Procedia Social and Behavioral Sciences
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Procedia - Social and Behavioral Sciences Procedia - Social and Behavioral Sciences 28 (2011) 439 – 00 443(2011) 000–000
www.elsevier.com/locate/procedia
WCETR 2011
Impact of Technology on lifelong learning Marjan Laal a* a
Tehran University of Medical Sciences, Sina Trauma & Surgery Research Center, Sina Hospital, Tehran 11555/3876, Iran
Abstract This review article is an attempt to shed light on the relationship between lifelong learning (LLL) and interactive technology. It starts with an overview of LLL concept then goes on how interactive technologies have the general potential to address of LLL. LLL is about acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the pre-school years to postretirement. Technology-based learning has quickly become a hot topic over the last decade. With electronic tools, people can learn virtually anytime and anyplace they choose without obstacles. Educational technology has recently become a major vehicle for fulfilling need of LLL. © 2011 Published by Elsevier Ltd.
Keywords: lifelong learning; technology; impact.
1.1. Introduction The term lifelong, as applied to education or learning, has been in circulation for more than a quarter of a century (Friesen, N. & Anderson, T., 2004). European Network of Quality Agencies (ENQA) in its glossary on the Berlin Communiqué noted that: LLL comprises all phases of learning, from pre-school to post-retirement, and covers the whole spectrum of formal, non-formal and informal learning (ENQA, 2003). As the studying population is growing larger, it becomes older, and has additional obligations, mainly work and family. Therefore, there is an increasing need for a flexible learning framework, one that enables one to learn anytime at anyplace. Individuals are different, so an adaptable pace and mode of study suited to personal abilities is needed. The adult learning market is becoming increasingly competitive and full of opportunities, both for existing institutions and for new entrants. Increasing competition, the need to keep up to date professionally, along with a rising standard of living and more leisure time have combined to make studying an ongoing process of LLL (Beller, M. & Or, E., 1998). Adult learning is striving for recognition as a profession but is suffering from an identity crisis. Foster in 1988 lists four categories of treatments in order to facilitate the recovery of adult literacy, as the following: (1) what
* Marjan Laal. Tel.: +98-216-675-7001-3; fax: +98-216-675-7009. E-mail address:
[email protected]. 1877-0428 © 2011 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2011.11.084
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should be taught; (2) who will be taught; (3) methods and techniques; and (4) assessment and evaluation (Pierce, W. L., et al., 1993). Jaimes A. et al. (2007) wrote: Today, interaction of technology can be seen in almost every aspect of our daily life. As Ayse Saygin (CREL, 2010) stated; the project lead and assistant professor of cognitive science at UC San Diego: Scientific research on how people perceive, respond to, and interact with artificial agents is needed as these technologies can impact almost every aspect of our lives from entertainment to education and healthcare New opportunities and ways to integrate technology into the learning process are being created every day. However, the relationship of LLL to the rapidly changing world of information and educational technologies, and to the various conceptions of interaction that are central to these technologies, has been considered much less frequently (Friesen, N. & Anderson, T., 2004). Society is now becoming more dependent on technologies (Georgievski, M. & Sharda, N., 2001). This paper strives to shed light on the relationship between LLL and interactive technology. 1.2. Material and Method This review article starts with presenting an overview of LLL concept which is based on scientific works, then goes on how interactive technologies have the potential to address of LLL. Key issues related to the relationship of LLL and technology, were identified through reviews of the literature on LLL and the literature on information and communication technology (ICT). 1.3. Results LLL literally means that learning should take place at all stages of life cycle (from the cradle to the grave) and, in more recent versions that it should be life-wide; that is embedded in all life contexts from the school to the workplace, the home and the community. The learning society therefore, is the vision of a society where there are recognized opportunities for learning for every person wherever they are and however old they should be (Green, A., 2002). According to the European Commission, LLL contains: all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspective. The components and actions included in the LLL process, as adopted by the European Commission: Acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the pre-school years to post-retirement. It promotes the development of knowledge and competences that will enable each citizen to adapt to the knowledge-based society and actively participate in all spheres of social and economic life, taking more control of his or her future (Marinescu, R., 2007). The concept of LLL refers to the activities people perform throughout their life to improve their knowledge, skills and competence in a particular field, given some personal, societal or employment related motives (Aspin, D. N. & Chapman, J. D., 2000; Field, J., 2001). The provision of LLL facilities is considered to be a major new direction for higher educational institutes catering for the demands of industry and society. Educational institutions and other learning providers must offer flexible LLL facilities that meet the needs of learners at various levels of competence throughout their lives. People must be able to use LLL facilities to upgrade their knowledge, skills and competence in a discipline as required. They can also contribute to the facilities by sharing knowledge and supporting other learners. ICT networks will in future support seamless, ubiquitous access to LLL facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and program-centric
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models. It envisions a learner-centred, learner-controlled model of distributed LLL. These network facilities for lifelong learners are called Learning Networks (LNs) (Koper, E. J. R., et al., 2005). The facilities have to be designed in a way how to meet the specific needs of LLL, including different individual necessities, learning preferences, prior knowledge and situational circumstances. However, well-designed learning facilities do not guarantee the successful attraction of learner groups. Specific measures have to be taken to attract the appropriate people to the appropriate learning facilities by providing information about the complete offering available in order to give sound and suitable advice for the learners. Lifelong learners need an overview of the offerings of all institutes that are accessible (Koper, E. J. R. & Tattersall, C., 2004). Network facilities support seamless, ubiquitous access to learning facilities at work, at home and in schools and universities. Learning resources from providers such as schools, companies, libraries