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Friday, 12 March 2010 08:11
Interim evaluation of lifelong learning networks - Brenda Little and Ruth Williams - Report to HEFCE by: Centre for Higher Education Research and Informatio The Open University - HEFCE, April 2008

Summary: The Open University's Centre for Higher Education Research and Information was commissioned in June 2007 to undertake a formative evaluation of Lifelong Learning Networks (LLNs). Research to inform the interim evaluation has been two-fold:

- desk research of LLN documentation and
- visits to and interviews with personnel involved in eight LLNs.

The report's main conclusion was that LLNs are making progress in terms of encouraging institutions to offer curricula and put in place procedures that, in the fullness of time, could make a significant difference to the coherence, clarity and certainty of progression opportunities for vocational learners. However, it went on to say that it is too soon to be able to make substantive and well-evidenced statements about LLNs' overall progress on meeting this overarching objective of the LLN initiative.

Table of Contents

Acknowledgements 2
Executive summary 3
1 Introduction 11
2 Shifting scenarios 12
3 Method 14
4 Findings from the research 16
5 Conclusions and recommendations 29
Appendix 1: Desk research and the LLNs involved 36
Appendix 2: Exemplar A 37
Appendix 3: Exemplar B 39
Appendix 4: Exemplar C 41
Appendix 5: Exemplar D 43
Appendix 6: Exemplar E 46
Appendix 7: Exemplar F 48
Appendix 8: Exemplar G 50
References 52
Glossary 53

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Friday, 12 February 2010 08:30
Social Networking & Collaborative Learning Environment in Higher Education - Farideh Mashayekh, Ph.D. - Paper prepared for presentation at: The 5th GIAN-UT International Symposium on Knowledge Management &Innovation in Higher Education, Tehran, 24-27, August 2008

Abstract: With a shift in social dimensions of industrial economy to knowledge-based economy, and emerging web2.0 technology, the dominant vertical hierarchy of designing and controlling the teaching-learning processes is also shifting towards horizontal collaborative learning environment and networking. Within this perspective of the new era, knowledge is considered as power, as far as it is shared. Therefore, the knowledge sharing through social networks and networking is assumed to be a powerful mean towards building the communities of practice for professional empowerment. In such communities, as an informal space, learners, or a group of people having common  professional interests, undertake to share, participate and establish a fellowship while exercising their own thoughts, reflections, and making their own connections.

Based on this scenario, social constructivist pedagogy for being accountable is confronted with this dilemma that knowledge is context dependent and can not be completely separated from the “knower”. Then, the questions that may be raised are: “How could   connectivity lead  to knowledge construction?”; “What are the key skills and competencies required in these  innovative learning environments in which knowledge sharing and knowledge construction could take place?” ;”How do the collaborative learning approaches differ  from the conventional ones?”; “Should the highly structural virtual  learning environments focus on course and content delivery?; or Could this potential of networks be oriented towards promoting and supporting  collaborative learning?”; What are the perquisites for becoming an effective, responsible, and independent lifelong learner?”

In this paper, first, an attempt is made to elaborate on these questions for further investigations. Then, it reviews some answers to these questions, on the bases of the most recent related global research findings. As such, it reviews the necessary competencies for being a lifelong learner and the role of e-portfolio as lifelong learner self – regulation, in the collaborative learning environment.

Keywords: Social constructivism, Lifelong learning, Key competencies, e-Portfolio, Accountable pedagogy.

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