首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 672 毫秒
1.
  相似文献   

2.
This article offers a critique of knowledge management. The critique is empirically based on the case study of a Danish software production company's (A‐Soft) knowledge management strategy of implementing an information technology (IT) tool known as ‘knowledge centre’ (KC). The article argues: (1) the discourses on knowledge and learning informing KC and everyday practice are incompatible. KC conceptualizes knowledge as a resource that can be stored and retrieved from databases, and learning as an individual acquisition. The company's existing practice of knowledge sharing and learning seems better conceived from a situated and embodied perspective, seeing knowledge as an enactment inseparable from action, and learning as social participation. (2) The management's preoccupation with implementing technological solutions for codifying, archiving, and creating global access to information is conflicting with the practitioners' focus on seeking context‐rich information through collegial networks. Moreover, it is suggested that cultivation of a culture where viable communities of practice and collegial networks can flourish may be more important than technological advancement. (3) The strategy of exercising knowledge management through control and ownership invokes a discourse that threatens to subjectify the employees as replaceable resources in a lifelong learning imperative.  相似文献   

3.
The Internet has recently been identified as a potential enabler of lifelong learning. Web‐based learning systems enable learners easily to access rich resources and actively participate in learning activities without time and distance limits. The main challenge in lifelong learning is providing the opportunity for discussion and collaborative knowledge construction to engage learners in acquiring and applying knowledge in the context of learning, working and collaboration. Moreover, knowledge sharing is a key component in the formation of communities of lifelong learners. Most online collaborative learning communities use Web text‐based discussion forums for knowledge sharing. However, such discussion forums are separated from the context of learning activities. Furthermore, the facilitation of beneficial dialogue through discussion forums, requires the involvement of mentors as facilitators. This study proposes an e‐book interface that enables learners easily to annotate or enter queries in a text in which questions arise, where a query context is transferred to a discussion forum. The subsequent anchors of questions are linked to a discussion forum for actuating sustained participation. A mentor finder recommends a collaborative peer based on learner knowledge level to answer the questions. Learners can also use mobile phones to access this ubiquitous discussion forum using voice/text anytime and anywhere. The experimental results showed a clear increase in the level of discussions, and most learners indicated that they benefited considerably from collaborative mentor support in an e‐book learning context through the provision of a ubiquitous discussion forum.  相似文献   

4.
Policies hailing lifelong learning in the so‐called New Economy promote equitable knowledge work and work‐related learning opportunities for all. Gender is hardly mentioned in these discourses; some might assume gender is ‘resolved’ in a new economy emphasizing entrepreneurism, technology, knowledge creation and continuous learning. However a closer look reveals that gendered inequity persists both in access to and experience of these learning opportunities. Indeed, familiar issues of women, work and learning are exacerbated in the changing contexts and designs of work comprising the so‐called New Economy. This is argued in the frame of Canada's most recent policies on work and learning, drawing from contemporary Canadian studies and statistics to underline the point. Current provisions for girls' and women's vocational education in Canada are assessed in light of these issues, focusing on particular learning needs of girls and gendered issues they face in entering the labour market of the New Economy. To move beyond a critical analysis and outline a possible way forward, four directions for change are suggested: more gender‐sensitive career education for girls; sponsored vocational education for women; management education in gendered issues arising in the changing economy; and critical vocational education in both schools and workplaces.  相似文献   

5.
The recommendations of the National Committee of Inquiry into Higher Education are assessed in the light of their vision of a learning society and criticised in terms of the inevitability of a knowledge economy with a new lifelong learning sector. While the National Committee has produced a report which demands careful study by everyone involved with higher education it has not provided us with a workable blueprint for the construction of a learning society.
The relationships between information, knowledge and learning are analysed in terms of three interacting economies – a cognitive economy, a learning economy and a knowledge economy. Technology will play a vital role in the evolution of these three inter-linked economies in the following ways:
• The cognitive economy will be transformed by the role of machine agents
• The learning economy will be transformed by the development of new ways of structuring and accessing instantiated knowledge
• Interactions between the creators and supplies of knowledge will create a trading economy based on wideband communications and internet technologies.
The major driver of the development of a knowledge economy will be a demand for lifelong learning. After a decade or so, by far the largest part of lifelong learning will be delivered off campus and into the workplace or home. In responding to these developments higher education will have to adapt radically.  相似文献   

