scholarly journals Review of Nature Conservation Education and Nature-based Experiential Learning from the Aspect of Lifelong Learning

2013 ◽  
Vol 23 (1) ◽  
pp. 1_3-4
Author(s):  
Seiichi ITO
Keyword(s):  
Nature Conservation ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Conservation Education

scholarly journals Development of an assessment tool to measure the prior experiential learning of adult learners: The case of Wawasan Open University

2013 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Liew Teik Kooi ◽  
Teoh Ai Ping ◽  
Phalachandra Bhandigadi
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Diagnostic Test ◽  
Tertiary Education ◽  
Knowledge Society ◽  
Assessment Tools ◽  
Attrition Rate ◽  
Open University

Recognition of prior experiential learning offers a vital contribution to supporting lifelong learning around the globe. The Malaysian government has placed great emphasis on lifelong learning in developing a knowledge society to achieve its goal of becoming a developed nation by the year 2020. Hence, the efficacy of recognition of prior experiential learning acts as a mechanism to enhance social equity and social inclusion in the Malaysian higher education context. In tandem with this, Wawasan Open University (WOU)'s vision and mission is to enculturise lifelong learning and provide access to adult learners who may have previously missed the opportunity to pursue higher education. Since its inception in 2007, WOU has developed a mechanism to review, recognise and accord validity to all prior experiential learning (PEL) of the learners. WOU's PEL comprises a series of assessment filters in three stages that are systematically utilised to gauge the learner's level of preparedness to embark on their tertiary education. These stages are (i) Certificate Attestation and Work Experience Portfolio, (ii) Diagnostic Test and (iii) a six-month HeadStart programme. This study investigated the effectiveness of the mechanism and its assessment tools in measuring prior experiential learning of the students. The authors examined the GPA/ CGPA performance of two groups of learners. The first group consisted of those who have passed the diagnostic test and proceeded directly to undertake their degree studies. The second group comprised learners who were unsuccessful in their diagnostic test and had to undertake a six-month HeadStart programme prior to commencing their degree studies. The authors then conducted an analysis on the correlation between the Diagnostic Test results and the GPA/CGPA scores obtained. Similar correlation analysis was also carried out to examine whether learners who had undergone the six-month HeadStart programme performed better in their tertiary studies. Support services offered to these two groups of learners were also identified. The findings from this study also reveal the appropriateness of the various components embedded in the Diagnostic Test as well as the courses offered in the six-month HeadStart programme that aimed to strengthen the learners' knowledge, skills and attitudes prior to pursuing their tertiary studies. Open Universities that subscribe to the philosophy of broadening access to higher education may explore the possibility of adopting the tested bridging programme developed by WOU for weaker Open Entry students to enhance the success rate of students and reduce attrition rate.

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.

scholarly journals Literature Introduction: Nature Conservation Education

2013 ◽  
Vol 23 (1) ◽  
pp. 1_64-73
Author(s):  
Yoshie KAGA ◽  
Yuki ISHIYAMA ◽  
Satoko MARUTANI ◽  
Li XIAOYE ◽  
Megumi NODA ◽  
...  
Keyword(s):  
Nature Conservation ◽  
Conservation Education

scholarly journals Accreditation Of Prior Experiential Learning As A Catalyst For Lifelong Learning: Analysis And Proposals Based On French Experiments

2013 ◽  
Vol 9 (4) ◽  
pp. 317-328
Author(s):  
Pierre-Yves Sanseau ◽  
Sandrine Ansart
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Work Experience ◽  
Prior Learning ◽  
Individualized Learning ◽  
Societal Changes ◽  
Past Experiences ◽  
The University ◽  
Learning Analysis

In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis de l’Expérience (VAE), accredits prior learning from past experiences (professional and otherwise) and can lead to full university degrees or diplomas. A literature review on lifelong learning shows that worldwide, it is based on different conceptions and approaches, according to the realities of the education and labour systems and the relationship between them. The researchers note however that work experience is less valued than the acquisition of new and complementary knowledge.Studies on VAE in France in higher education show that a thorough analysis of prior experiential learning: first, improves the quality of the experience as a potential source of skills; second, may provide ways to improve the candidate's experiential learning, and third, may help define the direction for lifelong learning. Therefore, recognition of this experiential learning could be a key catalyst for lifelong learning. The findings support two main arguments advocating a central role for the recognition of prior experiential learning in the lifelong learning process particularly in France: potentially individualized learning paths, personal empowerment and shorter training times; and a focus on experience - and not just professional experience - that is in tune with today’s societal changes and the aspirations/constraints of each individual.

