scholarly journals The Development of Lifelong Learning Activities at Community Houses Connected with Schools in Yokohama

2001 ◽  
Vol 74 (2) ◽  
pp. 83-99
Author(s):  
Shigeru SAKAGAWA
Keyword(s):  
Lifelong Learning ◽  
Learning Activities

scholarly journals Citizen activists’ competency for lifelong learning activities

2016 ◽  
Vol 22 (5) ◽  
pp. 259-289
Author(s):  
Hyun, Young-Sup
Keyword(s):  
Lifelong Learning ◽  
Learning Activities

Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2011 ◽  
pp. 440-449
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
System P ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, we propose a needs assessment and evaluation design that is customized by participant. Participants are first assessed on various organizationally-relevant as well as lifelong-learning-relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. We then propose that, as learners engage in lifelong learning activities, they be periodically evaluated in terms of their improvement along different competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and to provide evidence to support the system.

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.

Types of Learning Activities and Life Satisfaction among Older Adults in Urban Community-Based Lifelong Learning Programs

2017 ◽  
Vol 41 (3) ◽  
pp. 239-257 ◽  
Author(s):  
Takashi Yamashita ◽  
Erick B. López ◽  
Jennifer Stevens ◽  
Jennifer R. Keene
Keyword(s):  
Older Adults ◽  
Life Satisfaction ◽  
Lifelong Learning ◽  
Urban Community ◽  
Learning Activities ◽  
Community Based ◽  
Learning Programs

scholarly journals NEEDS OF LIFELONG LEARNING ACTIVITIES AND OPPORTUNITIES PROVIDED BY COMMUNITY FACILITIES IN DWELLING AREA

2000 ◽  
Vol 65 (530) ◽  
pp. 127-134 ◽  
Author(s):  
Naoko SAIO ◽  
Hiroshi AIZAWA ◽  
Kayoko KAWASAKI ◽  
Atsuko TOJO
Keyword(s):  
Lifelong Learning ◽  
Learning Activities ◽  
Community Facilities

scholarly journals Transforming theory into practice: Creating student-centered instructional activities rooted in the Framework

2021 ◽  
Vol 82 (3) ◽  
pp. 114
Author(s):  
Meghan Kowalski ◽  
Catherine Meals ◽  
Faith Rusk
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Literacy ◽  
District Of Columbia ◽  
Learning Activities ◽  
Library Instruction ◽  
Student Centered ◽  
Instructional Activities ◽  
Reference Librarians ◽  
The University

During summer 2019, the four reference librarians at the University of the District of Columbia (UDC), an HBCU in the nation’s capital, met weekly to review and discuss each part of the ACRL Framework for Information Literacy for Higher Education. With our student population in mind, we had two goals: establishing a team-wide shared analysis of each frame and developing a collection of student-centered active learning activities, rooted in the Framework’s concepts, that could be mixed and matched during one-shot and embedded library instruction. Prior to this project, the librarians were using a limited group of library instruction activities that were not necessarily related to the Framework. During the project, the librarians found the Framework to be highly theoretical, making it challenging to identify concrete learning activities. However, by deeply engaging with the Framework, it was possible to create student-centered instructional activities that were rooted in the theory, and we were able to expand our repertoire of activities used in library instruction. We were also able to provide faculty with firm examples of how library instruction engages their students in information literacy and lifelong learning.

scholarly journals Creating a space for autonomous learning and citizen involvement in collaboration with a public library

2016 ◽  
Vol 117 (9/10) ◽  
pp. 659-672 ◽  
Author(s):  
Yuko Yoshida
Keyword(s):  
Lifelong Learning ◽  
Public Libraries ◽  
Public Library ◽  
Autonomous Learning ◽  
Learning Activities ◽  
Citizen Involvement ◽  
Self Directed Learning ◽  
Learning Space ◽  
Content Type ◽  
Learning Group

Purpose The purpose of this paper is to examine the significance of public libraries as lifelong educational agencies through the analysis of citizens’ autonomous learning activities developed in a public library. Design/methodology/approach A self-learning group was chosen and their history was traced. Self-published documents and narratives of the group were used to clarify the substantial content of autonomous learning activities related to a public library. First, an overview of the group activities is given through an analysis of the contents of group newsletters. Second, the narrative of the group members is examined as it appears in their publications. Finally, the results of these two procedures are integrated to holistically articulate the activities of the group as an autonomous learning history based in the public library. Findings The paper shows how the group created their learning space in collaboration with a public library and developed individual lifelong learning by sharing their activities with local citizens. The paper concludes that the activities of the target group provide an excellent example of not only the citizens’ autonomous learning as a study group but also the ways in which civic activities nurture public debate and generate social capital in cooperation with the local public library. Originality/value The paper suggests specific citizen's autonomous and self-directed learning activities and clarifies the substantial results of their learning. The results of this research demonstrate that public libraries have the unique potential to dynamically satisfy individual lifelong learning and citizen involvement. The paper demonstrates how public libraries are intrinsically linked with lifelong learning and civic involvement.

Assessing Learning Needs and Outcomes in Lifelong Learning Support Systems

2020 ◽  
Author(s):  
Kurt Kraiger ◽  
Natalie Wolfson ◽  
Meghan K. Davenport ◽  
Margaret E. Beier
Keyword(s):  
Lifelong Learning ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Learning Needs ◽  
Learning Support ◽  
Aggregate Level ◽  
Evaluation Design ◽  
Learning Program ◽  
Assessment And Evaluation ◽  
Learning Support System

This chapter describes methods of assessing the learning needs and evaluating the development of individuals within the context of a lifelong learning support system. Because lifelong learning is self-directed and informal in nature, the authors propose a needs assessment and evaluation design that is customized by the learner to their unique needs. Learners are first assessed on organizationally relevant as well as lifelong learning–relevant competencies and then linked, in a matrix format, to lifelong learning opportunities within and outside the organization that suit their competency needs. The chapter then proposes that, as learners engage in lifelong learning activities, they are periodically evaluated in terms of their improvement along these competencies. This information can be used to modify individuals’ lifelong learning program as well as, on the aggregate level, to inform decisions about how to allocate organizational resources and provide evidence to support lifelong learning systems.

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