LIFELONG LEARNING IN THE UNIVERSITY AT THE FORMATION STAGE OF THE KNOWLEDGE SOCIETY

2019 ◽  
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society ◽  
Formation Stage ◽  
The University

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals LIFELONG LEARNING - A FACTOR OF PROFESSIONAL REALIZATION

2020 ◽  
Vol 1 ◽  
pp. 238-243
Author(s):  
Mariya Teneva ◽  
Zlatka Zhelyazkova
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society ◽  
Education Institution ◽  
Practical Training ◽  
Professional Qualification ◽  
Vocational Qualification ◽  
Wide Range ◽  
Faculty Of Education ◽  
One Year ◽  
The University

The article deals with the problem of full professional realization of the personality based on permanent enrichment of knowledge, skills and competences. The modern man lives in a society defined as a "knowledge society." In order to keep up-to-date in the labor market, where some professions are losing their importance and the need for new ones is created, they are faced with the need to learn throughout their whole life. The article presents the results of an empirical study. The study covers 66 graduate students in a one-year specialization to acquire a new vocational qualification "teacher", who study at the Faculty of Education at Trakia University in Stara Zagora, Bulgaria. The results indicate that the sustainability of the idea of lifelong learning is being considered and realized by representatives of different generations. The age of the respondents varies over a very wide range – from 23 to 56 years of age. The persons surveyed clearly differentiate the strengths and weaknesses of their studies at the university. They express their satisfaction with the theoretical and practical training they have received in the higher education institution. They unambiguously define their motives for acquiring a new professional qualification – from the realized opportunity for a new professional realization, competitiveness in the labour market, desire for change, to the realization of an unfulfilled dream.

Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Tanya Jakimow
Keyword(s):  
Identity Formation ◽  
Lifelong Learning ◽  
Knowledge Construction ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Practical Skills ◽  
Student Reactions ◽  
A Site ◽  
The University ◽  
Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities. 

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

Apprendimento

2010 ◽  
pp. 19-25
Author(s):  
Giancarlo Origgi
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society

Il saggio tenta di dare forma alle tante dimensioni del concetto di apprendimento nella societŕ della conoscenza, in relazione alle tematiche del lifelong learning ed a quelle relative all'innovazione dei modelli di conoscenza e di formazione legati all'introduzione delle nuove tecnologie ed al ruolo, sempre piů significativo, che l'individuo assume all'interno della realtŕ virtuale. Un concetto fondamentale dell'articolo č il concetto di "rete" assunto come metafora essenziale capace di delineare la vita degli individui nella knowledge society. Il termine "rete" fa riferimento, in tal senso ed allo stesso tempo, a tanti concetti estremamente significativi della societŕ contemporanea e della vita degli individui: la rete designa al tempo stesso la conoscenza, la cittŕ, la societŕ, internet, la navigazione tra mondi reali e virtuali disegnati, dalle nuove tecnologie, nella formazione cosě come nel cinema, nella letteratura cosě come nelle discipline del costruttivismo. L'articolo si conclude con un breve rimando alla cultura del rinascimento anticipatrice di uno spirito in cui scienza, conoscenza e tecnica sono tra loro fortemente legate. La sperimentazione che ha luogo nel rinascimento, nella bottega dell'artigiano, diventa punto di partenza e filo unificante di diverse istanze della conoscenza e dell'arte, della ricerca scientifica e dell'esplorazione tecnica.

scholarly journals Incremento de la participación mediante la gamificación en la asignatura Dirección de Operaciones del Grado en Administración y Dirección de Empresas

2021 ◽  
Vol 2 (3) ◽  
pp. 4791-4806
Author(s):  
Miguel Ángel Montañés Del Río ◽  
Vanessa María Rodríguez Cornejo ◽  
Margarita Ruiz Rodríguez ◽  
Jaime Sánchez Ortiz
Keyword(s):  
Mobile Devices ◽  
Operations Management ◽  
Knowledge Society ◽  
Learning Processes ◽  
Learning Models ◽  
Determining Factors ◽  
New Learning ◽  
Training Methodologies ◽  
Teaching Learning ◽  
The University

RESUMEN En la actual sociedad de la información y del conocimiento se observa cómo la proliferación y el auge de los dispositivos móviles, hacen surgir nuevos modelos de aprendizaje que reformulan las metodologías didácticas, organizativas, y de formación de los currículos, para innovar en educación (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Los estudios que identifican las tecnologías emergentes que podrían impactar en el aprendizaje, la enseñanza y la investigación, prevén el aumento del uso y la incorporación de dispositivos y aplicaciones móviles en las aulas (Reig, 2013; Reig & Vílchez, 2013). Destaca el aprendizaje basado en juegos o gamificación, que permite desarrollar procesos de enseñanza-aprendizaje que facilitan la cohesión, la integración y la motivación, potenciando la creatividad del alumnado. Crear juegos entretenidos motivará al alumnado para que participe de forma activa en clase, fomentará una sana competencia entre los jugadores, y hará del aprendizaje algo más divertido (Aleksić-Maslać, Rašić, & Vranešić, 2018). Utilizando Kahoot en dispositivos móviles como soporte para las clases de Dirección de Operaciones del Grado en Administración y Dirección de Empresas de la Universidad de Cádiz, se consiguió motivar al alumnado y, aun existiendo otros factores determinantes, mejorar sus resultados de evaluación.   ABSTRACT In today's information and knowledge society, the proliferation and rise of mobile devices has led to the emergence of new learning models that reformulate didactic, organizational and curricular training methodologies in order to innovate in education (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Studies that identify emerging technologies that could impact learning, teaching and research, foresee increased use and incorporation of mobile devices and applications in classrooms (Reig, 2013; Reig & Vílchez, 2013). Learning based on games or gamification stands out, which allows the development of teaching-learning processes that facilitate cohesion, integration and motivation, boosting students' creativity. Creating entertaining games will motivate students to participate actively in class, encourage healthy competition between players, and make learning more fun (Aleksić-Maslać, Rašić, & Vranešić, 2018). Using Kahootin mobile devices as support for the classes of Operations Management of the Degree in Business Administration and Management of the University of Cadiz, it was possible to motivate the students and, although there are other determining factors, to improve their evaluation results.    

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