6.
The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others.  相似文献   

7.
通过阐述终身学习视野下的个人知识管理的定义和意义,指出个人知识管理是终身学习的重要内容和重要途径,并介绍了个人知识管理适用于终身学习的方法与工具。  相似文献   

8.
Experts agree that citizens of the information society will need new and additional skills in the future that are connected with the effective and efficient use of digital media technologies. Today, there is unequal access and use of those technologies, which is described as the 'digital divide'. In a unique project, the State of Bremen (Germany) has created Public Internet Usage Points in 25 schools. These 'Web.Punkte' offer access to computers and Internet for the community and support for external users by students. The project is embedded into a larger context of building a regional infrastructure for lifelong learning. Starting with interpretations of lifelong learning, this paper tries to combine those views with concepts to bridge the digital divide, explaining organizational barriers and success factors. Using formative evaluation, the results of the project will be highlighted and arguments for a regional learning network will be drawn.  相似文献   

9.
ABSTRACT In a climate of continual change and innovation, lifelong learning is a critical professional development objective which has a direct impact on organizations' effectiveness and ability to compete and innovate. To help learners continually upgrade their skills and knowledge so they can effectively address emerging organizational and professional needs and opportunities, educators must prepare learners for their professions using teaching methodologies that develop learners' capacity for and disposition toward lifelong learning. Problem‐based learning (PBL) is one such method. PBL uses professional problems of practice as a starting point, stimulus, and focus for student activity, and one of PBL's stated educational outcomes is students' use of lifelong learning skills. This study examined the changes in students' use of lifelong learning skills while participating in a PBL project. Twenty‐six undergraduate university computer science students completed a 15‐week C++ programming course. Using guided reflective journal responses as process data, students were observed to increase their application of lifelong learning skills during their PBL experience. Design and research recommendations are shared.  相似文献   

10.
Trust and collective learning are useful features that are enabled by effective collaborative leadership of e‐learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e‐learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005–06 UK e‐learning pilots: the Joint Information Systems Committee (JISC) e‐Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e‐Learning (CAMEL) projects. The JISC‐funded eLISA Distributed e‐Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e‐learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e‐learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e‐learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e‐learning practice in institutions promoting lifelong learning.  相似文献   

11.
Lifelong learning is intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. In today's climate of continual change and innovation, lifelong learning is a critical educational goal. In order to prepare people for lifelong learning, educational opportunities must develop their capacity for self‐direction, metacognitive awareness, and disposition toward lifelong learning. Several instructional features facilitate the development of metacognitive and self‐directed learning skills, and the disposition to lifelong learning: (1) student autonomy, responsibility, and intentionality; (2) intrinsically motivating learning activities; (3) enculturation; (4) discourse and collaboration among learners; and (5) reflection. This article describes and presents examples of how three teaching methodologies—problem‐based learning, intentional learning environments, and cognitive apprenticeship—employ these instructional features.  相似文献   

12.
In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.  相似文献   

13.
In South Africa under apartheid higher education was inaccessible to the majority. This article argues that in the new South Africa there is an opportunity to redress this situation and promote equity though lifelong learning. This would involve greatly widening access and providing programmes to develop broadly applicable abilities such as computer literacy and problem-solving skills, which would increase the economic competitiveness and personal empowerment of learners. At the same time, the author argues, new educational approaches are needed to promote active citizenship.  相似文献   

14.
It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis on skills related to information retrieval, dissemination and evaluation. Learning now is the constant striving for extra competences, and the efficient management of the acquired ones. Secondly, the discourse of lifelong learning suggests the autonomy of the learner. However, educational practices are organized in a way that ‘choosing to learn (particular things)’ has become the contemporary human condition. With reference to Marshall's notion of ‘busno‐power’, it is argued that—contrary to what one likes to believe—lifelong learning has become a new kind of power mechanism.  相似文献   

