Unlocking Lifelong Learning Through E-Heritage

2010 ◽  
Vol 2 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Krassimira Paskaleva ◽  
Maurizio Megliola
Keyword(s):  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Community Resources ◽  
Information And Communication ◽  
Leisure And Recreation ◽  
Relationship Of ◽  
The Relationship ◽  
The City

Lifelong learning is often associated with the sociology and the economics of education. However, its broader and more holistic context, which includes learning through involvement in cultural activities, tourism, leisure, and recreation, is much less known. The relationship of this term to the rapidly changing world of Information and Communication Technologies and to various conceptions of interaction is also worthy of further investigation. This article seeks to shed light on that theme by presenting a novel IT platform involving mobile technologies that can enhance access and consumption of cultural heritage community resources. Drawing on material from the ISAAC European project, the article demonstrates how lifelong m-learning can be supported by an integrated e-destination platform that enables the user to build content and engage with that through a variety of applications over time. It concludes with a demonstrator system for the city of Genoa, Italy, to highlight the pathways to change.

Unlocking Lifelong Learning Through E-Heritage

2012 ◽  
pp. 80-97
Author(s):  
Krassimira Paskaleva ◽  
Maurizio Megliola
Keyword(s):  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Community Resources ◽  
Information And Communication ◽  
Leisure And Recreation ◽  
Relationship Of ◽  
The Relationship ◽  
The City

Lifelong learning is often associated with the sociology and the economics of education. However, its broader and more holistic context, which includes learning through involvement in cultural activities, tourism, leisure, and recreation, is much less known. The relationship of this term to the rapidly changing world of Information and Communication Technologies and to various conceptions of interaction is also worthy of further investigation. This article seeks to shed light on that theme by presenting a novel IT platform involving mobile technologies that can enhance access and consumption of cultural heritage community resources. Drawing on material from the ISAAC European project, the article demonstrates how lifelong m-learning can be supported by an integrated e-destination platform that enables the user to build content and engage with that through a variety of applications over time. It concludes with a demonstrator system for the city of Genoa, Italy, to highlight the pathways to change.

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.

Information Literacy and Lifelong Learning

2016 ◽  
pp. 11-22
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.

Golden Years in Social Media World

2021 ◽  
pp. 261-276
Author(s):  
Sandra Lopes Miranda ◽  
Ana Cristina Antunes
Keyword(s):  
Information And Communication Technologies ◽  
Social Networking Sites ◽  
Communication Technologies ◽  
The Elderly ◽  
Demographic Aging ◽  
Information And Communication ◽  
Relationship Of ◽  
The Relationship ◽  
Positive Evolution ◽  
Wide Dissemination

The context of demographic aging, combined with the wide dissemination of information and communication technologies (ICT), in the various domains of society defined a set of challenges, potentialities, and limits for seniors (65+). Although there is a positive evolution regarding adhesion and even domestication of ICT by this age segment, namely the internet and digital social networking sites, the literature review presents us with an immature, limited, and fragmented field of study, comprising an immense space of evolution. Aware of the strength, magnitude, and considerable ignorance of the action of seniors in the network society, this chapter intends to map, through a review of the multidisciplinary literature, how the relationship of seniors with ICTs is configured. In addition, usage behavior, as well as the drivers, and the consequences for the elderly of navigating digital social networks are also analyzed.

scholarly journals Coworking, the Sharing Economy, and the City: Which Role for the ‘Coworking Entrepreneur’?

Urban Science ◽  
2018 ◽  
Vol 2 (3) ◽  
pp. 83 ◽  
Author(s):  
Giacomo Durante ◽  
Margherita Turvani
Keyword(s):  
Information And Communication Technologies ◽  
Organizational Factors ◽  
Communication Technologies ◽  
Sharing Economy ◽  
Internal Factors ◽  
Information And Communication ◽  
Entrepreneurial Action ◽  
Coworking Spaces ◽  
Set Up ◽  
The City

Sharing economy platforms enabled by information and communication technologies (ICTs) are facilitating the diffusion of collaborative workplaces. Coworking spaces are emerging as a distinctive phenomenon in this context, not only fostering knowledge transfer and facilitating innovation, but also affecting the urban and socio-economic fabric contributing to urban regeneration processes at both the local scale and the city scale. Although the positive impacts of coworking on the urban environment are documented, there is still little or no evidence of the economic viability of coworking businesses, and a “coworking bubble” has been evoked. Given the lack of data, a national survey was set up of Italian coworking businesses, aimed at assessing the relevance of internal organizational factors (size, occupancy, profitability, services provided) for the sustainability of coworking businesses. By presenting the results of the survey, we argue that the sustainability and viability of the coworking model is highly dependent on internal factors, strictly related to the entrepreneurial action of coworking managers.

scholarly journals BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 474
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
The North ◽  
Information And Communication ◽  
Internet Availability ◽  
Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

Comparing hybrid media systems in the digital age: A theoretical framework for analysis

2018 ◽  
Vol 33 (5) ◽  
pp. 540-557 ◽  
Author(s):  
Alice Mattoni ◽  
Diego Ceccobelli
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
State Intervention ◽  
Theoretical Framework ◽  
Media And Politics ◽  
National Differences ◽  
National Media ◽  
Information And Communication ◽  
Media Systems ◽  
The Relationship

The relationship between media and politics today is deeply entrenched in the wide use of information and communication technologies to the point that scholars speak about the emergence of hybrid media systems in which older and newer media logics combine. However, it is still unclear how the configuration of hybrid media systems changes across countries today, especially with regard to the interconnection between media and politics. In the article, we aim to develop a theoretical framework to capture such national differences. In so doing, we want to develop a heuristic device to understand whether the transformations brought about by information and communication technologies in the media and political realm also contribute to reshaping national media systems and to what extent. After outlining the main scope of the article in the ‘Introduction’ section, we discuss the theoretical framework that Hallin and Mancini developed to compare media systems across countries, and we present this framework’s main strengths and weaknesses when used as a tool for understanding the relationship between media and politics in the digital era. We then argue for the need for an updated and expanded version of such a theoretical framework: first, we update its four original dimensions (structure of media market, political parallelism, state intervention and journalistic professionalism) transversely including information and communication technologies–related indicators; second, we expand the original theoretical framework with one new dimension (grassroots participation) and the related indicators. In the ‘Conclusion’ section, we summarize our theoretical proposal and present some indicators and potential comparative data sources to assess similarities and differences of national media systems across countries. Finally, we also note two limitations of the article.

Digital Literacy in a Lifelong Learning Programme for Adults

2014 ◽  
pp. 841-856
Author(s):  
Athanassios Jimoyiannis ◽  
Maria N. Gravani
Keyword(s):  
Lifelong Learning ◽  
Instructional Practices ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Literacy Skills ◽  
Ict Literacy ◽  
Individual Instruction ◽  
Information And Communication ◽  
To Come

The study presented explores aspects of adult learning on digital literacy in the context of a lifelong learning programme for social cohesion in Greece. The article outlines the framework of the digital literacy subject and underlines its associated objectives regarding adults' knowledge and competence in Information and Communication Technologies (ICT). The exploration draws upon the experiences and perceptions of eight adult ICT educators. The findings reveal that the educators tried to use flexible instructional practices that were adjusted to adult learners' needs and interests. Common effective instructional practices used were: ICT competence sessions, interdisciplinary and multi-literacy lessons, ICT-based projects, individual instruction sessions. Additionally, the article reveals the difficulties that adults faced in the course of developing ICT literacy skills. The paper ends with implications for the design of adult digital literacy courses in lifelong learning programmes, and for the preparation and development of the ICT educators in the years to come.

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