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Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
Organizing lll opportunities and obstacles guest lecture
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Organizing lll opportunities and obstacles guest lecture

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guest lecture @ DOBA

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  • 1. OrganizingLLL:opportunitiesandobstacles<br />Luís Tinoca<br />InstituteofEducation<br />UniversityofLisbon<br />
  • 2. Agenda<br />Why?<br />How?<br />Examples<br />Implications<br />
  • 3. Why?<br />
  • 4. Did You Know? 3.0 (Official Video) -2009 Edition<br />
  • 5.
  • 6.
  • 7. Policy framework<br />Memorandum on Lifelong Learning (European Commission, 2000) <br />Decision 2006/1720/CE (European Parliament and Council, 2006) <br />Europe 2020 (European Commission, 2010)<br />National Policies<br />
  • 8. LLL definition<br /> Lifelong learning is the continued education and training of people throughout their adult lives. It encompasses all academic levels and all forms of learning, whether formal, non-formal, or informal.<br /> Our interest is in the continuing education and training of people at higher education level through structured (formal, non-formal or informal) courses or activities offered by Institutions of Higher Education. <br />
  • 9. Obstacles<br />Government lack of investment/recognition<br />Inadequate offer from HEI<br />Uncertified commercial offer <br />Wide competition between private providers<br />Absence of ICT competencies from HEI<br />Lack of recognition of e-learning <br />Inadequate infrastructure to support large number of distance education students<br />Fight for resources<br />
  • 10. The LLL student<br /> All students can be <br /> considered LLL students<br /> (since they are all adults<br /> in higher education, according to the working definition). However, some demographics are shared by the partners: <br />most of their LLL students are over the age of 25<br />the average age ranges from 30 to 38 years old<br />more than 60% are enrolled in traditional undergraduate and graduate degrees<br />more than 50% are employed professionals<br />
  • 11. How?<br />
  • 12. Relevant Sectors for LLL<br />Non-formal<br />Formal<br />Informal<br />
  • 13. Triple track<br />1/25/2011<br />13<br />Non-formal<br />Formal<br />Informal<br />
  • 14. demandoffer<br />
  • 15. Successfactors<br />Content<br />PedagogicalModel<br />Organizationalfactors<br />
  • 16. Organizational factors<br />Time<br />Location<br />Support structure <br />First class logistics<br />Fees are affordable<br />Student funding and scholarship system adjusted to the living circumstances of lifelong learners.<br />Program evaluation <br />Overall quality of the whole system<br />
  • 17. Content<br />Needs analysis <br />Certification / University connection<br />High quality and informed by the <br /> latest research<br />The topic of the course <br /> (current, relevant to the field, novelty)<br />Interdisciplinary <br />Inclusion of speakers/experts <br /> who are active professionals <br />Involvement/collaboration of <br /> external stakeholders <br />
  • 18. Pedagogical Model<br />Accessibility<br />Authenticity<br />Quality learning materials <br /> supported by e-Learning portal<br />Learner-oriented flexible <br /> educational model <br />Excellent tutorial support<br />Continuous feed-back to students<br />The provision of clear information <br /> from the beginning of the course.<br />
  • 19. Learning<br />Complicated Complex<br />Technologicalmediation<br />Learningtheories 2.0<br />StudentcenteredParticipative<br />OpenTransparent<br />
  • 20. 25-01-2011<br />Luís Tinoca, Laboratório de Educação a Distância (LEaD), Universidade Aberta<br />20<br />
  • 21. Learning 2.0 (Redecker, 2009)<br />Conectivism(Siemens, 2005) <br />ComunitiesofLearning<br />(Wenger et al., 2002)<br />ComunitiesofInquiry<br />(Garrison & Anderson, 2003)<br />Produsage (Bruns & Humphreys, 2007)<br />Alec Couros (2006)<br />
  • 22. C-Learning: learningwithothers<br />frome-learning to c-learning<br /> Mota (2009)<br />Comunity<br />Comunication<br />Colaboration<br />Conections<br />Learningisframedby social processes<br />Alec Couros (2006)<br />
  • 23. Examples<br />
  • 24. Formal <br />24<br /><ul><li>Teacherprofissionalizationprogram</li></li></ul><li>Non formal <br />PentalfaProgram<br />25<br />
  • 25. Informal<br />Media and museums <br />26<br />
  • 26. http://www.eadtu.nl/usbm/files/guide/index.htm<br />1/25/2011<br />27<br />
  • 27. technologicaltools<br />
  • 28. 3 simple cases <br />
  • 29. Blogs<br />
  • 30. Blogs<br />Blog (web + log)<br />Individualorcolectiv<br />Share andexchangeinformation<br />(text, graphs, audio, video, …)<br />Co-Winner, Word-of-the-Year: 2004<br />
  • 31. Blogs<br />
  • 32. Wikis<br />
  • 33. Wikis<br />Wiki software<br />Creatingandeditinginterconnectedwebpages<br />Collaborativeknowledgeconstruction<br />
  • 34. Wiki: DE theories<br />ThisprojectwasmadefromLisbon, Madeira, Barcelona andSalerno. Itistheundeniableprrofthatcolaborativeworkispossibleandcanbesuccessfulin DE. <br />It shows ushowinspiteofbeingthousandsofkilometersaway, proximityisonly as far as a “clic”. <br />Itmakesusproud to do a projectabout na authorand a theorythatseedistancebeyondthephysicalspace, becausethatone, betweenus, neverexisted.<br />http://moorewiki.wikispaces.com/<br />
  • 35. Social Bookmarking<br />
  • 36. Social Bookmarking<br /><ul><li>storage
  • 37. organize
  • 38. search
  • 39. manage
  • 40. share</li></li></ul><li>delicious<br />1/25/2011<br />38<br />
  • 41. Implications<br />
  • 42. tranparencyorprivacy?<br />
  • 43.
  • 44. Transparerencyimprovesquality<br />
  • 45. Transparencypromotescollaboration<br />Dalsgaard, C. and Paulsen, M.F. (2009) Transparency in Cooperative Online Education. IRRODL, Vol 10, No 3.<br />
  • 46. “Tell me howyouassessI´lltellyouhowyouteach”<br />Abrantes (1990)<br />
  • 47. Assessment culture<br />45<br />
  • 48. Chalenges<br />Access and digital competencies<br />Pedagogicalcompetencies<br />Institutionalchange<br />
  • 49. Thankyou!<br />Questions?<br />I care, so I share:<br />http://www.slideshare.net/luistinoca<br />https://sites.google.com/site/luistinoca/<br />ltinoca@ie.ul.pt<br />

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