LIFELONG LEARNING AND EMPLOYABILITY: MOVING FROM FACE-TO-FACE LESSONS TO DIGITAL CONTENT IN THE MIDST OF LOCKDOWN

2021 ◽  
Author(s):  
Pauldy Otermans ◽  
Dev Aditya
Keyword(s):  
Lifelong Learning ◽  
Digital Content ◽  
Face To Face

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.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Formative Assessment and Certification in Lifelong Learning with Cognitive and Metacognitive Measurements

2010 ◽  
pp. 249-265
Author(s):  
Edson P. Pimentel ◽  
Marcio Porto Feitosa ◽  
Nizam Omar
Keyword(s):  
Distance Learning ◽  
Formative Assessment ◽  
Lifelong Learning ◽  
Professional Learning ◽  
Educational System ◽  
Knowledge Mapping ◽  
Student Knowledge ◽  
Face To Face ◽  
Traditional Assessment ◽  
Computational Environment

Traditional forms of assessment used in face-to-face and distance learning education are insufficient to ascertain the increase of the knowledge acquired and the learners progress, therefore do not provide enough information to detect their learning gaps necessary to improve their competencies . Another point is that traditional assessment ways rarely involve the student in monitoring his own learning through his metacognitive abilities. Nowadays, professional skills to obtain a working position changes at the same velocity than the increase of knowledge and have to be considered by any professional and/or student to be qualified for a new job. This paper presents a model for formative assessment and certification in Lifelong Learning based on cognitive and metacognitive measurements that will make possible the identification of the professional learning gaps showing a roadmap to obtain educational and conceptual certification for his/her competence. Moreover, it presents the architecture of a computational environment for student knowledge mapping that will allow identifying more specifically the learning gaps in order to supply the educational system with qualitative information.

Time Factor in the Curriculum Integration of Game-Based Learning

2013 ◽  
pp. 248-266 ◽  
Author(s):  
Margarida Romero ◽  
Mireia Usart
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Curriculum Integration ◽  
Time Factor ◽  
Learning Objectives ◽  
Instructional Designers ◽  
Time On Task ◽  
Game Based Learning ◽  
Game Dynamics ◽  
Face To Face

From primary and secondary educational levels to higher education and lifelong learning, the use of games for educational purposes has become a focus of increasing interest for instructional designers, teachers, and researchers. To ensure the achievement of learning objectives and competency in the use of games for educational purposes, the use of Game-Based Learning (GBL) in the curriculum should be considered in terms of its learner-centred characteristics, game dynamics, and interactional requirements. A dimension that involves all these characteristics is the time factor. Time is considered in this chapter from three different points of view: learner’s psychological time; temporal gameplay; and the “interaction tempo” required for successfully including games in the curriculum. This chapter describes four typologies of the time factor: time-on-task; temporal perspectives of learners; temporal gameplay; and interaction tempo. Finally, the chapter proposes practical ideas for game designers and teachers when using GBL in face-to-face and online contexts.

Lifelong learning in the digital age: A content analysis of recent research on participation

First Monday ◽  
2015 ◽  
Author(s):  
Alison J. Head ◽  
Michele Van Hoeck ◽  
Deborah S. Garson
Keyword(s):  
Content Analysis ◽  
Lifelong Learning ◽  
Future Research ◽  
The European Union ◽  
Factors Affecting ◽  
Newly Industrialized Countries ◽  
Face To Face ◽  
Adult Participation ◽  
Research Areas ◽  
Face To Face Learning

This paper presents results from a cross-disciplinary content analysis of 185 recent research articles, published between 2008 and 2013. These papers examined factors affecting adult participation in lifelong learning, based on the availability and use of Internet-based and face-to-face modes of learning. Articles were written by scholars from 39 countries, including the European Union (EU), United States (U.S.), Canada, Australia, and, to a lesser extent, from developing and newly industrialized countries, such as Mexico, Brazil, China, and Taiwan. Despite widespread assumptions as to online learning’s potential and promise, articles focused on traditional face-to-face learning and training modes more than Internet-based modes. Seven thematic research areas were identified from the dataset: four major and three emerging themes. Key findings from 40 studies about the adult participation in learning in the workplace and community-based programs are highlighted. These papers present broad and deep investigations about diverse groups of lifelong learners previously unstudied, while equity issues pertaining to access and availability of training and learning opportunities are addressed. Directions for future research are identified and discussed.

