Digital Libraries in Open Education: the Italy case,

Open Education strategies, and specifically MOOC (Massive Open Online Courses) and OER (Open Educational Resources), play an important role in supporting policies for educational innovation, lifelong learning, and, more generally, the enlargement of educational opportunities for all. While there is an increasing interest in Open Education, there is little awareness about the role of Digital Library as learning incubators for learning enhancement. The paper presents briefly the state of art of Digital libraries in the light of the most recent initiatives of Open Education in Italy, towards an integrated model of Digital libraries as “knowledge and learning open hubs”

Lifelong learning arrangements in chinese organizations in the context of an emerging knowedge economy

There is a proverb in China: huo dao lao, xue dao lao, which means keep on learning as long as you live.\ud Though this is an ancient thought for Lifelong Learning, the meaning of the current research in Lifelong\ud Learning is still up to date. Kessels (2001) stated that our society is gradually moving towards a knowledge\ud economy: an economy in which the application of knowledge replaces the importance of capital, raw materials,\ud and labor as the main means of production. He suggests that knowledge productivity will remain the dominant\ud economic factor in a knowledge society. He defined knowledge productivity as the ability to gather information,\ud generate new knowledge, disseminate, and apply this knowledge to achieve stepwise improvement and radical\ud innovation. Kessels (2001) concluded that the demand for knowledge productivity and the importance of\ud continuous learning are described as the two sides of the same coin. Kessels’ statement stresses that\ud continuous learning is of vital importance in a knowledge society.\ud DeSimone, Werner and Harris (2002) acknowledged that organizations face many challenges as a new century\ud unfolds before us. The increasing globalization and technological revolution (in particular, the Internet) have\ud been identified as two primary factors that make for a new competitive landscape. Given the rapid changes that\ud all organizations face, it is clear that employees must continue the learning process throughout their careers in\ud order to meet these challenges. DeSimone, Werner and Harris (2002) suggested that organizations must find a\ud way to provide Lifelong Learning opportunities to all of their employees, and meeting the need for lifelong\ud individual learning is one of the present five challenges, which is currently facing the field of HRD.\ud Lifelong Learning is necessary at a national, organizational, and individual level to survive international\ud competition (Van Woerkom, 2003). This project is intended to explore Lifelong Learning arrangements to\ud satisfy the need for Lifelong Learning of employees in Chinese organizations in the context of an emerging\ud knowledge economy. The thesis develops a new conceptual model for Lifelong Learning arrangements. This\ud framework was constructed from the educational system level, the organizational level, personal characteristics,\ud quality of Lifelong Learning and Lifelong Learning attitude and Lifelong Learning behavior aspects. The\ud conceptual model led to a specific research design and the construction of a new data collection instrument,\ud comprising a questionnaire that consists of 74 items. Six organizations participated in this research, two\ud private-owned, two state-owned and two foreign-invested. These firms represent the current three main kinds\ud of companies in China. 648 questionnaires were used to test the reliability of the instrumentation of the\ud conceptual model. At last, the instrument was improved after the deletion of four items from their scale.\ud In addition to the quantitative data, interviews were held in the six participating organizations to reveal the\ud background of the research findings from the questionnaire, which gave more explanation on the data from the\ud questionnaires. On the basis of the interview analysis of the conditions for Lifelong Learning of the six\ud participating organizations, the author provides recommendations for the future of Lifelong Learning in\ud Chinese organizations. A regular regression analysis was used to investigate the effects of education support,\ud organizational level, personal characteristics and quality of Lifelong Learning variables on Lifelong Learning\ud attitude and behavior. Two factors from the organizational level, namely communication and reward system,\ud became the most important predictor variables for both Lifelong Learning attitude and Lifelong Learning\ud behavior. Lifelong Learning attitude and behaviour are directly influenced by communication and reward\ud system.\ud The framework and recommendations outlined in this project are only a starting point and basis to the future\ud Lifelong Learning related research. The general framework for Lifelong Learning arrangements in this research\ud might provide a reference for such actions. Each organization should probe its own practical way related to the\ud specific circumstances. Dahlman, Zeng and Wang (2007) argued that Lifelong Learning research and actions\ud should be open enough to constantly absorb, adapt, and apply new and successful experiences globally and\ud locally. The Lifelong Learning framework in this research also needs constant adjustment and improvement\ud responsive to the changing demands of the economy and society. China’s Lifelong Learning system should be\ud integrated with the evolving global system to keep itself updated (Dahlman, Zeng & Wang, 2007)

Continuing professional development in medical radiation science: journey towards reflective practice in cyberspace