and the learners themselves can be made available from a single point of access and learners can be helped in performing tasks more efficiently through support from software agents (Jennings, N. R. & Wooldridge, M. J., 1996). Technology assisted LLL aims to harness technology to support excellence in teaching, learning and research. Research and consultancy are undertaken on e-learning and technical projects, and high quality learning solutions are developed. Knowledge transfer challenges in teaching and learning, collaboration, dissemination of information, and beyond can be solved by the Internet (Tindall, S., 2005). Technology can make LLL a reality. With electronic tools, people can learn virtually anytime and anyplace they choose without obstacles .Technology makes learning a private and personal experience and seems to motivate learners. (Edwards, R., 1997) 1.4. Discussion LLL is viewed as involving all strategies that are put in place to created opportunities for people to learn throughout life. It therefore should be a process of conscious continuous learning that goes throughout life and directed towards providing both the individual needs and that of the relevant community, that will not only develop individuals to become responsible to themselves and their communities, but understand and involve actively at all levels of their societies (Abukari, A., 2004). LLL is also about providing "second chances" to update basic skills and also offering learning opportunities at more advanced levels. All this means that formal systems of provision need to become much more open and flexible, so that such opportunities can truly be tailored to the needs of the learner, or indeed the potential learner (European Commission, 2007). The Commission of the European Communities (2000, p.3) states in its memorandum on LLL: LLL is no longer just one aspect of education and training; it must become the guiding principle for provision and participation across the full continuum of learning contexts. The coming decade must see the implementation of this vision . LLL takes place in the course of formal schooling and in other settings and at any age. LLL also directs attention to the foundations, to include basic literacy as well as such generic competences as communication skills, problemsolving skills, the ability to work in teams, ICT skills and learning to learn. Much of what can be found of learning opportunities outside of formal schooling is made available to those who are already employed, and of this group, to more highly educated employees working in large (often international) enterprises. For better educated workers, learning activities are much more evenly spread out over their work lives (DFID). Online learning, Internet-based learning, web-based learning and e-learning are used interchangeably by practitioners in the field. The burgeoning need for just-in-time education and training has resulted in the creation of a vast and diverse marketplace of learners. Universities possess tremendous resources and a high level of credibility. If they
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can adopt a strong strategic vision of how and where online learning can reach the greatest number of potential students within their perceived mission, their future in the world of online education is very bright indeed (Capper, J., 2001).
Evaluation of learner’s experience with computer mediated communication and World Wide Web (WWW) have increased noticeably, particularly in higher education institutions. Virtual communication is not yet a commonly mode of teaching and learning, but it is now here, and in use by a few people to participate in real time events, where learners interact on-line from distant locations, using steaming audio and video, as well as reading words and graphics on screen (Thorpe, M., 2000). Society is more connected and more global in scope than ever before. There is more information available than at any previous time in history. The incorporation of technology and multimedia into the fundamental process of teaching and learning has promised to accelerate the creation of new modes of instruction (Genzuk, M., 2010). As organizations across the world attempt to maintain a competitive edge in global business and education markets, the demand for online courses is steadily increasing. Online courses have the potential to significantly increase the possibilities for cheap and fast research through access to ever expanding databases of e-texts, bibliographies and links to major holdings in university libraries around the world (Westbrook, V., 2006). Computers in the workplaces are visualized as delivery points of learning opportunities. Now co-presence of working and learning is actively promoted by projects and funding, not merely noticed as an interesting phenomenon for the researcher (Thorpe, M., 2000). Today, we find new, collaborative initiatives such as virtual universities, consortia and digital universities, which aspire to share learning resources, increase the quantity and quality of educational services, and explore new markets, particularly in the field of LLL. The underlying idea is that LLL will ultimately provide a major service catering for the needs and demands of industry and society as a whole (Koper, E. J. R., et al., 2005). The demand for more flexible educational environments increases according to continuous learning which comes to be seen more and more as a necessity for almost everyone in our rapidly changing and increasingly global society (Chen, T., 2003). Today, technology is not only a tool, but also a resource for accessing information that further enables learning. New opportunities and ways to integrate technology into the learning process are being created every day. 1.5. Conclusion Evolution, which is rare among species and reaches a pinnacle in homo-sapiens, became possible when new forms of learning evolved. LLL is increasingly discussed as a framework for reforms in regional and national as well at the emerging economies all over the world. It is the electronic delivery of ICT which is fuelling the current resurgence of LLL. Online courses can replace more traditional approaches to teaching and learning in the 21st century by drawing on the experience of educational facilitators worldwide. In generating online courses, institutions should also be aware that they are generating international communities composed of people in different societies with different cultures and expectations. References Abukari, A. (2004).Conceptualising Lifelong Learning: A Reflection on Lifelong Learning. (pp.1-21), 1st International euredocs conference sciences: Transformations experienced by higher education and research institutions in European countries, Paris. Retrieved 15 May 2011from: euredocs.sciences-po.fr/en/conference/2004/abdulai_abukari.pdf. Aspin, D. N. & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of Lifelong Education, 19 (1), 2-19. Beller, M. & Or, E. (1998). The Crossroads between Lifelong Learning and Information Technology: A Challenge Facing Leading Universities. JCMC, 4(2), Open University of Israel, Retrieved 15 May 2011from: jcmc.indiana.edu/vol4/issue2/beller.html. Capper, J. (2001). The emerging market for online learning: insights from the corporate sector, European Journal of Education, 36(2), 237-245.
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