Abstract
The ubiquity of information and online human support trigger the question if the traditional epitome of |life-long learning| can still be considered as |learning| as meant in the traditional context of formal education. A complicating factor is that regular education needs to revise its main paradigm. It is hard to find solid reference beacons for deciding who is changing most: school-based education or life-long learning for adults. Regular education seems to evolve from a transfer into a developmental paradigm. Life-long learning tends to migrate from |incidental-| and |continuous learning| into |course-based-|, |institutionalised-| and |certificate-driven| learning. Its mutual comparison is like estimating the speed of two opposing trains without seeing the landscape.
| Original language | English |
|---|---|
| Pages (from-to) | 127-144 |
| Number of pages | 18 |
| Journal | International journal of continuing engineering education and life-long learning |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2010 |
Keywords
- Life-long learning
- School-based education
- Social software
- Learning support systems
- Media-based learning
- ICT for education
- Educational technology
- Learning technology
- Overall contract
- Information technology
- Communications technology