The study aimed to investigate how continuing professional development (CPD) activities, through the development of a CPD educational framework, can assist Medical Radiation Science (MRS) practitioners to engage in reflective practice while entrenched in a protocol driven workplace culture. The study, with action research as the chosen methodology, and used both quantitative and qualitative methodology, was divided into two phases. The first phase of data collection aimed to inform the researcher of the needs of the MRS profession. The second phase of the study involved the design and development of an educational framework for CPD, based on current theories of learning and teaching using the framework and data collected from the first phase of the study, an online module was developed. The objectives of the module were to increase participants' knowledge in breast planning in radiation therapy by assisting participants to engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists. The online module was evaluated using Kirkpatrick's four level evaluation model (Kirkpatrick, 1998; Guskey, 2000). Based on Boud et al.'s reflection model (1985), all participants showed evidence of action, affective and perspective outcomes. They also demonstrated successful development of lifelong learning attributes, were empowered and their learning had a positive impact in their workplace. They began to assume a more proactive role and increased clinical responsibilities, engaging colleagues in collaborative reflections and adopting evidence-based approaches in advancing workplace practices. The study shows that it is possible to assist MRS practitioners to engage in reflective practice within a CPD educational framework online. The study also shows the importance of reflective practice, lifelong learning and transformative learning in CPD. Reflective practice liberates and empowers participants, lifelong learning equips them to continue learning and transformative learning facilitates perspective transformation. Thus, an effective educational framework is one that adopts a holistic approach towards CPD, by incorporating reflective practice, lifelong learning and transformative learning. The educational framework adopted in the present study may be extrapolated to CPD programs in other MRS disciplines and other healthcare professions

From lifelong education to lifelong learning. Discussion of some effects of today\u27s neoliberal policies

When we think about current adult education in the context of the uneven and contradictory social and economic impact of globalization, it necessarily implies thinking about the transfer from the paradigm of lifelong education to the paradigm of lifelong learning. We shall examine the essential quality involved in the social significance and the political dimension of each of these paradigms, because, since the post-war period, both became innovative educational policy strategies capable of mobilizing and transforming society. We would like to stress the importance of rethinking the role of adult education today in the light of the responsibilities shifting from the state to individuals, arising from the implications of this transition of paradigms: we do this by framing it in the context of the socio-productive restructuring movement, which speeded up the move from the so-called model of qualification, associated to social emancipation, to what is known as the model of competence (later competences), which is associated with individual empowerment. Therefore in this article we intend to question this new policy direction, which is associated with a conceptual and methodological shift in adult education practices, by using the prism of a critical sociology of education. (DIPF/Orig.

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

(Un)obvious Education, or Complexities of the Polish Education Aimed at Older People

The contemporary combination of information infrastructure with the commonly experienced transformation of knowledge created, in relation to education especially for older adults, an entirely new area of activeness. In accordance with the social awareness, education became an accessible good regardless of age. In this context, the maximal extending of the potential group of education receivers means, on the one hand, meeting the real social expectations towards so-called educational services. On the other hand, it is another challenge which the contemporary education faces. Unfortunately, the system of permanent education was not created in Poland since what is missing is both the strategy and some practical resolutions enabling old people the access to education with regards to their educational. Presently, the University of the Third Age is the only solution in the educational offer. In order to change the present status quo, what is needed is the re-definition of education and the modern perception of education and then perhaps, there will appear, the expected, by the senior citizens, module educational solutions providing them not only with the competencies but also the acknowledged certificate confirming their knowledge

The Power of VPL: Validation of Prior Learning as a Multi-targeted Approach For Access to Learning Opportunities For All

The power of VPL is that it empowers both the individual and the organisation! Learning is more than ever important and valuable, people are encouraged to invest in their potential throughout their lives, taking into account their prior learning. According to policy papers all across the globe, this should concern all citizens, including the underrepresented groups and non-traditional learners with regard to higher education because everywhere the knowledge-economy needs more higher-educated participation from all..

Participation in adult education: attitude and barriers.

In this paper, we control the intention theory of Fishbein and Ajzen (1980) for the participation in an adult education course. Based on the Flemish Eurostat Adult Education Survey, we reveal that participants in adult education have a more positive attitude towards learning and that within the group of non-participants, those who formulate an intention to participate score higher on attitude scales than non-participants without intention. The main reasons for non-participation are related to time squeeze and although the model of Fishbein and Ajzen (1980) stresses the importance of attitude, barriers are more than the mask of a poor attitude. Education policy and practice should therefore help adults in overcoming these obstacles

A European research agenda for lifelong learning

It is a generally accepted truth that without a proper educational system no country will prosper, nor will its inhabitants. With the arrival of the post-industrial society, in Europe and elsewhere, it has become increasingly clear that people should continue learning over their entire life-spans lest they or their society suffer the dire consequences. But what does this future lifelong learning society exactly look like? And how then should education prepare for it? What should people learn and how should they do so? How can we afford to pay for all this, what are the socio-economic constraints of the move towards a lifelong-learning society? And, of course, what role can and should the educational establishment of schools and universities play? This are questions that demand serious research efforts, which is what this paper argues for

Work-based learning and lifelong guidance policies

This Concept Note discusses the relationship between lifelong guidance and work-based learning. While these are distinct activities, they are often advanced as approaches to answering similar broad policy challenges, such as developing a skilled and socially inclusive population, ensuring engagement with education and work, and helping people to progress and live happy and useful lives. This paper argues that lifelong guidance can be particularly useful in relation to work-based learning in three main ways: • Engagement. Increasing citizens’ understanding of work-based learning, the routes into it and the rewards of participation. • Achievement. Helping participants (learners, employers and learning providers) in workbased learning to remain engaged and consider how best to enhance their skills and employability. • Transition. Assisting the effective utilisation of the skills developed within work-based learning by supporting individuals in transitions from work-based learning programmes to sustainable employment