LIFELONG LEARNING

[Eric Sandelands]

I hope this interests the group.

Eric Sandelands
IRDC

LIFELONG LEARNING
The Monthly Newsletter of VUP International
Home of Continuing Professional Development and Virtual University 
Journal
http://www.openhouse.org.uk.virtual-university-press/

NEW AT THE VUP INTERNATIONAL WEBSITE
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More new exhibits on dislay in the EXHIBITION HALL
TWO NEW COLUMNISTS. Daniel Eisenberg and Roy Rada will contributing to 
the
site on a monthly basis, covering topics from distance learning, 
education and
the Internet and lifelong learning.  The new columns will be added to the 
site
very soon.  Watch this space.

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IN ISSUE 3 of CPD
COMING SOON

The latest CPD On-line Conference Report by David Davies

GENIUS IN EDUCATION: ON PEDAGOGY
By TINA EBEY

ABSTRACT
Presents several themes relating to understanding and presenting pedagogy 
in
education.  Influenced by the work of Mr. Makiguchi, a significant 
Japanese
educator who was involved with revolutionary educational reforms in the
1930's.  This paper advocates greater partnership between the student and
teacher, bringing together "the tools of technology and the spirit of
education".  Focuses also on the responsibility of educators to provide
effective learning, emphasizing the sociological and ethical aspects of
education.

KEYWORDS
Education, learning, technology, pedagogy

ON-LINE NOW!!!

INDUSTRY-UNIVERSITY PARTNERSHIP: Implementing Lifelong Learning (PDF | 
HTML)

By LEENAMAIJA OTALA
Reprinted with permission from The Journal of European Industrial 
Training,
Vol. 18 No. 8, 1994

In today's working life, people need continuous updating and upgrading of
their competence and skills - they need lifelong learning. Lifelong 
learning
includes development of operational capabilities (which help one to do 
the
current job better) and strategic capabilities (which allow one to learn 
the
requirements of future jobs). Operational capabilities can be improved 
through
company training. Strategic capabilites require continuous education. 
That is
a task of universities and other public education providers. However, 
both
must be linked together. Describes a model for lifelong learning based on
industry-university co-operation. It demonstrates how the model can be
implemented through analysing core competences and core employees of 
companies
based on their business strategies. The competence development needs of
companies are transferred into lifelong learning programmes for 
individuals.
The roles of employers and universities in the implementation process are
outlined. Highlights a case study based on the implementation of lifelong
learning in Finland

Keywords: Core competences, education, lifelong learning, strategy, 
training,
universities

DISTANCE LEARNING: - bringing out the best in training (PDF | HTML)
MADELINE TARR

Reprinted with permission from Industrial and Commercial Training, Vol 
30,
Issue 3, 1998

The traditional view is that live training is the only suitable means of
delivering sales and management training. Companies fail to consider 
distance
learning as an alternative - or addition - to make management and staff
development programmes even more effective. Principal advantages of 
distance
learning are flexibility, cost savings, more efficient use of time and 
staff
motivation. It can be more effective - people learn at their own pace and
retain more information, staff are far more likely to accept ownership 
and
learners are more proactive. For the company, acceptance of the merits of 
the
training and development message at all levels brings positive changes to
company culture and philosophy, introducing the concept of being "a 
learning
organisation" and providing a knock-on advantage of boosting staff morale 
and
motivation.

Keywords: Employee development, Flexibility, Learning, Motivation, 
Training

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VIRTUAL UNIVERSITY
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COMING SOON
The latest VUJ On-line Conference Report by Daniel Eisenberg.
More articles on technology-aided learning.

IN ISSUE 3

Editorial: The Campus without Walls
Clive Robertson

Teaching Thinking IS possible through Information and Communications
Technology (HTML | PDF)
J.M.Ewing, J.D.Dowling and N. Coutts

This paper is based on a project which was part of the UK Government 
Education
Departments' Superhighways Initiative (EDSI), and identifies some of the 
main
areas for pupil learning and teacher professional development in using
Information and Communications Technologies (ICT). The sample comprised 
pupils
and teachers in small rural schools in Scotland at Primary and Secondary
levels. The focus of this paper is on the teaching thinking aspect of the
study and it examines some of the underlying issues in creating a context 
for
learning by using ICT as a means of delivering a viable learning 
environment.
A summary of the outcomes of the project is presented and some 
suggestions
given on how the model used could be applied more generally.

Keywords: Information communications, Internet, education, learning, new
technology.

The Epistemology and Heuristics of Learning in a High Technology 
Environment:
The Virtual Class (HTML | PDF)
Jim Sinclair

The Virtual Class.
The key guiding principle and underpinning concept is that of 
interactivity -
the promotion of this is achieved by the availability of terminals 
capable of
providing the appropriate processing power. Hyperreality software is now
available relatively freely. This enables the next step from virtual 
reality
technology involving headmasks and datagloves.which enables the 
participant to
immerse themselves in a three-dimensional world simulation. Hyperreality
involves the co-mingling of virtual and real worlds to occur. Where both 
real
and virtual objects co-exist and become part of our real existence. 
Professor
Terashima at Wasada University in Japan and Carnegie Mellon University in 
the
U.S. is involved in ground - breaking research wherein he postulates that 
such
a technology will become the infrastructure of the information society. 
It's
what we can look forward to in twenty years time as something as normal 
as
radio was as an emergent technology over 100 years ago. We are now at the 
cusp
of a situation where such strange concepts and hyperreality and virtual
reality can be related back to the then odd phenomenon of the Hertzian 
waves
that could seemingly transcend time and space, passing through walls and 
over
great distances. Radio was the norm right through the twentieth century.
Whether it was in the form of television or as FM band , it is the 
dominant
communication paradigm for our times. Now, we are facing the prospect of
hyperreality being the norm in the next century. A communication system 
that
allows people to resolve the question of distance as radio now does - 
allowing
people to reach right across geographical boundaries to remote areas. and
beyond. Telephones are hyperreality with the voice - hyperreality in toto
allows a comprehensive interreaction with the environs - a multi sensate
experience with the flowers, the cat, oneself, one's neighbour allowing a 
hug
say to be imparted at a distance, seeing hearing and touching three
dimensionally. This is done where the technology has now migrated to 
one's
apparel. so that ocular technology generates the required imagery and a 
data
suit provides the tactile sensations with sound supplied through 
headphones.
In Neal Stephenson's "Snow Crash"23 there are intimations of the possible 
form
that the technology might take. It is worthwhile to quote an extract as
illustrative example and relate them back to an educative context as they
suggest possible hardware scenarios that may be ubiquitous enough to be
applicable.

The title of this passage is co-opted from the seminal work of the seers 
and
mentor of the author, Drs Tiffin and Rajasingham (1995): In Search of the
Virtual Class, (Routledge, London and New York)
Keywords: Education, virtual reality, democracy of access.


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