QUICK RESOURCE SHEET #88

Lifelong learning

PREVIOUS TOPICS LISTED AT BOTTOM OF PAGE

We understand lifelong learning as:

• A user-centred, "cradle-to-grave" process
  embracing all major types and categories of
  learning: formal and informal, institutional,
  web-based, vocational, adult, work-related
  and self-directed
• A dynamic and flexible process, centred on
  learners and requiring of them an ability
  and willingness to take responsibility for
  their own learning
• A set of coherent, "joined-up" policies and
  practices providing for a cumulative,
  engaging process of learning through early
  years, schooling, further and higher education,
  adult and continuing education, work-based
  learning, professional development and
  "Third Age" studies.

from http://www.lifelonglearnresearch.co.uk/

Bottom of Form

http://siteresources.worldbank.org/EDUCATION/Resources/278200-1126210664195/1636971-1126210694253/Learning_Teach_Knowledge_Society.pdf

“Changes in the way of learning, affecting working teachers, are stressing the idea that the responsibility for training falls increasingly on the professionals themselves. Making our schools into areas only for teaching but in which the teachers learn, is the radical shift needed. The guiding principle of training must be to understand that our students have the right to learn. Training has to be directed towards ensuring quality learning in our students, and committed to innovation and up-to-dateness. It must overcome the traditional isolation of the teaching profession, and at the same time consolidate a professional grid via the use of networks of teachers and schools to facilitate flexible and informal learning. In short, training that contributes to reprofessionalizing teaching against those who want to simplify the complexity of the act of teaching.”

http://www.usm.maine.edu/olli/national/pdf/USM-Peer_Teaching.pdf

“Lifelong Learning Institutes (LLIs)… are organizations of older learners dedicated to meeting the educational needs of their members. Generally Lifelong Learning Institutes fall into two categories: institution-driven and member-driven. In the institution-driven model the curriculum is often planned by professional staff and taught by regular higher education faculty. In the member-driven model, courses of study are planned and taught by institute members. In fact the use of peer teachers - in addition to the program being sponsored by a college or university, charging modest membership fees and tuition, being predominately age-segregated, and offering a wide range of liberal arts and cultural offerings - is considered to be a core ingredient in distinguishing a Lifelong Learning Institute from other programs in adult or older adult education (Manheimer, Snodgrass, and Moskow-McKenzie, 1995; Manheimer, 1995).”

http://www.open.ac.uk/lifelong-learning/

“The papers you find on this web site were commissioned from researchers working mainly in a UK context. They are presented as working papers, many of which have been subsequently edited for publication elsewhere. Revised versions of two of the papers now appear in the first volume of three readers prepared for the Open University's Master's Module ‘Supporting Lifelong Learning’.”

http://www.infed.org/lifelonglearning/b-life.htm

“More recently there has been a shift in much of the literature and policy discussions from lifelong education to lifelong learning. There has been an associated tendency to substitute the term adult learning for adult education (Courtney 1979: 19). One of the criticisms made is that in the process little attention has been paid to distinguishing education and learning. One way to approach this is to view learning, as a cognitive process internal to the learner, that can occur 'both incidentally and in planned educational activities', while, 'it is only the planned activities we call… education' (Merriam and Brockett 1997: 6).”

http://www1.worldbank.org/education/lifelong_learning/presentations/LLL%20Glasgow%20Feb%2005_files/frame.htm

PowerPoint presentation: “Lifelong Learning and Adult Education: Luxury or Necessity for Developing Countries?”

http://www.lifelonglearning.co.uk/

This month we would like to know if you think that adult learners should bear more of the costs of their learning. Please select which of the following best describes your opinion.

Top of Form

Yes. Adult learners should pay the real cost of their learning.

No. Adult learners should be subsidised by the Government.

Don't know.

Previous editions of the QUICK RESOURCE SHEET

#1 – Creating quizzes (and more) online                                                         

#2 – Vocabulary builders

#3 – Online discussion groups for English teachers                                    

#4 – Grammar headaches – and how to cure them

#5 – Resources for new teachers                                                     

#6 – International Education Week

#7 – Mentoring programs                                                                    

#8 – Education publications online

#9 – Applied Linguistics                                                                   

#10 – English for Young Learners

#11 – World AIDS Day                                                                      

#12 – Online writing guides

#13 – E-mail exchanges                                                                      

#14 – Free online English courses

#15 – Effective e-mail communication                                             

#16 – Libraries online

#17 – American Studies                                                                     

#18 – Teaching methodologies

#19 – Internet tutorials                                                                       

#20 – Using the newspaper – Part I

#21 – Making books                                                                           

#22 - Using the newspaper – Part II

#23 – Human rights in language teaching

#24 – Blogging

#25 – Poetry and language teaching

#26 – The communicative approach

#27 -  Idioms

#28 – Earth Day

#29 – Alternative assessment

#30 – Peer assessment

#31 – Self-assessment

#32 – Portfolio assessment – Part I

#33 -  Portfolio assessment - Part II (Online Portfolios)

#34 – Intercultural communication

#35 – Teaching Adults

#36 – Learning disorders / Special needs

#37 – Using computers in reading instruction

#38 – Use of authentic materials

#39 – English for Medical Purposes

#40 – Sources for authentic materials

#41 – Education and technology

#42 – Academic writing

#43 – Teaching and stress

#44 – Back to school

#45 – Motivating students

#46 – Action research

#47 – Internet terminology

#48 – Fluency

#49 – Curriculum design

#50 – Pragmatics

#51 - Podcasting for English teachers

#52 – Critical reading

#53 – Learner autonomy

#54 – Scaffolding

#55 – Holidays

#56 – English for Academic Purposes

#57 – Mixed-level classes

#58 – The brain and language learning

#59 – Book clubs/Readers’ groups

#60 – Teachers and technology

#61 – Using video in the language classroom

#62 – Internet-based classroom projects

#63 – Observing student teachers

#64 – Digital literacy

#65 – Group work

#66 – Giving feedback on student writing

#67 – Vlogging

#68 – Educational leadership

#69 – The first five minutes: How to get a class warmed up

#70 – Managing test anxiety

#71 – Developing listening comprehension

#72 – Discourse analysis

#73 – English for Tourism

#74 – Storytelling

#75 – Virtual Learning Environments

#76 – Sociolinguistics

#77 – Corpus Linguistics

#78 – Teaching teenagers

#79 – Lexical Approach

#80 – Humanism in language teaching

#81 – Collaborative teaching

#82 – Distance learning

#83 – Open Education

#84 – The non-native speaker as English teacher

#85 – Contrastive grammar

#86 – Plagiarism

#87 – English through drama