Analysis on the Citizenship Learning Process of 'Lifelong Learning Manager' in Seocheon-gun

2020 ◽  
Vol 35 (1) ◽  
pp. 83-117
Author(s):  
Hyunjung Shin ◽  
Sangok Park
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Citizenship Learning

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.

scholarly journals INVESTIGATION OF THE EFFECT OF FATHER EDUCATION ON THE PERCEPTION OF FATHERHOOD IN THE LIFELONG LEARNING PROCESS

2020 ◽  
Vol 7 (12) ◽  
Author(s):  
Yeşim Şölen ◽  
Yıldız Öztan Ulusoy
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Critical Role ◽  
Structured Interview ◽  
Healthy Individuals ◽  
Face To Face ◽  
Preschool Period ◽  
The Face ◽  
Academic Year ◽  
Patriarchal Social Structure

In this study, the perceptions of fathers with children in the preschool period towards the concept of fatherhood, a lifelong learning process, and father education after the father education they received, were examined. The study was carried out with a qualitative research method. The sample of the study consisted of 14 fathers who had children attending two kindergartens in Kocaeli in the 2018-2019 academic year and volunteering to participate in the study. Fourteen fathers in the group were interviewed after the training program was applied. As a result of the face-to-face interviews with the semi-structured interview form, what they expressed about fatherhood, how they expressed themselves as fathers in the lifelong learning process, and their thoughts on participation in father education were obtained. It is known that the father has a critical role in the formation of the child's personality. Father education should be given importance to raise happy and healthy individuals. Today, it has been observed that there is a transition from the patriarchal social structure to modernity, and the fathers' traditional thoughts have changed, and they have started to think more child-oriented. It has been revealed that fathers gain awareness after education and fatherhood is a conscious and learnable phenomenon when an effort is made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals Empathy in Adult Education

2015 ◽  
Vol 21 (3) ◽  
pp. 65-73
Author(s):  
Natalija Vrečer
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Process ◽  
Interpersonal Relations ◽  
Educational Process ◽  
Intercultural Dialogue ◽  
Adult Educators ◽  
Human Relations ◽  
Full Extent ◽  
Intercultural Competencies

Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

scholarly journals Positions and Preferences: Faculty Goes for Lifelong Learning, a View from Turkey

2017 ◽  
Vol 6 (6) ◽  
pp. 19 ◽  
Author(s):  
Halil İbrahim Haseski ◽  
Hatice Ferhan Odabaşı
Keyword(s):  
Lifelong Learning ◽  
Survey Research ◽  
Learning Process ◽  
Education Faculty ◽  
Teaching Activities ◽  
Survey Form ◽  
Faculty Of Education

The purpose of this study is to investigate academicians’ lifelong learning positions and preferences. The research was designed as survey research. The participants consisted of 230 academicians from Faculty of Education of Anadolu University in Turkey. Data was collected using a survey form which had items about the factors that affect lifelong learning process of academicians. It was found that lifelong learning survey scores of participants vary according to their departments, branches, ages, seniorities, genders and academic titles. It was also found that academicians of education faculty mainly participate in scientific and teaching activities in lifelong learning.

scholarly journals Smart Technological Learning Conceptual model

2018 ◽  
Vol 7 (2.28) ◽  
pp. 152
Author(s):  
Cakula Sarma
Keyword(s):  
Big Data ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Educational System ◽  
Learning Process ◽  
Technological Learning ◽  
Smart Learning ◽  
Individual Perception ◽  
Human Individual ◽  
Principal Directions

Lifelong learning in one of most important aspects of nowdays educational system, which is understood as continuation of the previously acquired education and the enrichment of the professional skills according to the demands of the vocation in question. It is very important to figure out the most effective technological solutions and principal directions for implementing work-based learning strategies in the learning process.  New smart learning individually oriented methodology has been developed based on human individual perception for fast growing information and big data society.  

