Metacognition and lifelong e-learning: a contextual and cyclical process

Metacognition is arguably an important conceptualisation within the area of lifelong e- learning, with many theorists and practitioners claiming that it enhances the learning process. However, the lifelong, cyclical and flexible aspects of 'before', 'during' and 'after' metacognitions within lifelong e-learning (inclusive of whether an 'input' necessarily leads to a completed 'output') seem marginal within current areas of practical and theoretical debate. This article analyses Reeves's (1997) model of web-based learning in the context of the ADAPT project; a study of lifelong learners based in small and medium sized enterprises. The article focuses upon an analysis of this model's view of metacognition, and in the light of the project findings and literature review, aims to put forward an extended and expanded version of the model with reference to lifelong e-learnin

Knowledge dating and knowledge sharing in ad-hoc transient communities

This chapter will focus on the question of what rules and policies are conducive to the emergence of an adequate support infrastructure in the non-formal settings of a Learning Network. Once such an infrastructure is in place, a variety of ways again embedded in rules and policies may be used to guarantee its continued exis-tence. This was the subject of the previous chapter. Here the focus is on the phase of the emergence of social interaction and the formation of an incipient social in-frastructure. It is in this stage that the lone learner makes acquaintance with his or her online peers. More specifically, since learning through the exchange of knowl-edge is the ultimate objective of any Learning Network, we will present guidelines for effective and efficient knowledge dating in Learning Networks; ultimately, this should lead to knowledge sharing. During our discussion, we will introduce the notion of ad-hoc transient communities, temporal online gatherings of people fo-cused on a particular issue, which precisely because of their focus and transience help build a social infrastructure in a Learning Network. Ad-hoc transient com-munities may be seen as a knowledge dating and sharing service, offered in the context of a Learning Network