scholarly journals Heutagogy Approach : Effectiveness of M-Learning For Lifelong Learning Education/ Pendekatan Heutagogi :Keberkesanan M-Pembelajaran untuk Pendidikan Sepanjang Hayat

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Nurul Aisyah Kamrozzaman ◽  
Jamaludin Badusah ◽  
Wan Muna Ruzanna Wan Mohammad
Keyword(s):  
Lifelong Learning ◽  
Academic Writing ◽  
Quantitative Data ◽  
Descriptive Analysis ◽  
The Other ◽  
Face To Face ◽  
The Public ◽  
Correlation Result ◽  
Faculty Of Education ◽  
Compulsory Subject

This study aims to research on the effectiveness of M-learning for a lifelong learning learner which is based on the Heutagogy Approach vide the usage of academic writing’s course. Survey has been administrated to 80 students from the executive programme at the Faculty of Education, Universiti Kebangsaan Malaysia in which they have taken academic writing as the compulsory subject of the abovesaid programme. Quantitative data were analysed using descriptive analysis and inference in order to determine the effectiveness of M-learning via heutagogy approach. Result shows that M-learning will increase the heutagogy approach’s element particularly the sharing and connectivity elements. These two elements display highest mean as compared to the other elements. Apart from that, correlation result confirms that heutagogy approach and the students’ response towards technology havepositive relationships which are interconnected between each other. This research will give an implication to the other researcher about heutagogy approachwhich has yet to be fully discovered. Besides that, this research will be beneficial to the public due to the fact that, nowadays, lifelong learning may no longer be conducted via face to face approach, but it can be applied anywhere and anytime via online. On top of that, this research indicates that technology and approach should move along, hand in hand, in building a continuous education in Malaysia.Keywords: heutagogy approach, m-learning; lifelong learning; academic writing

scholarly journals COVID-19 as a Catalyst for Digital Lifelong Learning and Reskilling

2021 ◽  
pp. 21-27
Author(s):  
Ileana Hamburg
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Entrepreneurship Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
The Sustainable Development ◽  
Face To Face ◽  
Country Level ◽  
Critical Skills ◽  
Learning Platforms

Due to COVID-19 and following social distancing many face-to-face business as well as educational activities have been replaced by digital ones. Progress towards the Sustainable Development Goal 4 (SDG4) to achieve quality education for all and lifelong learning will stagnate. But the radical changes within education due COVID-19 also open the way for new forms of lifelong learning by using e-learning platforms - digital lifelong learning. This paper is based on literature review as well as work of the author within the Study Group Lifelong Learning and projects. It presents first critical skills required in the next years for reskilling and methods and pedagogies that should be included into education and training. Secondly the necessity and advantages of digital lifelong learning during and after COVID-19 pandemic and how Sustainable Development Goal 4 (SDG 4) will be supported are shortly described. Thirdly how digital lifelong learning methods can be used in entrepreneurship education and some lifelong skills developed within projects worked by the author as well as used methods are discussed. Some conclusions and recommendations are given i.e., entreprene  urship educators should be better trained and critical in their methods and educational agencies should foster digital frameworks for entrepreneurship education. Research studies are necessary to know how entrepreneurship educators have embedded digital lifelong learning into their lessons, including positive and negative experiences, and if exists a correlation between a country level of COVID-19, country economic situation, digitalization and digital lifelong learning/entrepreneurship education.

scholarly journals Canadian Collaborations: Library Communications and Advocacy in the time COVID-19

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Christina Winter ◽  
Mark Swartz ◽  
Victoria Owen ◽  
Ann Ludbrook ◽  
Brianne Selman ◽  
...  
Keyword(s):  
Copyright Law ◽  
Working Environment ◽  
Digital Content ◽  
Face To Face ◽  
Chat Reference ◽  
Library Community ◽  
Virtual Services ◽  
Collaborative Efforts

