“Life-long learning is a key issue for our knowledge society. With social software systems new heterogeneous kinds of technology enhanced informal learning are now available to the life-long learner. Learners outside of learning institutions now have access to powerful social communities of experts and peers who are together forging a new web 2.0. This paper reviews current work in pan-European initiatives that impact upon life-long learning via views of professional learning, learner competence and social networking. It seeks to provide an overview of some of the critical research questions for the interdisciplinary field of social software research.”
http://dspace.learningnetworks.org/handle/1820/910 (accessed 21/03/2012)
- It Works for the Corporate World Too! (karenmahon.com)
- TED-Ed News: Educators, Animators, and Lifelong Learning (onlinecollege.org)
- Washington endorses lifelong learning benefit for workers (hollymccracken.wordpress.com)
- Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning (downes.ca)
- Change and Lifelong Learning (mygemsoflife.com).
Second Link: What Price Life-Long Learning?
“The analysis describes the broad consensus which is currently emerging about the nature of the educational changes which are necessary for the creation of a ‘learning society‘ and contrasts this vision with the contemporary reality of an education system which is every day more constrained by formal assessment. The implications of these tightening bonds for the development of universities in the third millennium are explored in terms of research evidence which documents the impact of conventional forms of assessment on student learning. The argument is made that this emphasis on ‘categoric’ assessment if fundamentally incompatible with aspirations towards the creation of a ‘learning society’. This is partly because institutions must necessarily give their attention to obtaining high scores and cannot risk the substantial changes in the reorganisation of teaching and learning that an ’empowering’ educational environment would arguably require and partly because of the power of the prevailing assessment discourse to define priorities. The article uses Lyotard‘s concept of ‘performativity’ to examine these contemporary tensions in higher education, their origins and potential significance for the creation of a ‘learning society’.”
Image from Amazon featuring John Raven’s book Competence in the Learning Society: http://www.amazon.com/Competence-Learning-Society-John-Raven/dp/0820451649
http://www.tandfonline.com/doi/abs/10.1080/0962021980020022 (accessed 21/03/2012).
Third article: An examination of work-environment support factors affecting transfer of supervisory skills training to the workplace. It is interesting to note that: “trainees who reported receiving high levels of organization, supervisor, and peer support, and who also participated in a peer support network, reported higher levels of transfer of knowledge and skills.”
“Organizations invest a significant amount of time and money on management and supervisory training programs. The intent of this study was to examine the relationship between four specific work-environment factors (organization support, supervisor support, peer support, and participation in a peer support network) and transfer of training at one-month, six-month, and one-year points following supervisory skills training. Quantitative and qualitative data were collected from both trainees and their direct supervisors. ANOVA results of aggregate data showed that trainees who reported receiving high levels of organization, supervisor, and peer support, and who also participated in a peer support network, reported higher levels of transfer of knowledge and skills. When data were segregated and examined according to length of time since trainees had completed training, findings were still significant for organization, supervisor, and peer support but only at the one-year point, not at one month or six months. Participation in a peer support network was not significant at any of the three points of time. In short-answer responses, trainees indicated that lack of time and lack of management support and buy-in were significant barriers to transfer. T-test results indicated that trainees and their supervisors did not differ in their perceptions of level of transfer of skills or amount of organizational or direct supervisor support received by the trainees.”
Reference: http://onlinelibrary.wiley.com/doi/10.1002/hrdq.1115/abstract (accessed 22/03/2012)
Cromwell, S. E. and Kolb, J. A. (2004), An examination of work-environment support factors affecting transfer of supervisory skills training to the workplace. Human Resource Development Quarterly, 15: 449–471. doi: 10.1002/hrdq.1115
The Fourth Article I would like to share is:
“Within the basic context of openness there is a discipline of what to ward off, or reject, and what
to cultivate, or accept. The positive aspect of renunciation, what is cultivated, is caring for others.
But in order to care for others, it is necessary to reject caring only for yourself, or the attitude of
selfishness. (…) In order to overcome selfishness, it is necessary to be daring. (…) But then, once
you may have made a leap of daring, you might become arrogant. (…) So the discipline of
renunciation also involves cultivating further gentleness, so that you remain very soft and open and
allow tenderness to come into your heart. (…) Although the warrior’s life is dedicated to helping
others, he realizes that he will never be able to completely share his experience with others. The
fullness of his experience is his own, and he must live with his own truth. Yet he is more and more
in love with the world. That combination of love affair and loneliness is what enables the warrior to
constantly reach out to help others.” (Trungpa 1995: 93, 95-97). Reference:
TRUNGPA Chögyam, 1995, Shambhala. The Sacred Path of the Warrior, Boston & London, Shambhala, Shambhala Pocket Classics, 323 p.