Lebenslanges Lernen 2.0

2017 ◽  
Vol 58 (2) ◽  
pp. 27-32
Author(s):  
Anja Ebert-Steinhübel
Keyword(s):  
Organizational Change ◽  
Lifelong Learning ◽  
Workplace Learning ◽  
Lebenslanges Lernen ◽  
Digital Learning ◽  
Corporate Learning ◽  
New Learning ◽  
Training Standards ◽  
E Learning ◽  
And Training

Die schöne neue Bildungswelt liefert eine Fülle von Optionen für die Neuerfindung des individuellen und organisationalen Lernens in Schule, Ausbildung und Beruf. Digitale Lehr- und Lernformate eröffnen Zugangschancen über alle Lebens- und Bildungsphasen sowie über gesellschaftliche, ökonomische, zeitliche und räumliche Grenzen hinweg. Voraussetzung dafür ist die Vermittlung einer digitalen Schlüsselkompetenz. Wie und was also müssen wir künftig lernen, um im Umfeld einer ständig sich verändernden Lern- und Arbeitswelt erfolgreich handeln und gut leben zu können? Jenseits der digitalen Euphorie bedeutet lebenslanges Lernen 2.0 immer auch die Chance auf Veränderung und die Entscheidung darüber, wie viel des Digitalen jeweils zumutbar erscheint. Digitalisierung ist daher Antrieb, Begründung, Inhalt und Voraussetzung für das neue lebenslange Lernen 2.0 zugleich. Lifelong Learning means both, opportunity and challenge in the digital age. The new competencies to cope with the rising ambiguity, volatility and change afford new learning methods and, moreover, a complete change of mind concerning education and training standards for personal and professional skills. Whether analogue or digital; learning in the modern workplace has to be promoted as a permanent and interactive, strategically led company program. Keywords: workplace learning, organizational change, e learning, digitalisierung, digitale kompetenz, corporate learning, aus und weiterbildung

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

scholarly journals The What, Why, Which and How of Digital Learning Role Profiles and Training Guidelines

2015 ◽  
Vol 8 (4Β) ◽  
Author(s):  
Adamantia Spanaka ◽  
Clive Shepherd ◽  
Achilles Kameas
Keyword(s):  
Lifelong Learning ◽  
Emerging Technology ◽  
Vocational Education And Training ◽  
Digital Learning ◽  
Complete Structure ◽  
Job Roles ◽  
E Learning ◽  
Role Profiles ◽  
Learning Professionals ◽  
And Training

What we mean by digital learning? Why digital learning matters? Which are the main skills that will help to boost the employability of digital learning professionals? How can we structure a good training course? Based on these questions, the eVirtue project (http://groupspaces.com/eVirtue/), funded by the European Commission in the context of LifeLong Learning Programme, conducted an in-depth research of the competences and skills necessary for trainers so that they meet the requirements of emerging, technology-based training job roles. In addition, a set of guidelines to design trainings that would provide qualifications that match the specifications of each of the new role roles has been developed, to be used by Vocational Education and Training (VET) providers, employers and employees. These are based on a thorough review of current training and educational offers and present in a practical way a complete structure of learning units that should be designed by VET organisations who are active in the field of e-learning professions.

Opinions to Adapt Workplace Learning in The Time of Coronavirus and After

2021 ◽  
Vol 8 (3) ◽  
pp. 277-285
Author(s):  
Ileana Hamburg
Keyword(s):  
Social Interactions ◽  
Lifelong Learning ◽  
Workplace Learning ◽  
Learning Process ◽  
Study Group ◽  
Digital Learning ◽  
Learning Methods ◽  
Everyday Practices ◽  
Learning Scenarios ◽  
Alternative Activities

Workplace learning supports the acquisition of knowledge or skills by formal or informal methods and means that occurs in the workplace. It contributes to the learning of employees, employers and the organization as a whole. As a response to COVID-19 disease, workplace learning had to be changed and many usual activities in this context have been postponed or canceled. Digital learning solutions and alternative activities have to be found in order to continue the learning process. Workplace learning is often incorporated into workplace social interactions and everyday practices, but it can include also formal elements and be supported by mentors and tutors. In this presentation, first some forms, benefits and requirements of workplace learning are described as well as steps and approaches like learning scenarios which have to be developed to ensure social distancing and promote digital learning at the workplace as a solution. Second, some learning methods are proposed which can be applied within workplace learning and have been tested by the Study Group Lifelong Learning of the IAT within a European project.

