This document discusses opportunities and obstacles for lifelong learning (LLL) in higher education. It provides context on policy frameworks supporting LLL and defines LLL as continued education throughout adulthood, whether formal, non-formal or informal. Obstacles to LLL include lack of government investment, inadequate course offerings from higher education institutions, and competition from private providers. Successful LLL programs consider student needs, offer flexible learning models using technology, and promote collaboration. Examples provided are teacher professionalization programs, open universities and use of tools like blogs, wikis and social bookmarking to connect learners. Implications discussed are balancing transparency with privacy and how assessment culture and digital competencies present ongoing challenges to expanding LLL opportunities.

1. OrganizingLLL:opportunitiesandobstaclesLuís TinocaInstituteofEducationUniversityofLisbon

2. AgendaWhy?How?ExamplesImplications

3. Why?

4. Did You Know? 3.0 (Official Video) -2009 Edition

7. Policy frameworkMemorandum on Lifelong Learning (European Commission, 2000) Decision 2006/1720/CE (European Parliament and Council, 2006) Europe 2020 (European Commission, 2010)National Policies

8. LLL definition 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. 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.

9. ObstaclesGovernment lack of investment/recognitionInadequate offer from HEIUncertified commercial offer Wide competition between private providersAbsence of ICT competencies from HEILack of recognition of e-learning Inadequate infrastructure to support large number of distance education studentsFight for resources

10. The LLL student All students can be considered LLL students (since they are all adults in higher education, according to the working definition). However, some demographics are shared by the partners: most of their LLL students are over the age of 25the average age ranges from 30 to 38 years oldmore than 60% are enrolled in traditional undergraduate and graduate degreesmore than 50% are employed professionals

11. How?

12. Relevant Sectors for LLLNon-formalFormalInformal

13. Triple track1/25/201113Non-formalFormalInformal

14. demandoffer

15. SuccessfactorsContentPedagogicalModelOrganizationalfactors

16. Organizational factorsTimeLocationSupport structure First class logisticsFees are affordableStudent funding and scholarship system adjusted to the living circumstances of lifelong learners.Program evaluation Overall quality of the whole system

17. ContentNeeds analysis Certification / University connectionHigh quality and informed by the latest researchThe topic of the course (current, relevant to the field, novelty)Interdisciplinary Inclusion of speakers/experts who are active professionals Involvement/collaboration of external stakeholders

18. Pedagogical ModelAccessibilityAuthenticityQuality learning materials supported by e-Learning portalLearner-oriented flexible educational model Excellent tutorial supportContinuous feed-back to studentsThe provision of clear information from the beginning of the course.

19. LearningComplicated ComplexTechnologicalmediationLearningtheories 2.0StudentcenteredParticipativeOpenTransparent

20. 25-01-2011Luís Tinoca, Laboratório de Educação a Distância (LEaD), Universidade Aberta20

21. Learning 2.0 (Redecker, 2009)Conectivism(Siemens, 2005) ComunitiesofLearning(Wenger et al., 2002)ComunitiesofInquiry(Garrison & Anderson, 2003)Produsage (Bruns & Humphreys, 2007)Alec Couros (2006)

22. C-Learning: learningwithothersfrome-learning to c-learning Mota (2009)ComunityComunicationColaborationConectionsLearningisframedby social processesAlec Couros (2006)

23. Examples

24. Formal 24TeacherprofissionalizationprogramNon formal PentalfaProgram25

25. InformalMedia and museums 26

26. http://www.eadtu.nl/usbm/files/guide/index.htm1/25/201127

27. technologicaltools

28. 3 simple cases

29. Blogs

30. BlogsBlog (web + log)IndividualorcolectivShare andexchangeinformation(text, graphs, audio, video, …)Co-Winner, Word-of-the-Year: 2004

31. Blogs

32. Wikis

33. WikisWiki softwareCreatingandeditinginterconnectedwebpagesCollaborativeknowledgeconstruction

34. Wiki: DE theoriesThisprojectwasmadefromLisbon, Madeira, Barcelona andSalerno. Itistheundeniableprrofthatcolaborativeworkispossibleandcanbesuccessfulin DE. It shows ushowinspiteofbeingthousandsofkilometersaway, proximityisonly as far as a “clic”. Itmakesusproud to do a projectabout na authorand a theorythatseedistancebeyondthephysicalspace, becausethatone, betweenus, neverexisted.http://moorewiki.wikispaces.com/

35. Social Bookmarking

36. Social Bookmarkingstorage

37. organize

38. search

39. manage

40. sharedelicious1/25/201138

41. Implications

42. tranparencyorprivacy?

44. Transparerencyimprovesquality

45. TransparencypromotescollaborationDalsgaard, C. and Paulsen, M.F. (2009) Transparency in Cooperative Online Education. IRRODL, Vol 10, No 3.

46. “Tell me howyouassessI´lltellyouhowyouteach”Abrantes (1990)

47. Assessment culture45

48. ChalengesAccess and digital competenciesPedagogicalcompetenciesInstitutionalchange

49. Thankyou!Questions?I care, so I share:http://www.slideshare.net/luistinocahttps://sites.google.com/site/luistinoca/ltinoca@ie.ul.pt