A European lens upon adult and lifelong learning in Asia

In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the Asia–Europe Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west

Congratulations, Class of 2022!

On behalf of the University Events Office, I want to shout my biggest congratulations to each of you

Leading by Example

The authors discuss in this article how universities and colleges would be served well if students were being exposed to people who exemplify and illustrate in their daily lives the values of their institution. Our goal is to illuminate why academic advisers, other academic affairs professionals, and faculty can (and should) serve as role models who exemplify the mission, vision, and values of an institution. This would enable students to learn about the institution\u27s mission and also how to live lives of magnanimity and integrity

Pendekatan permainan mudah alih dalam pembelajaran congak

Kaedah congak merupakan salah satu kaedah yang sangat efektif untuk mengira dan menyelesaikan masalah matematik. Kaedah ini diajar kepada murid-murid terutamanya di sekolah rendah bagi meningkatkan keupayaan mental murid-murid sekaligus berupaya mengira dengan tepat dan pantas. Namun begitu kaedah ini boleh menimbulkan kebosanan kepada murid-murid terutamanya yang lemah dalam matematik. Pendekatan pembelajaran berasaskan permainan melalui aplikasi mudah alih dijangka akan dapat meningkatkan minat murid-murid mempelajari kaedah congak. Aplikasi ini dibangunkan dengan menggunakan model Game Development Life Cycle kerana kesesuaian model tersebut untuk pembangunan aplikasi permainan. Aplikasi ini telah diuji oleh kanak-kanak berusia 4 hingga 6 tahun. Secara keseluruhan, hasil pengujian menunjukkan aplikasi ini telah mencapai objektif-objektif yang telah ditentukan. Kesimpulannya, aplikasi ini telah berjaya dibangunkan dan berpotensi untuk dijadikan alat bantuan pembelajaran bagi kanak-kanak dalam memupuk minat dan kemahiran mereka dalam mencongak nombor

Understanding SLO 22 - Lifelong Learning

This paper is an informative overview of the student learning objective SLO 22, lifelong learning, in relation to the California Polytechnic State University, San Luis Obispo Construction Management Department. The student learning objective of lifelong learning is an existing university objective for Cal Poly, however, recently has also become a department specific objective for Construction Management. This senior project explores what lifelong learning means to the Construction Management department. Further, the paper explores how the current outcomes of this objective may improve to more closely embody the department mission. These findings will allow for emphasis on lifelong learning in order to prepare students to be lifelong learners while receiving an education at Cal Poly, as well as continued growth after graduation. The hybrid nature of this senior project includes a project-based portion consisting of the creation of a study guide of SLO 22. The intended purpose of the study guide is to prepare students for the AIC Associate Contractor Exam. The research-based portion of this project includes the creation and distribution of a survey with the intention of determining what lifelong learning is, how the Cal Poly Construction Management Department is currently fulfilling this objective, and how it can be improved

Lifelong learning in a network

Paper accepted for ODLAA conference (Open and Distance Learning Association of Australia), titled 'breaking down barriers', Adelaide, 9-11 November, Australia. Will be published as a chapter in the book: 'Breaking Down Boundaries: The International Experience in Open, Distance and Flexible Education'In our knowledge-based society learning will no longer exclusively be tied to the traditional educational institutions, but becomes lifelong. E-learning has enabled the establishment of networks of distributed collaborating learners, teachers and institutions. Lifelong learning in a network is quite different, because the student doesn’t belong to one institute and the roles of persons are no longer fixed. At the OUNL we are developing a set of models (a 'learning network'), technologies and open specifications in order to support networked learning. It will be related to the MSc-programme we are developing in collaboration with Sydney University and Florida State University

Recommendations for learners are different: Applying memory-based recommender system techniques to lifelong learning

This article argues why personal recommender systems in technology-enhanced learning have to be adjusted to the specific character of learning. Personal recommender systems are strongly depend on the context or domain they operate in, and it is often not possible to take one recommender system from one context and transfer it to another context or domain. The article describes a number of distinct differences for personalized recommendation to consumers in contrast to recommendations to learners. Similarities and differences are translated into specific demands for learning and specific requirements for personal recommendation systems. Therefore, it analyses memory-based recommendation techniques for their usefulness to provide pedagogically reasonable recommendations to learners