21 Inspiring Quotes & Thoughts On Mobile Learning

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Upside Learning Solutions

Check out our compilation of the 21 most inspiring quotes and thoughts that apply to mobile learning.

Technology Education

In an interview with the eLearning Council

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In an interview with the eLearning Coach

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This presentation will help you understand the basic building blocks of Business Intelligence. Learn how decisions are triggered, the complete decision process and who makes decisions in the corporate world. More importantly, understand core components of a Business Intelligence architecture such as a data warehouse, data mining, OLAP (Online analytical procession) , OLTP (Online Transaction Processing) and data reporting. Each component plays an integral part which enables today's managers and decision makers collect, analyze and interpret data to make it actionable for decision making. Business intelligence has become an integral part that needs to be incorporated to ensure business survival. It is a tool that helps analyze historical data and forecast future so that your are always one step ahead in your business. Please feel free to like, share and comment as you please!

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Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning Karl Steffens Introduction We think of our societies as ‘knowledge societies’ in which lifelong learning is becoming increasingly important. Lifelong learning refers to the idea that people not only learn in schools and universities, but also in non-formal and informal ways during their lifespan.The concepts of lifelong learning and lifelong education began to enter the discourse on educational policies in the late 1960s (Tuijnman & Boström, 2002). However, these are related, but distinct concepts. As Lee (2014, p. 472) notes ‘the terminological change (from lifelong education, continuing education and adult education, to lifelong learning) reflects a conceptual departure from the idea of organised educational provision to that of a more individualised pursuit of learning’. One of the first important documents on lifelong learning was the report of the International Commission on the Development of Education to UNESCO in 1972, titled ‘Learning to be. The world of education today and tomorrow’. In his introductory letter to the Director-General of UNESCO, the chairman of the Commission, Edgar Faure, stated that the work of the Commission was based on four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was related to the idea that there was an international community which was united by common aspirations and the second was the belief in democracy and in education as its keystones. The third was ‘that the aim of development is the complete fulfilment of man, in all the richness of his personality, the complexity of his forms of expression and his various commitments — as individual, member of a family and of a community, citizen and producer, inventor of techniques and creative dreamer’. The last assumption was that ‘only an over-all, lifelong education can produce the kind of complete man, the need for whom is increasing with the continually more stringent constraints tearing the individual asunder’ (Faure, 1972, p. vi). Following the Faure Report, the UNESCO Institute for Education, which was founded in Germany in 1951, started to focus on lifelong learning and subsequently became the UNESCO Institute for Lifelong Learning (UIL, http:// uil.unesco.org/home/). It was under its leadership that a formal model of lifelong education was developed and published in the book ‘Towards a System of Life- long Education’ (Cropley, 1980). The concept of lifelong learning also became manifest in the ‘Education for All’ (EFA) agenda that was launched at the World Conference on Education for All which took place in Jomtien (Thailand) in 1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was designed ‘to enable all individuals to realize their right to learn and to fulfil their responsibility to contribute to the development of their society’ (UNESCO, 2000, p..

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It took 100 years to connect 1 billion places and 25 years to connect 5 billion people. Today, 85 percent of the world’s population has access to mobile communications, and by 2020 we expect there to be 50 billion connected devices. Mobile phones, tablets and laptops are making the school desk as we know it obsolete. Today’s progressive schools are having their classrooms rebuilt to turn them into multifunctional spaces to enable new ways of learning. A new Ericsson Networked Society report, "Learning and Educations in the Networked Society" , shows that introducing ICT in schools affects six principal areas. For more information on ICT & Education visit: http://www.ericsson.com/thinkingahead/networked_society/learning_education

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