Alan See » Chief Marketing Officer » 3 Tips for Building a Social Media Lifelong Learning Environment
Has rational ignorance impacted your organization’s social media activity yet? Rational ignorance is the decision not to become more informed about something because the perceived cost of the additional intelligence — in terms of both effort and expense — is more than the expected return on the knowledge gained. It’s not a condition you’re excited to encounter if you’re trying to create a lifelong learning environment. More than likely, your organization started its social media journey with great excitement and a willingness to invest and learn. The concept of rational ignorance, while popping up on a daily basis for most of us, is particularly consequential to a social media strategy because the social media ecosystem is still evolving at a rapid pace. So, with the help of John C. 1. 2. 3. This strategy calls for a great deal of personal involvement from an organization’s marketing leadership.
Lifelong Learning Week | EUCIS-LLL
Today, the concept of “lifelong learning” (LLL) is widely used but its meaning differs according to whom is using it. According to EUCIS-LLL, lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal. It shall enable citizen’s emancipation and full participation in society in its civic, social and economic dimensions. The idea of organising Lifelong Learning Weeks aims to raise awareness on Lifelong Learning (LLL) in Europe and to put forward the need to adopt a holistic approach at all levels of decision-making, implementation and evaluation. Lifelong Learning Week 2013 With the support of MEP Emer Costello (S&D, IE) This year, the Week had a particular focus on the upcoming European Elections of Spring 2014. Learn more LLL Week 2012: “Rethinking skills: A civil society perspective” Learn more LLL Week 2011: “Different Pathways to Learning” Learn more
Camici in rete. L’esperienza delle comunità professionali di medici nei social network | Merluzzo | Form@re - Open Journal per la formazione in rete
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Occupazione e Over 40: le implicazioni psicosociali
Laurea liv.I Facoltà: Scienze della Formazione Autore: Stefania Mengoli Contatta » Composta da 42 pagine. Questa tesi ha raggiunto 577 click dal 02/03/2012. Disponibile in PDF, la consultazione è esclusivamente in formato digitale. Questo lavoro nasce da un vissuto personale, in quanto quarantenne che in un momento di crisi lavorativa, non trovando lavoro, ha deciso di iscriversi all'università come investimento per i prossimi venti anni; ne è seguita la percezione di non essere l'unica ad avere la sensazione che ci fosse qualcosa di anomalo nel mercato del lavoro attuale, che porta tendenzialmente ad escludere i quarantenni e oltre dalla maggior parte di possibilità lavorative: in qualunque ambito si parli di lavoro, si parla solo di giovani. Mostra/Nascondi contenuto. 1 Lo stato dell’arte E’ un dato di fatto che stiamo vivendo in una società che inneggia alla giovinezza attraverso i mass media, la pubblicità, prodotti per la bellezza e per la salute.
Lifelong Learning nei centri d'arte contemporanea europei. Didattiche per adulti.
Laurea liv.I Facoltà: Accademia di Belle Arti di Bologna Autore: Elisabetta Tiddia Contatta » Composta da 120 pagine. Questa tesi ha raggiunto 940 click dal 09/02/2011. Disponibile in PDF, la consultazione è esclusivamente in formato digitale. Secondo Nicolas Bourriaud l’opera d’arte è un interstizio sociale, ovvero uno spazio di relazioni umane che suggerisce possibilità di scambio differenti da quelle che sono in vigore nel sistema in cui viviamo. Mostra/Nascondi contenuto. Introduzione 4 INTRODUZIONE Secondo Nicolas Bourriaud l’opera d’arte è un interstizio sociale, ovvero uno spazio di relazioni umane che suggerisce possibilità di scambio differenti da quelle che sono in vigore nel sistema in cui viviamo.
4 items re: heutagogy and lifelong learning
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning – from IRRODL. Vol 13, No 1 (2012) by Lisa Marie Blaschke Abstract Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. Excerpt: An excerpt from Can Heutagogy Save Education?
Adult Education – Continuing Education – International Dimensions – Or: What Are the General Characteristics and the Common Core of Adult and Continuing Education?
There is general agreement that adult education (AE) has an international dimension, but how does AE today respond to this challenge? What is the relationship between theory and practice, given the international developments in this field, and what are the implications of the need for AE to work internationally? The author, who will already be familiar to many of our readers, addresses these questions. Prof. Joachim Knoll is Professor Emeritus of Adult Education at the Ruhr-Universität Bochum. Modern adult education has developed far beyond its origins, when it was not recognised as an integral part of the overall educational system. The Adult Education System In the Federal Republic of Germany, the adult education system is integrated into the school and post-school education system as a so-called fourth pillar of the system. Coordination between the components of the system is partly imposed by law. Structural Issues Content-related Issues International Issues 1.
IS UNIT WEB SITE - IPTS - JRC - EC
Previous research on how Information and Communication Technologies (ICT) can support socio-economic inclusion processes for groups at risk of exclusion, namely migrants and youth at risk, provides evidence of the relationships between ICT and employability. There is, for example, evidence that the adoption of ICT increases the demand for skilled workers and reduces it for unskilled workers. Access and ability to use technology also affects employability by shaping the decision to enter the labour market and to invest in training, and the likelihood of obtaining job offers. Possessing digital skills increases the probability of being employed, especially for older workers. Likewise, the rise of the internet has brought about major changes in how individuals look for jobs and the factors that shape their success: job matching services and individual factors, such as a person's motivation and social networks, are crucial. Projects: Past Projects: Literature review on ICT for employability
