The world of learning today is very much different from what it was in the past. The process of learning has endured vast changes that it is inevitable for students not to trail its rapid changes. Today’s information age is accompanied by an exponential increase in factual knowledge with rapid change and modification of that knowledge (LeJeune 2001). Learning‚ in the information age‚ demands learners not to be passive or stative but to progress forward in line with the fast development of the current
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The attributes of the learners and how they can help the learners to be successful in an online learning environment Education of children is compulsory‚ formal and standardized. Adult learning is voluntary and intentional. The purpose of adult education is the independent self-directed learner. Adults tend to resist a learning process which is incongruent with their self-concept as autonomous individuals and does not correspond to their needs and interests. Adults focus on direct application
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The workplace as learning environment: Introduction Christian Harteis and Stephen Billett University of Regensburg‚ Germany‚ and Griffith University Brisbane‚ Australia 1. From places of experience to learning environments In the last two decades‚ and driven by economic and social imperatives‚ there has been much research into learning in workplaces. The first wave of research was mainly concerned to understand the problem of the lack of transfer from what was learnt in schools to settings
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LO - 1 Evaluate approaches to self managed learning Propose ways in which lifelong learning in personal and professional contexts could be encouraged Evaluate the benefits of self managed learning to the individual and organization Self-managed learning (SML) is a concept‚ which has had a lot of speculation and has a variety of different interpretations. A broad definition of SML is a process in which individuals manage their own learning and are responsible for controlling how‚ when‚ what
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Understanding inclusive learning and teaching in lifelong learning 1. Understand learning and teaching strategies in lifelong learning It is important to create the right learning environment for your subject area in order for learning to take place and for your students to get the best from your session. For example if your subject area is construction skills then a kitchen would not be a suitable venue. The layout of your room/venue is equally as important for learning to take place. If you
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TQ4 Teaching and Learning approaches (Ass. Crit. 2.1) Education is an ever-changing part of society. A teacher is faced with new challenges and difficulty that have never been dealt with before. Learners come with different life stories. Every student has strengths and weaknesses that reflect in the group. As a Teacher I must understand and focus on utilizing each student ’s strengths and work to improve weaknesses. Learners learn in a variety of ways and from one another. The ideas and view each
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further enhanced in 2010 to bring disability‚ sex‚ race and other grounds of discrimination within one piece of legislation.’ (Gravells‚ 2011: 48). ‘Equality is about the rights of learners to have access to‚ attend and participate in their chosen learning experience’ and ‘diversity is about valuing and respecting the difference in learners.’ (Gravells‚ 2011: 47). I need to make sure that I stay positive in all aspects of equality and diversity. I must respect every learner and their views and beliefs
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Planning & Enabling Learning Level 4 theory assessment Aims I was required to research the following in order produce a written rationale. 1. Negotiating with learner. The initial assessment‚ agreeing goals & actions. 2. Inclusive learning. The use of different delivery methods‚ resources and adapting session plans. 3. Integrating functional skills into your subject area. 4. Communication. I was also required to research the Inclusive learning topic in more depth in order
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Nine Principles Guiding Teaching and Learning The framework for a first-class university teaching and learning environment 1 2 Nine Principles Guiding Teaching and Learning is a statement on the scholarship of teaching and learning in the University of Melbourne and a reference guide to good practice. It was developed on behalf of the Academic Board by Richard James and Gabrielle Baldwin of the Centre for the Study of Higher Education and originally adopted by the Academic Board in
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The Relationship between Organizational Learning and the Learning Organization Introduction During these years‚ there has been an increased trend toward emphasizing on the importance of learning in organizational management‚ due to the managers were told that the economy has turned into a knowledge economy (Drucker‚ 1993 cited in Berends et. al‚ 2003)‚ and that knowledge and learning “are of prime importance for creating and sustaining competitive advantage”(Nonaka‚ 1994 cited in Berends et
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