The Impact of E-Learning on CTE from an Adult Education Perspective

2009 ◽  
pp. 155-165
Author(s):  
Ian Gordon ◽  
Don Quick ◽  
Linda Lyons
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Learning Technologies ◽  
Life Goals ◽  
Lifelong Learners ◽  
Career And Technical ◽  
Alternative Approach ◽  
E Learning ◽  
The Impact

This chapter provides an alternative approach to career and technical education (CTE) and the use of e-learning technologies. The authors suggested that, by shifting our emphasis in education from the development of people to meet occupational and economic needs to the development of people as individuals, they might become more successful in meeting occupational and economic goals. Based on lifelong learning, we concentrated on experiential learning, critical reflection, transformative learning, and learning communities as best educational practices. Having established the pedagogical basis for lifelong learning, they will then focus on the impact of e-learning and how it can be used to foster and develop these practices. The authors then discuss how these technologies can be used to help create lifelong learners and a learning society. The authors conclude with a discussion of two groups of CTE learners and how the use of e-learning technologies may help meet their learning, career and life goals.

Spirituality and Religion as Cultural Influences in Andragogy

2019 ◽  
pp. 45-72 ◽  
Author(s):  
Lunthita M. Duthely ◽  
Sandra G. Nunn ◽  
John T. Avella
Keyword(s):  
Adult Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Lifelong Learning ◽  
Adult Learner ◽  
Cultural Influences ◽  
Spiritual Dimension ◽  
Christian Perspective ◽  
Whole Person ◽  
Spirituality And Religion

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

2008 ◽  
Vol 17 (4) ◽  
pp. 375-398
Author(s):  
Doris Gomezelj Omerzel ◽  
Nada Trunk Širca ◽  
Arthur Shapiro ◽  
Mateja Brejc ◽  
Steve Permuth
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Education System ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Educational Institutions ◽  
Prior Learning ◽  
Convenience Sample ◽  
The Impact

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

Human lifecycle development and the experiential learning foundations of an integrated lifelong education framework

2018 ◽  
Vol 24 (2) ◽  
pp. 250-271 ◽  
Author(s):  
Cameron Richards
Keyword(s):  
Experiential Learning ◽  
Lifelong Learning ◽  
Formal Education ◽  
Life Experience ◽  
Later Life ◽  
Lifelong Education ◽  
Basic Model ◽  
Concrete Experience ◽  
The Face ◽  
Death Narrative

Many educators interested in notions of ‘learning through or from experience’ are influenced by Kolb’s basic model of experiential learning. Yet as a set of stages, the model involves a dilemma acknowledged by Kolb himself that it can proceed from either concrete experience or abstract conceptualisation. The paper builds on Kolb’s insights about a possible solution to this dilemma in terms of how experiential learning is in some respects synonymous with but otherwise a more specific version of Alan Rogers’ concept of informal lifelong education. On this basis, it adapts a ‘lifecycle’ perspective on how the direct or micro ‘here and now’ opportunities for constructive experiential learning ever potentially inform the larger or macro concept of lifelong learning – one also linked to the different formal modes as well as stages of education from schooling for youth through to adult education and later life learning. The paper further links various related lifelong learning challenges of harnessing direct life experience to the larger challenge of a typical knowledge-experience disconnect in modern formal education as well as society. Such a disconnect is exemplified by how lifelong informal learning often seems futile (and a lifetime of experience increasingly meaningless) in the face of the modern ‘work-retirement-death’ narrative still influential in a fast-changing and uncertain world.

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