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.

Understanding Web 2.0 and its Implications for E-Learning

2010 ◽  
pp. 21-42 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Learning Environments ◽  
New Technologies ◽  
Digital Learning ◽  
Workplace Training ◽  
Learning Materials ◽  
Web Based ◽  
Personal Learning ◽  
Knowledge Based ◽  
E Learning ◽  
And Training

A whole new range of web-based tools and services now provides learners with the opportunity to create their own digital learning materials, personal learning environments, and social networks. What are the implications for the design of learning materials, workplace training, and accreditation of learners? This chapter focuses on integrating educational principles of virtual learning with the application of these new technologies. The argument is made that these tools provide an opportunity for new design models for education and training that will better prepare citizens and workers for a knowledge-based society. It rejects, though, the notion that these tools of themselves will revolutionize education and make formal institutions redundant.

A Global Framework for E-Learning

2021 ◽  
pp. 1-14
Author(s):  
Badrul Huda Khan
Keyword(s):  
Distributed Learning ◽  
Digital Learning ◽  
Web Based ◽  
Learning And Teaching ◽  
Learner Centered ◽  
E Learning ◽  
Based Instruction ◽  
Interactive Dynamic ◽  
And Training ◽  
Remote Learning

With the Internet's and digital technologies' rapid growth, the web has become a powerful, global, interactive, dynamic, economic, and democratic medium of learning and teaching at a distance. The Internet provides an opportunity to develop learning-on-demand and learner-centered instruction and training. There are numerous names for digital learning activities, including e-learning, remote learning, Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training (WBT), Internet-Based Training (IBT), Distributed Learning (DL), Advanced Distributed Learning (ADL), distance learning, Online Learning (OL), mobile learning (or m-learning) or nomadic learning, remote learning, off-site learning, a learning (anytime, anyplace, anywhere learning), microlearning, etc. In this book, the term e-learning is used to represent open, flexible, and distributed learning. This chapter explores a global framework for e-learning.

scholarly journals ASEM LLL HUB - Nemzetközi hálózat az élet át tartó tanulásért

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Gábor Erdei
Keyword(s):  
Lifelong Learning ◽  
Workplace Learning ◽  
Network Structure ◽  
Research Groups ◽  
Intergovernmental Organization ◽  
Asean Member ◽  
Core Competences ◽  
E Learning ◽  
Open Dialogue ◽  
Set Up

Az ASEM egy államközi szerveződés amely - alapvetően az EU és az ASEAN tagországokra irányul és – 1996-bban jött létre. A kezdeményezés célja a politika, gazdaság, társadalom, kultúra legkülönbözőbb területein való együttműködések megvalósítása. Ebben a keretrendszerben jött létre az ASEM LLL HUB, amely a tagországokban az életen át tartó tanulás területén indít és valósít meg kutatásokat, elemzéseket és fejlesztéseket. Ebből a célból jött létre egy nemzetközi hálózat. A hálózat struktúrája és működési rendszere lehetővé teszi a nyílt dialógus módszerét a minisztériumi tanácsadók, egyetemi vezetők és a téma (LLL) kutatói között. A szakmai munka az ASEM LLL HUB öt munkacsoportjában zajlik (LLL nemzeti stratégiák; ICT és e-learning kultúra; munkahelyi tanulás; LLL professzionalizáció és LLL kulcskompetenciák). A nemzetközi együttműködésben 32 ország, 36 egyetem és megközelítőleg 60 kutató vesz részt.   ***ASEM as an intergovernmental organization - existing basically between EU and ASEAN member countries - was established in 1996. The aim of this initiative is to launch different collaborations from the various fields of politics, economy, society and culture etc. In this framework ASEM LLL HUB was set up in order to elaborate research, investigations and develop lifelong learning in the member countries. For this purpose an international network was set up. The network structure paved down the open dialogue methods amongst ministerial, senior university representatives and researchers. ASEM LLL HUB has got five research groups (LLL national strategies; ICT and e-learning culture; workplace learning; LLL professionalization and LLL core competences). In this international collaboration there are 32 participating countries, 36 partner universities and around 60 researchers. 

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

Sign in / Sign up

Export Citation Format

Share Document