Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2011 ◽  
pp. 440-449
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
System P ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, we propose a needs assessment and evaluation design that is customized by participant. Participants are first assessed on various organizationally-relevant as well as lifelong-learning-relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. We then propose that, as learners engage in lifelong learning activities, they be periodically evaluated in terms of their improvement along different competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and to provide evidence to support the system.

Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2020 ◽  
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson ◽  
Meghan K. Davenport ◽  
Margaret E. Beier
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Aggregate Level ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.

Change of the Learning Cycle After Blockchain

2020 ◽  
pp. 42-79 ◽  
Author(s):  
Gaye Topa Ciftci
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
21St Century ◽  
Focal Point ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Needs ◽  
Digital Learning ◽  
New Learning

The purpose of this chapter is to create a foresight related to the role of using blockchain to meet the learning needs and how it may change learning cycle in 21st century. In this context, firstly explanation of the development of digital learning was given by describing the paradigm changes in lifelong learning activities. Learning needs of the 21st century were explained within the framework of constructivism and connectivism in terms of changes in learning tendencies. The problems encountered in the new learning tendencies were examined in the context of critical theory. Then to determine how the blockchain can respond to problems in learning, blockchain was defined, with its usage areas and the innovations it can bring to the field were interpreted. Finally learning and blockchain issues were synthesized, which are the focal point of this section, and how these can be used in learning applications, how they can respond to learning needs were discussed.

scholarly journals KONSEP PENDIDIKAN PRANATAL, POSTNATAL, DAN PENDIDIKAN SEPANJANG HAYAT

2018 ◽  
Vol 4 (2) ◽  
pp. 195
Author(s):  
Tri Andiyanto
Keyword(s):  
Family Environment ◽  
Study Groups ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Human Being ◽  
Learning Centers ◽  
Conscious Effort ◽  
The Family ◽  
Media Learning

Prenatal education is a conscious effort of parents to educate their children who are still in the womb of their wives. A conscious effort is specifically directed at both parents because the child in the womb is not yet possible to be educated, let alone taught, except by his own parents. Postnatal Education is human education in a family environment starting from human being born until the end of his life. All kinds of life sciences gained from the family are the result of the process of postnatal family education. From human being born, they have been taught how to face down, drink, eat, walk and even about religion. Lifelong learning provides learning opportunities fairly and broadly to everyone in accordance with the differences in interests, age, and learning needs of each. This opportunity is an opportunity that can be used for learning such as group learning activities, individual learning activities, and learning activities through social media. Learning activities can be carried out in various places, namely at work, worship houses; association buildings, schools, playgrounds, sports fields, youth arenas, study groups, hermitage, libraries, learning centers, institutions and so on.

Service-Learning Opportunities for Preservice Music Teachers within Community Music Settings

2019 ◽  
pp. 641-667
Author(s):  
Jared R. Rawlings
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Teacher Development ◽  
Learning Opportunities ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
Community Music ◽  
Learning Program ◽  
Learning Opportunity ◽  
Learning Programs

Authentic teaching opportunities are important for all preservice teachers, and service-learning opportunities within community music settings support preservice music teacher development. The purpose of this chapter is to document a service-learning opportunity within a community music school and showcase the benefits and challenges of a partnership between a music teacher preparation program and this school. After defining service learning and describing how it is utilized in music teacher education, the chapter uncovers the following topics: establishing a community music partnership, designing a service-learning opportunity, and evaluating the outcomes of service-learning programs. The chapter concludes with a discussion of the implications of and recommendations for utilizing a multi-tier service-learning program alongside a preservice music teacher curriculum.

The Oxford Handbook of Lifelong Learning

2011 ◽  
Keyword(s):  
Lifelong Learning ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Learning Needs ◽  
Executive Development ◽  
International Perspectives ◽  
Developmental Theories ◽  
Learning Programs ◽  
The Subject ◽  
Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

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