, and judgement in children; technology referring to high technology, in particular information technology (IT). The particular case of the meaningful use of high-technology to enhance learning in K-12 classrooms and higher education is known as technology integration.

See also

References

Further reading

Januszewski, Alan (2001). Educational Technology: The Development of a Concept. Libraries Unlimited. ISBN 1563087499.

Kumar, K L (1997). Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International. ISBN 8122408338.

Encyclopedia of Educational Technology, a comprehensive resource of articles about Educational Technology, published by the Department of Educational Technology, San Diego State University

Soni, S K (2004). An Information Resource on Educational Technology for:Technical & Vocational Education and TRaining (TVET). Sarup & Sons Publishers,Location- New Delhi, e-mail <sarupandsonsin@hotmail.com. ISBN 81-7625-506-8.

Education Technology for TVET, a comprehensive blog for education technology for professional higher education, published by Prof. SK Soni, Bhopal, India

Continuing Education may refer to one of two types of education. The first is a type of post-secondary education in a general sense, often for its own sake rather than being designed for a particular degree or certification. The second type is education required in a licensed profession in order for the professional to maintain the license.

See also

Community college in Canada and the United States
Lifelong learning
Workers' Educational Association in the UK and Australia

External links

Continuing Education Program Sites
- Center for Regional and Continuing Education
- Goodwin College of Professional Studies

The basis for a total policy for continuing education and training for adults

Widening participation in Higher Education is a major component of government education policy in the United Kingdom. It consists of an attempt to increase not only the numbers of young people entering higher education, but also the proportion from so-called "under-represented groups" (those from lower income families, people with disabilities and some ethnic minorities). In this way it is hoped to redress the inequalities in participation between social classes. Widening participation is one of the strategic objectives of the Higher Education Funding Council for England (HEFCE). The issue of Widening Participation became a political hot topic after the Laura Spence Affair which hit the headlines in 2000.

HEFCE is pursuing this policy through a number of measures, including the payment of financial incentives to universities, and by funding the Aimhigher programme.

This policy is linked to the Labour government's target of increasing participation in higher education to 50% by 2010, and is part of a wider drive to achieve social justice.

Action on Access is the National Co-ordination Team for HEFCE's Widening Participation Activities. Based at Edge Hill University in the North West of England, Action on Access provides an invaluable resource for widening participation practitioners in Higher Education Institutions and partnerships.

External links

Lifelong Learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organizations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog new tricks" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as school and higher education.

Lifelong education is a form of pedagogy often accomplished through distance learning or e-learning, continuing education, homeschooling or correspondence courses. It also includes postgraduate programs for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. Internal corporate training has similar goals. In later life, especially in retirement, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities.

One of the reasons why lifelong education has become so important is the acceleration of scientific and technological progress. Despite the increased duration of primary, secondary and university education (14-18 years depending on the country), the knowledge and skills acquired there are usually not sufficient for a professional career spanning three or four decades.

See also

Further reading

Notes

infed

ideas ∙ thinkers ∙ practice

Explore the theory and practice of lifelong learning and
adult education

Lifelong learning and adult education: explore different aspects of lifelong learning and adult education theory and practice, review key thinkers and key ideas.

Lifelong learning: lifelong learning (along with ideas such as 'the learning society' have become popular with politicians and policymakers. But what does 'lifelong learning' mean and how does it relate to the idea of adult education? Explore the development of an idea and a theory. We look at the pioneering work of Basil Yeaxlee and Eduard Lindeman - as well as more recent interventions in lifelong learning theory making.

Learning society: the notion of the learning society is an important aspect of thinking and policy development in lifelong learning and adult education. But what actually is it? What is its theory and practice?

Lifelong learning and adult education - some lessons from the South: what can northern educators learn from southern experiences of lifelong learning and adult education theory and practice?

Lifelong learning and non-formal education: Within policy debates within lifelong learning and adult education, informal, non-formal, and formal lifelong learning programmes have been viewed as very different. Here we explore this categorization and some of the forms of theory and practice that exist under the label of non-formal lifelong learning in southern countries.

'Race', difference and lifelong learning: what are the strategies to deal with 'race' and difference in lifelong learning and adult education? How is theory and practice to be developed?

Lifelong learning, adult education and learning in the community and community learning: what is learning in the community? How can its theory and practice inform current concerns with lifelong learning?

Lifelong learning and adult education features

Julius Nyerere, lifelong learning and informal education: Julius Nyerere died on October 14, 1999. He was a politician of principle and intelligence. Explore his contribution to lifelong learning and adult education on this expanded page.

Lifelong learning, adult education, non-formal education and colonialism: the place of informal and non-formal education in development - the South's experience of lifelong learning and adult education.

Settlements and social action centres: Settlements have pioneered a range of innovations within lifelong learning, adult education, community development and work with children and young people. We review their development and look at the current situation with regard to the theory and practice of adult education and lifelong learning.

A Skill is an ability, usually learned and acquired through training, to perform actions.

Example: academic skills

Logic

Miscellaneous

Charisma
Perception
Persuasion
Procedural memory, knowledge, expertise, fluency
Profession
Theory of multiple intelligences
Thinking and intelligence, IQ

See also

Skills Management is the practice of understanding, developing and deploying people and their skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two.

The skills involved can be defined by the organization concerned, or by third party institutions. They are usually defined in terms of a skills framework, also known as a competency framework or skills matrix. This consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given skill. (For an example of a mature skills framework, see the Skills Framework for the Information Age, [1], a technical IT skills framework owned by a British not-for-profit organization.)

To be most useful, skills management needs to be conducted as an ongoing process, with individuals assessing and updating their recorded skill sets regularly. These updates should occur at least as frequently as employees' regular line manager reviews, and certainly when their skill sets have changed.

Skills management systems record the results of this process in a database, and allow analysis of the data.

Skills management provides a structured approach to developing individual and collective skills, and gives a common vocabulary for discussing skills. As well as this general benefit, three groups of employees receive specific benefits from skills management:

Individual Employees: As a result of skills management, employees should be aware of the skills their job requires, and any skills gaps that they have. Depending on their employer, it may also result in a personal development plan (PDP) of training to bridge some or all of those skills gaps over a given period.

Line Managers: Skills management enables managers to know the skill strengths and weaknesses of employees reporting to them. It can also enable them to search for employees with particular skill sets (e.g. to fill a role on a particular project).

Organization Executives: A rolled-up view of skills and skills gaps across an organization can enable its executives to see areas of skill strength and weakness. This enables them to plan for the future against the current and future abilities of staff, as well as to prioritise areas for skills development.

See also