The Experts below are selected from a list of 162 Experts worldwide ranked by ideXlab platform

Dade Nurjanah - One of the best experts on this subject based on the ideXlab platform.

  • LifeOn, a ubiquitous Lifelong Learner model ontology supporting adaptive learning
    2018 IEEE Global Engineering Education Conference (EDUCON), 2018
    Co-Authors: Dade Nurjanah
    Abstract:

    One of the challenges in adaptive learning systems is to manage Learner models that include Learners' profiles and activities and interaction between Learners and the learning tools. In the context of Lifelong learning, the Learner model is a user learning pattern, which can be modelled all the time based on user interaction with various sources. The main issue in Lifelong Learner model design is what type of information needs to be stored in the Learner model and how the information granularity is involved. The type and level of information granularity of a user will determine how appropriate the pedagogical policies are to be provided by the system for a user. Lifelong Learner model design should be in line with the principles of Lifelong learning, namely sociality, interoperability, and scrutability. This paper discusses our research on Learner model ontology for Lifelong learning. The goal expected to be achieved is that there is a Lifelong Learner model ontology to be accessed and updated by adaptive learning systems. This research classifies Learners' attributes into two groups, which are static and dynamic attributes. Static attributes tend not to change or very rarely change. They include Learner's profile, special needs, aptitude, preference, learning approach, learning style, personality, and cognitive capability. On the other hand, dynamic attributes include learning history and study plan. Through conducting some experiments, it can be concluded that LifeOn supports ubiquitous and Lifelong learning, and can be used in adaptive learning systems with various Learner models.

  • EDUCON - LifeOn, a ubiquitous Lifelong Learner model ontology supporting adaptive learning
    2018 IEEE Global Engineering Education Conference (EDUCON), 2018
    Co-Authors: Dade Nurjanah
    Abstract:

    One of the challenges in adaptive learning systems is to manage Learner models that include Learners' profiles and activities and interaction between Learners and the learning tools. In the context of Lifelong learning, the Learner model is a user learning pattern, which can be modelled all the time based on user interaction with various sources. The main issue in Lifelong Learner model design is what type of information needs to be stored in the Learner model and how the information granularity is involved. The type and level of information granularity of a user will determine how appropriate the pedagogical policies are to be provided by the system for a user. Lifelong Learner model design should be in line with the principles of Lifelong learning, namely sociality, interoperability, and scrutability. This paper discusses our research on Learner model ontology for Lifelong learning. The goal expected to be achieved is that there is a Lifelong Learner model ontology to be accessed and updated by adaptive learning systems. This research classifies Learners' attributes into two groups, which are static and dynamic attributes. Static attributes tend not to change or very rarely change. They include Learner's profile, special needs, aptitude, preference, learning approach, learning style, personality, and cognitive capability. On the other hand, dynamic attributes include learning history and study plan. Through conducting some experiments, it can be concluded that LifeOn supports ubiquitous and Lifelong learning, and can be used in adaptive learning systems with various Learner models.

Jane Seale - One of the best experts on this subject based on the ideXlab platform.

  • Learning technologies and the Lifelong Learner: Armament or disarmament?
    ALT-J, 1999
    Co-Authors: Jane Seale
    Abstract:

    Educators at all levels are underpressure to produce ‘Lifelong Learners’. Their task is to ‘arm’ the student with knowledge and skills that will enable them to be creative and enterprising scholars. One possible way of arming the Lifelong Learner is through the use of learning technologies. Learning technologies can offer armament by widening access and participation and offering flexible delivery. This paper will use the results of two evaluation studies to explore the argument that learning technologies have the capacity to both arm and disarm students. Results from an evaluation of an email discussion list will be presented to highlight how the way a learning technology is used may arm a Learner by giving them information but disarm them by promoting a lack of confidence and a low valuation of discussion. Results from an evaluation of a Microcosm application will be presented to highlight how the way a learning technology is used may arm a Learner by helping them to apply knowledge but disarm them by placing restrictions on their self‐directed learning. These results will be discussed in order to argue that the ‘disarmament’ of students through the use of learning technologies may place obstacles in the way of Lifelong learning

  • learning technologies and the Lifelong Learner armament or disarmament
    Research in Learning Technology, 1999
    Co-Authors: Jane Seale
    Abstract:

    In a general context, Lifelong learning appears to be about increasing access to education and supporting individual development. In the specific context of the United Kingdom, Lifelong learning is about converting people to a culture of learning in order that the nation can produce creative, enterprising scholars (Blunkett, 1998). In both contexts, it is considered that learning needs to be a Lifelong commitment, in order that individuals can fulfil their potential and improve themselves. DOI: 10.1080/0968776990070110

Gert Jan Van Der Wilt - One of the best experts on this subject based on the ideXlab platform.

Richard G. Bagnall - One of the best experts on this subject based on the ideXlab platform.

  • a critique of peter jarvis s conceptualisation of the Lifelong Learner in the contemporary cultural context
    International Journal of Lifelong Education, 2017
    Co-Authors: Richard G. Bagnall
    Abstract:

    AbstractThis paper examines Peter Jarvis’s conceptualisation of Lifelong Learners, who are seen as being the individual products of their learning engagements, constrained by their individual biological potentials. They are presented as seeking existentially authentic resolution to dialectically oppositional disjunctures between their individual biographies and their lived experience, in and of the prevailing socio-cultural context. That context, though, is seen as requiring inauthentic learning and thus as being a significantly oppositional presence, calling on the individual to resolve, through learning, the disjunctures that it presents. Although the articulated view that all learning is of this form is less than persuasive, the strongly existentialist and humanistic view of the Learner is stimulating and appealing. It says important things about learning and its relationship to the human condition, standing as an oppositional irritant to the prevailing hegemony of instrumentally behaviouristic theorie...

  • A critique of Peter Jarvis’s conceptualisation of the Lifelong Learner in the contemporary cultural context
    International Journal of Lifelong Education, 2016
    Co-Authors: Richard G. Bagnall
    Abstract:

    AbstractThis paper examines Peter Jarvis’s conceptualisation of Lifelong Learners, who are seen as being the individual products of their learning engagements, constrained by their individual biological potentials. They are presented as seeking existentially authentic resolution to dialectically oppositional disjunctures between their individual biographies and their lived experience, in and of the prevailing socio-cultural context. That context, though, is seen as requiring inauthentic learning and thus as being a significantly oppositional presence, calling on the individual to resolve, through learning, the disjunctures that it presents. Although the articulated view that all learning is of this form is less than persuasive, the strongly existentialist and humanistic view of the Learner is stimulating and appealing. It says important things about learning and its relationship to the human condition, standing as an oppositional irritant to the prevailing hegemony of instrumentally behaviouristic theorie...

Tamara Van Woezik - One of the best experts on this subject based on the ideXlab platform.