scholarly journals Entrepreneurship Competence Model for Supporting Learners Development at All Educational Levels

2021 ◽  
Vol 12 (1) ◽  
pp. 2
Author(s):  
Urve Venesaar ◽  
Elina Malleus ◽  
Grete Arro ◽  
Martin Toding
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Human Development ◽  
Systems Thinking ◽  
Systematic Approach ◽  
Age Groups ◽  
Learning Processes ◽  
Competence Model ◽  
Educational Levels ◽  
Entrepreneurial Attitudes

The development of entrepreneurship competence considering a broad view of entrepreneurship requires a systematic approach to determine the validated content of learning and methodological basis for supporting learners’ entrepreneurial attitudes and behaviour. There is still relatively little research in this area at all levels of education. Addressing entrepreneurship competence as key competence of lifelong learning allows to broaden the understanding and describe the development of different aspects of entrepreneurship competence through meaningful and supportive interactions in the learning environment. This will allow a better understanding of how to support entrepreneurship competence in various courses and age groups. In this article, a framework of entrepreneurship competence called the Comprehensive Entrepreneurship Competence Model (CECM) is proposed. The development of an entrepreneurship competence model relies on the theory of systems thinking. The CECM model focuses on the developmental perspective (fundamental processes of human development) that is not emphasised in other models. The article also suggests how to support the development of entrepreneurship competence systematically at all levels of education through embedding entrepreneurship competence into the curricula, study programmes of different subjects and overall learning processes.

Conducting policy-relevant developmental psychopathology research

2006 ◽  
Vol 30 (1) ◽  
pp. 39-46 ◽  
Author(s):  
Anne C. Petersen
Keyword(s):  
Human Development ◽  
Systems Thinking ◽  
Developmental Psychopathology ◽  
Developmental Change ◽  
Strategic Thinking ◽  
Policy Implications ◽  
Prevention Policy ◽  
Sustaining Change ◽  
Development Change ◽  
Or Practice

Policy, defined broadly to include public policy as well as institutional or organizational policy, is useful for sustaining change in human development and its contexts and systems. The role for developmental psychopathology research in policy analysis and policy making is discussed. To assure that developmental psychopathology research is useful for policy (or practice) requires rigorous strategic thinking, commonly called “systems thinking”. Systems thinking is described and its usefulness tested with a specific example of human development change - that of delinquency career crime prevention. Policy implications are then drawn from the example and generalized to broader human developmental change.

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

scholarly journals Los entornos personales de aprendizaje en el marco de la educación permanente

EDMETIC ◽  
2016 ◽  
Vol 2 (1) ◽  
pp. 94
Author(s):  
Elvira E. Navas
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Siglo Xx

<p>En este trabajo se presenta un estudio documental sobre el surgimiento, evolución y estado actual de la utilización y desarrollo de los Entornos Personales de Aprendizaje (Personal Learning Environment, PLE) en el marco de la Educación Permanente o Aprendizaje para Toda la vida (Lifelong Learning). En primer lugar, se hace una revisión del concepto de Educación Permanente desde la literatura de inicios de siglo XX. A continuación, se procede a estudiar el término PLE, desde sus orígenes hasta la interpretación actual. Se presentan experiencias tanto nacionales como internacionales donde se ejemplifica de forma práctica la utilización de PLE en la educación universitaria. Finalmente, se hace una reflexión de cierre sobre las proyecciones de futuro del uso de los PLE en el marco de la educación permanente.</p>

scholarly journals Supporting awareness of content-related controversies in a wiki-based learning environment

2017 ◽  
Author(s):  
Sven Heimbuch ◽  
Daniel Bodemer
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Knowledge Construction ◽  
Learning Processes ◽  
User Generated Content ◽  
External Representations ◽  
Study Results ◽  
Discussion Threads ◽  
Contradictory Evidence ◽  
Awareness Support

User generated content in wikis is mainly distributed on the article view and its corresponding talk page. Potentials of analyzing and supporting discussants' knowledge construction processes on the level of talk pages have still been rarely researched. The presented experimental study addresses this issue by providing external representations of content-related controversies which were led by contradictory evidence between discussants to foster awareness on socio-cognitive conflicts which can be beneficial for learning. Its aim is to investigate how increased salience of controversies can guide participants' (N = 81) navigation and learning processes. Three conditions differing in their degree of awareness support were implemented in this study. Results indicate that the implementation of awareness representations helped students to focus on meaningful discussion threads. Findings suggest that wiki talk page users can benefit from additional structuring aids.

DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT

2021 ◽  
Author(s):  
Elisabetta Falchetti ◽  
◽  
Pascuala Migone ◽  
Cristina Da Milano ◽  
Maria Francesca Guida
Keyword(s):  
Lifelong Learning ◽  
Social Inclusion ◽  
Digital Storytelling ◽  
Pilot Project ◽  
Learning Processes ◽  
Cultural Participation ◽  
New Paradigm ◽  
First Results ◽  
Ict Tools ◽  
Audience Development

This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.

Strategies for Effective Digital Games Development and Implementation

2013 ◽  
pp. 168-198 ◽  
Author(s):  
T. Lim ◽  
S. Louchart ◽  
N. Suttie ◽  
J.M. Ritchie ◽  
R.S. Aylett ◽  
...  
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Digital Technology ◽  
Development Process ◽  
Digital Technologies ◽  
Digital Games ◽  
Strategic Development ◽  
Game Mechanics ◽  
Games Development

Digital technologies have increased the pace of knowledge creation, sharing, and the way in which learning is being undertaken. This chapter considers how Serious Games (SGs) as a digital technology endeavours to support effective lifelong learning. Three fundamental characteristics of the SG ecosystem, namely, game mechanics, interoperability, and assessment, are considered here as strategic elements that impact upon how SGs are to support learning, how they affect the learning environment, and ultimately, the SG development process. A prospective deconstruction of SGs into its pedagogical elements and its game mechanic nodes is presented to make aware the interoperability modus from which topical (domain) frameworks or architectures can be structured and assessed. To this end, the chapter explores the conceptual underpinnings through a case study on the eAdventure platform and argues that the key elements form the foundation for strategic development and implementation of SGs.

Information Literacy and Lifelong Learning

2015 ◽  
pp. 223-234
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

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