15.
The last five years have seen a radical transformation in adult education in England with a concentrated emphasis on national basic skills provision. This was prompted initially by a government response to low levels of literacy in the British adult population, identified by an influential international survey, showing unfavourable comparisons with other European countries. The response to the disclosure that seven million adults in England were not functionally literate saw the creation in 2001 of a national basic skills strategy in England entitled Skills for Life. It is a far‐reaching strategy creating a new infrastructure to support adult basic skills learning opportunities over a seven‐year period. It also created the entitlement to free basic skills learning opportunities, as a cornerstone to creating national economic competitiveness and social cohesion. Such an entitlement could be interpreted as a commitment to providing wider access to foundation skills for adults who had previously missed out, as part of a lifelong learning agenda. However, a critical reading of the policy texts, and recent funding priorities, show the strategy rooted more in a response to what is perceived as the skills demands of a knowledge economy for global competitiveness than to issues of social inclusion and increased opportunities for lifelong learning. The result of this may well be the creation of new sites of inequality that affect older women and adult ESOL (English for Speakers of Other Languages) learners disproportionately, the very people that are identified as being needed to fill skill gaps in the economy.  相似文献   

16.
In order to build a knowledge‐based society and meet the needs of lifelong education, open learning opportunities are growing at exponential rates. While such growth is commendable, there appears to be a very strong demand for distance guidance services in open education programme selection. The purpose of this study was to develop the online self‐directed inventory, the Academic Programme Preference Instrument (APPI), for the lifelong learners in Hong Kong. The methods of questionnaire survey and standardized psychological measurement were employed. In this study, 2775 respondents were surveyed in order to identify and verify the inventory, using a multistage stratified cluster sampling technique. The inventory consists of 112 items under nine personal attribute types, namely: organizational; mechanical; scientific; sociological; mathematical; literary; musical; aesthetic; and social service. Eighty‐nine distance and continuing education professionals were invited to help to determine the most important personal attributes that a learner should possess in order to meet the minimum entry requirements of each of the 73 education programme categories that account for over 800 open education programmes in Hong Kong. The online APPI, in English and Chinese versions, has been linked to the homepage of the Hok Yau Club in Hong Kong for the public to use freely. As Hong Kong aims to foster lifelong learning in a knowledge‐based society, it is expected that the APPI can help lifelong learners to make wise open education programme selection and to enhance learners’ success in pursuing continuing education.  相似文献   

17.
This article discusses two school‐based case studies of vocational education and training in the areas of information technology and hospitality from the perspective of the agendas of ‘lifelong learning’. Lifelong learning can be seen as both a policy goal leading to institutional and programme reforms and as a process which fosters in learners identities that enable them to thrive in the circumstances of contemporary life. These case studies suggest that current approaches to vocational education and training in schools are enacting the first but not the second of these agendas. Institutional barriers are being removed and work placements drawn in to schooling programmes. However, the pedagogy, assessment and curriculum of the programmes emphasizes short‐term (and conflicting) knowledge objectives rather than orientations to flexible lifelong learning. We argue that it is teachers rather than the students who are thrust most forcibly into adopting new learner‐worker identities consonant with the attributes of ‘lifelong learners’ and the demands of the contemporary workplace.  相似文献   

18.
The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning 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 programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions.  相似文献   

19.
学习型社会需要建立和完善各级各类教育相互衔接、相互融通的教育体系。社区教育是优化教育资源配置、促进社会教育发展、发挥教育系统功能、推动终身教育的有效形式。教育深入社区,有利于促进社区教育的发展,有利于利用社会上的一切文化的、教育的、科研的、体育的资源,借助机关、企业、民间组织等社会力量,开展丰富多彩的学习活动,以便使人们有可能选择适合自己需要的学习,获得接受终身教育的机会。社区作为终身学习系统的基本构成,研究他运行的模式具有普遍的意义．  相似文献   

20.
形成全民学习、终身学习的学习型社会,促进人的全面发展,既是全面建设小康社会的重要目标,也是马克思主义关于社会全面进步与人的全面发展相互协调思想在当代中国的新发展。学习型社会的本质是学习社会化和社会学习化,形成学习型社会是发展知识经济和全面建设小康社会的客观要求。形成学习型社会,学习作为人们的新的需要、新的能力、新的观念、新的活动和交往方式,发展和改造人本身,促进个人价值的实现和自由个性的生成,从而极大地促进着人的全面发展。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号