scholarly journals An Analysis of Instructional Design Competencies and Current Perception of States on Them Among Employees in Lifelong Learning Institutions

2008 ◽  
Vol 10 (2) ◽  
pp. 47-64
Author(s):  
이영민
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Learning Institutions

scholarly journals Needs of lifelong learning for professionalisation of industrial workers: Opportunities and challenges

2019 ◽  
Vol 25 (1) ◽  
pp. 65-73
Author(s):  
Zarina Kassim ◽  
Nor Aishah Buang ◽  
Lilia Halim
Keyword(s):  
Lifelong Learning ◽  
Tertiary Education ◽  
Higher Learning ◽  
Personal Satisfaction ◽  
Industrial Workers ◽  
Face To Face ◽  
Perceived Needs ◽  
Human Resource Department ◽  
The Government ◽  
Learning Institutions

Only 23% of Malaysian workforce has tertiary education compared to Organisation for Economic Co-operation and Development countries such as Singapore and Finland that have tertiary education with an average of 28% and around 35%, respectively. This study investigates perceived needs lifelong learning programmes for professionalisation among the workers. A survey was conducted on workers from the industries. Most of the workers felt that lifelong learning programmes provide personal satisfaction. In terms of perceived needs, workers from higher positions in industries need lifelong learning programmes to get better positions and better salaries as compared to those with lower positions in industries to get better job and education. Both groups have different preferences for means of learning whether face-to-face or online learning. The implications are that the government has to change their policy in terms of requirement for these companies to register with the Human Resource Department Fund so that their workers be subsidised for attending lifelong learning programmes and to encourage the participation of public higher learning institutions for providing online and weekend lifelong learning programmes to the workers.

E-Learning: New Opportunities and a View of the Future

2011 ◽  
pp. 262-273
Author(s):  
Richard E. Mayer
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Educational Games ◽  
Virtual Classrooms ◽  
Multimedia Presentations ◽  
Future Directions ◽  
The Future ◽  
E Learning ◽  
How People Learn ◽  
Interactive Simulations

E-learning refers to computer-delivered instruction including multimedia presentations, interactive simulations, educational games, and virtual classrooms. This chapter shows how e-learning can play an important role in lifelong learning to the extent that it is informed by research-based principles of instructional design and consistent with how people learn. The chapter provides an introduction to applying the science of learning to e-learning, summarizes a research-based theory of e-learning, summarizes research-based principles for the design of e-learning, and suggests future directions for research on e-learning.

Supporting the Welsh Lifelong Learning System

2021 ◽  
Author(s):  
Susan Pember ◽  
Helen Tilley ◽  
Jack Price ◽  
Larissa Peixoto Gomes
Keyword(s):  
Public Policy ◽  
Lifelong Learning ◽  
Tertiary Education ◽  
Learning System ◽  
Governance Structures ◽  
Barriers To Learning ◽  
Roles And Responsibilities ◽  
Evidence Review ◽  
The Uk ◽  
Learning Institutions

To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.

Age Issues in Online Teaching

2012 ◽  
pp. 149-164
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Online Teaching ◽  
Online Community ◽  
Learning Attitudes ◽  
Online Instructional Design ◽  
Attitudes Towards Technology ◽  
E Learning ◽  
Online Educators ◽  
Social Use

Age impacts online instructional design and delivery in two ways: developmental/biological and social/cultural. Developmental and generational issues are detailed as they impact e-learning. Attitudes towards technology and its social use are explained in light of age. Because the online community reflects lifelong learning, it behooves online educators to factor in age when developing and delivering online instruction.

scholarly journals Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

2021 ◽  
pp. 311-319
Author(s):  
David Atchoarena
Keyword(s):  
Lifelong Learning ◽  
Shared Responsibility ◽  
Equal Rights ◽  
Education Policies ◽  
Common Humanity ◽  
International Solidarity ◽  
New Frontier ◽  
Conceptual Background ◽  
Learning Institutions ◽  
Fundamental Values

AbstractFor half a century now, lifelong learning has provided—with more or less intensity - the philosophical and conceptual background in which education policies have been framed (Kejawa, 2017). When Paul Lengrand defined l’éducation permanente (1970), learning was conceived as part of a humanistic vision of the world, intrinsically characterized by fundamental values like human dignity, equal rights and social justice and respect for cultural diversity, as well as a sense of shared responsibility and a commitment to international solidarity. Today, these principles remain fundamental aspects of our common humanity and the enduring ideals of what learning can achieve.

scholarly journals PILOT STUDY: INDICATOR IN EQUIVALENCE CHECKING FOR APEL

2019 ◽  
Vol 4 (2) ◽  
pp. 14-16
Author(s):  
NOOR FARHAH MUZAIMAH MOHD AMIN
Keyword(s):  
Pilot Study ◽  
Lifelong Learning ◽  
Assessment Tool ◽  
Higher Learning ◽  
Equivalence Checking ◽  
Academic Field ◽  
Content Learning ◽  
Learning Content ◽  
Learning Institutions

This pilot study is to get feedback / input on items for nine (9) domain indicators that will be used for the determination of learning content in the equivalence checking between the skills and the academic for the APEL process. APEL helps in opening opportunities for individuals with the experience of gaining access to higher learning institutions as well as obtaining credit in learning through equivalence checking. The findings show that all the items in the Content Learning Indicator in equivalence checking between skills and academic for the APEL process are very appropriate. The study is aimed to fulfill the development and implementation of the APEL system in Malaysia with the construction of a structured assessment tool that can determine the learning content of a module for equality research between the areas of expertise to the academic field. The objective of this study is to determine the items for each indicator used in learning content in equivalence checking between the skills into the academic. The importance of this study is to facilitate a person with the skills and experience to continue learning to a higher level and to cultivate lifelong learning.  At this pilot level, researchers have developed items for indicators that can determine the learning content of a module for the equivalence checking between the areas of expertise to the academic and the improvement studies should be carried out to carry out a real study.

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