Approaching Leadership from a Lifelong Learning Perspective

2016 ◽  
pp. 315-334
Author(s):  
Marga Vives ◽  
Carmen Orte ◽  
Martí March
Keyword(s):  
Lifelong Learning ◽  
Economic Factor ◽  
The Elderly ◽  
Discussion Groups ◽  
Social Dimension ◽  
Educational Strategies ◽  
Cultural Adaptations ◽  
Intervention Models ◽  
Key Factor ◽  
The University

Lifelong learning is increasingly widespread in our society. Probably, the international increase of the elderly people, as a social group, could be a key factor. In its social dimension, ageing could be conceptualized in terms of real participation and contribution of the elders on several dimensions, as, currently, on the economic factor, where elders have become the most (and sometimes the only) economic pillar in their family. This chapter is focused on the development of the lifelong learning philosophy at the Universities, specifically on the University Programs for Seniors. We would like to reflect on different intervention models and on their principal features and quantitative and qualitative indicators, as educational strategies, student's and professors' expectations, systems of evaluation, cultural adaptations,...and the methodology of the systems of evaluation (internal and/or external qualitative agencies, interviews, discussion groups, mentoring,...) framed within the best practices.

Approaching Leadership from a Lifelong Learning Perspective

2015 ◽  
pp. 223-247
Author(s):  
Marga Vives ◽  
Carmen Orte ◽  
Martí March
Keyword(s):  
Lifelong Learning ◽  
Economic Factor ◽  
The Elderly ◽  
Discussion Groups ◽  
Social Dimension ◽  
Educational Strategies ◽  
Cultural Adaptations ◽  
Intervention Models ◽  
Key Factor ◽  
The University

Lifelong learning is increasingly widespread in our society. Probably, the international increase of the elderly people, as a social group, could be a key factor. In its social dimension, ageing could be conceptualized in terms of real participation and contribution of the elders on several dimensions, as, currently, on the economic factor, where elders have become the most (and sometimes the only) economic pillar in their family. This chapter is focused on the development of the lifelong learning philosophy at the Universities, specifically on the University Programs for Seniors. We would like to reflect on different intervention models and on their principal features and quantitative and qualitative indicators, as educational strategies, student's and professors' expectations, systems of evaluation, cultural adaptations,...and the methodology of the systems of evaluation (internal and/or external qualitative agencies, interviews, discussion groups, mentoring,...) framed within the best practices.

scholarly journals La universidad, educadora permanente: el aula abierta de mayores = The University, Permanet Educator: The Elderly’s Open Room

2018 ◽  
pp. 31
Author(s):  
Pilar Moreno-Crespo ◽  
Esther Prieto-Jiménez ◽  
Mª Victoria Pérez-de-Guzmán
Keyword(s):  
Quality Of Life ◽  
Older People ◽  
Lifelong Learning ◽  
Aging Process ◽  
Intergenerational Relationships ◽  
The Elderly ◽  
Active Aging ◽  
Calidad De Vida ◽  
The University

Resumen: El objetivo de este artículo es ofrecer una introducción sobre el proceso de envejecimiento, aclarar las diversas concepciones y teorías desde las que podemos abordar el análisis del envejecimiento, estudiar los conceptos de calidad de vida y envejecimiento activo, así como la relación que se mantiene entre calidad de vida, envejecimiento activo y educación permanente. En este sentido profundizamos en los programas universitarios para personas mayores como ejemplo práctico de intervención socioeducativa orientada al envejecimiento activo. Igualmente analizamos el caso concreto del Aula Abierta de Mayores de la Universidad Pablo de Olavide. Dicho programa consta de la versatilidad suficiente para adaptarse a las necesidades socioeducativas de los adultos mayores que son protagonistas de su propio aprendizaje. Se crean espacios de aprendizaje y vivencias, que propician las relaciones intergeneracionales.Abstract: The objective of this article is to offer an introduction about the aging process, to clarify the different conceptions, theories and ages from which we can approach the analysis of aging, to study the concepts of quality of life and active aging, as well as the relation that is maintained between quality of life, active aging and lifelong learning. In this sense, we deepen the university programs for older people as a practical example of socio-educational intervention oriented to active aging. We also analyze the specific case of the Elderly’s Open Room of the Pablo de Olavide University. This program has the versatility enough to adapt to the socio-educational needs of the elderly who are protagonists of their own learning. They create spaces of learning and experiences, which foster intergenerational relationships.

scholarly journals ARTISTIC ACTIVITY AMONG THE ELDERLY AS A FORM OF LIFELONG LEARNING, BASED UPON THE OPINIONS OF THE UNIVERSITY OF WROCŁAW’S UNIVERSITY OF THE THIRD AGE HANDICRAFT GROUP MEMBERS

2016 ◽  
Vol 7 (1) ◽  
pp. 144-151 ◽  
Author(s):  
Beata Działa
Keyword(s):  
Focus Group ◽  
Lifelong Learning ◽  
Elderly People ◽  
Focus Group Interview ◽  
Senior Citizens ◽  
The Elderly ◽  
The Third ◽  
Artistic Activity ◽  
Group Members ◽  
The University

The article deals with the topic of creativity and artistic activity among elderly people in the context of claims related to the idea of lifelong learning. It discusses the phenomenon of creativity and how senior citizens can benefit from it. The artistic activity of people in the age of late adulthood is also discussed in that context. In the last part of the text, theoretical claims are collated with what the artistic groups’ elderly members themselves said during a focus group interview

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. 

EEG Responses to Low-Level Chemicals in Normals and Cacosmics

1994 ◽  
Vol 10 (4-5) ◽  
pp. 633-643
Author(s):  
Gary E. Schwartz ◽  
Iris R. Bell ◽  
Ziya V. Dikman ◽  
Mercedes Fernandez ◽  
John P. Kline ◽  
...  
Keyword(s):  
College Students ◽  
Low Frequency ◽  
Normal Subjects ◽  
The Elderly ◽  
Isoamyl Acetate ◽  
Alpha Activity ◽  
Low Intensity ◽  
Liquid Silicone ◽  
Increased Sensitivity ◽  
The University

Recent studies from the University of Arizona indicate that normal subjects, both college students and the elderly, can register the presence of low-intensity odors in the electroencephalogram (EEG) in the absence of conscious awareness of the odors. The experimental paradigm involves subjects sniffing pairs of bottles, one containing an odorant (e.g. isoamyl acetate) dissolved in an odorless solvent (water or liquid silicone), the other containing just the solvent, while 19 channels of EEG are continuously recorded. For the low-intensity odor conditions, concentrations are adjusted downward (decreased) until subjects correctly identify the odor bottle at chance (50). The order of odorants, concentrations, and hand holding the control bottle, are counterbalanced within and across subjects. Three previous experiments found that alpha activity (8-12 hz) decreased in midline and posterior regions when subjects sniffed the low-intensity odors. The most recent study suggests that decreased theta activity (4-8 hz) may reflect sensory registration and decreased alpha activity may reflect perceptual registration. In a just completed experiment involving college students who were selected based on combinations of high and low scores on a scale measuring cacosmia (chemical odor intolerance) and high and low scores on a scale measuring depression, cacosmic subjects (independent of depression) showed greater decreases in low-frequency alpha (8-10 hz) and greater increases in low-frequency beta (12-16 hz) to the solvent propylene glycol compared to an empty bottle. Topographic EEG mapping to low-intensity odorants may provide a useful tool for investigating possible increased sensitivity to specific chemicals in chemically sensitive individuals.

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.

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