The COVID-19 pandemic forced libraries to unexpectedly and suddenly close their physical locations, necessitating a remote working environment and a greater reliance on digital and virtual services. While libraries were in a better position than most sectors due to decades of experience in licensing and acquiring digital content and offering virtual services such as chat reference, there still were some services and resources that traditionally had only been offered in a face-to-face environment, or were available in print only. There were questions in the Canadian library community about how, and if these programs could be delivered online and comply with Canadian copyright law. This article will describe the access and copyright challenges that Canadian libraries faced during the first nine months of the pandemic and will outline the collaborative efforts of the Canadian library copyright community to respond to these challenges.

L’apprentissage confiné

2021 ◽  
pp. 165-172
Author(s):  
Martine VERJANS
Keyword(s):  
Lifelong Learning ◽  
New Technologies ◽  
Working Environment ◽  
Professional Life ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
The University ◽  
Academic Year

The University of Hasselt or UHasselt has a long tradition of didactic innovation. From its inception in 1972, the academic year was divided into six six-week periods with only a few courses in each period ending with a final assessment. Subsequently, internships were scheduled from the beginning of the course so that students would have the most concrete picture possible of their future working environment. In the early 2000s, it was decided that the training of students should prepare them as well as possible for a professional life integrating lifelong learning. In addition, their training should make maximum use of the possibilities offered by new technologies. At the same time, the university was instructed to examine how much and how different disciplines could use self-directed learning while reducing the volume of on-campus courses. The proposed target was one third face-to-face and two thirds self-directed. The calculation tool was the ECTS where one credit could only count for 27 hours. For a subject such as "Business French", which weighed six ECTS, this meant 54 hours of classroom teaching and 108 hours of autonomous teaching.

scholarly journals LongForm or Microcontent? An analysis of supports for digital content courseware

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Nicole Santana Gomes ◽  
Ronei Ximenes Martins ◽  
Daniela Azevedo
Keyword(s):  
Minas Gerais ◽  
Educational Material ◽  
Educational Process ◽  
Virtual Space ◽  
Educational Activity ◽  
Digital Content ◽  
Face To Face ◽  
Student Activity ◽  
Multimedia Resources ◽  
Minas Gerais State

Este artículo compara el formato de Microcontenido (MC), de unidades de información, pequeñas y fragmentadas, con el formato LongForm (LF) con contenido profundo y extenso, como soporte para materiales didácticos para cursos presenciales o no. El objetivo es encontrar alternativas que no simplifiquen el contenido o generen daños al proceso educativo. Se aplicó una actividad en ambos formatos a 67 estudiantes de una Universidad de Minas Gerais, que reveló las preferencias de los participantes: el MC demostró ser bueno para la construcción de materiales didácticos de menor tamaño y baja densidad de contenido. El formato LF es apropiado para contenido complejo. Éste se presenta como una alternativa viable para cursos en línea ya que está constituido por un único espacio virtual donde se pueden introducir textos más grandes y diversos recursos multimedia para facilitar la comprensión y enriquecer el contenido. Por otro lado, el formato MC está indicado para situaciones que ofrecen materiales didácticos en línea para hacer revisiones, presentación inicial y temas poco densos en extensión y en profundidad conceptual. The article compares the Microcontent format (MC), with their small and fragmented information units, and LongForm format (LF) with in-depth and extensive content; when use as digital content for distance or face-to-face education. The research seeks alternatives that do not simplify the contents, nor they harm the educational process. An educational activity, elaborated in both formats, was applied to 67 students from a university of Minas Gerais state, in Brazil. Observation of student activity revealed their preferences: MC has been shown to be good for building learning with smaller materials in both size and content density, but LF has been appropriate when dealing with complex, dense, multimedia-requiring contents to facilitate understanding. It was confirmed that the LF presents itself as a viable alternative for online studying because it is constituted by a single virtual space where larger texts and varied multimedia resources can be inserted to enrich the educational material and to offer the full content for students. On the other hand, the use of the MC is indicated to offer online learning materials intended for revision, the initial presentation and for materials use in minor subjects, both in extension and conceptual deepening.

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