A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

The Learning Way

2020 ◽  
Author(s):  
Angela M. Passarelli ◽  
David A. Kolb
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Learning Process ◽  
Growth And Development ◽  
Life Experiences ◽  
Learning Identity ◽  
Learning Relationships

Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of action/reflection and experience/abstraction. The chapter provides an overview of stylistic preferences that arise from patterns of choosing among these modes of learning, as well as the spaces in which learning occurs. Movement through these modes and spaces links one experience to the next, creating a learning spiral that guides growth and development through a lifetime. Lifelong learning is also shaped by an individual’s learning identity, the extent to which one believes he or she can learn, and learning relationships, connections that promote movement through the learning spiral. Strategies for enhancing the learning process are provided for each of these topics.

Research on the Construction of "Metal Materials and Heat Treatment" Network Course to Higher Vocational Colleges under the Background of Big Data

2016 ◽  
Vol 851 ◽  
pp. 615-619 ◽  
Author(s):  
Zhi Ling Wang
Keyword(s):  
Heat Treatment ◽  
Big Data ◽  
Lifelong Learning ◽  
Learning Process ◽  
The Internet ◽  
High Quality ◽  
Open Platform ◽  
Treatment Network ◽  
Metal Materials ◽  
Vocational Colleges

With the development of social information in the background of big data, this paper gives the practical problems in the construction of network course of "metal materials and heat treatment". The aim of the study established on the basis of the Internet will provide us more comprehensive supports and services, and more friendly practical systems in teaching. Our research will build a public open platform for the cultivation of high-quality talents and the promotion of lifelong learning process. This paper has focused on the theoretical value of the network course construction, construction objectives, the content and advantages of the construction. The results of this paper are helpful to improve the teaching effects of the course of "metal materials and heat treatment" in vocational colleges.

scholarly journals COMPARING LEARNING PROCESS IN THE FIELD OF ENTREPRENEURSHIP EDUCATION: TARGET GROUPS REVISING LIFELONG EXPERIENCE IN TEACHING PROCESS

2012 ◽  
Vol 49 (1) ◽  
pp. 59-72
Author(s):  
Mervi Raudsaar ◽  
Merike Kaseorg
Keyword(s):  
Lifelong Learning ◽  
Key Words ◽  
Learning Process ◽  
Entrepreneurship Education ◽  
Open University ◽  
Target Groups ◽  
Learning Methods ◽  
Teaching Process ◽  
Related Literature ◽  
Personal Process

This article presents the results of a pilot research how the entrepreneurship is perceived by the participants of entrepreneurship courses. Also we have researched their previous (entrepreneurial) background and its relevance on enabling market entrance. We had two target groups: self financed students of Open University and participants in entrepreneurship course financed by European Social Foundation. Lifelong learning is a socio-personal process as we associate our thoughts and actions to our earlier experiences but on the same time revising that experience. The aim of this article is to explore how to teach entrepreneurship in lifelong learning process and to explore it in participants’ perspective. In empirical part authors used questionnaire with 77 statements with persons being admitted to some entrepreneurship courses. The respondents were asked to express their opinion on a five-point Likert scale. The data has been discussed in the context of the related literature. We discuss what learning methods are most effective - to learn about, for or through/within entrepreneurship (Hyrsky & Kyrö, 2005; Gibb, 1999; Hytti & O’Corman, 2004, Rae, 2004). Key words: lifelong learning, education, entrepreneurship teaching, possibilities of starting entreprise, limitations of starting enterprise.

scholarly journals Personalizing the learning process with Wihi

2020 ◽  
Author(s):  
Juha Lindstedt ◽  
Raine Kauppinen ◽  
Altti Lagstedt
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personalized Learning ◽  
Traditional Education ◽  
Management Tool ◽  
Learning Approach ◽  
Curriculum Management ◽  
Global Business ◽  
Business Environments ◽  
Part Time

Societies are changing rapidly because of automation and digitalization, but local and global business environments are also becoming more volatile. Changing societies also place requirements on education: the number of atypical learners is growing all the time, and lifelong careers have been changed to lifelong learning. Traditional education approaches do not support part-time learners or lifelong learning; personalizing the learning process for every student separately is too laborious. In this paper, we study a flexible, personalized learning approach and an information system (Wihi) to support it. Wihi is a thesis management tool for students to plan and schedule their theses and for the thesis supervisor to centrally monitor the progress of different theses. In addition, it allows curriculum management to follow the whole thesis situation. Although Wihi was developed for a specific need, the personalized learning assumptions behind it are also applicable in other education cases.

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