Lifelong Learning and Its Support with New Technologies

Kalz, Marco

doi:10.1016/b978-0-08-097086-8.92006-3

Cited by 44 publications

(38 citation statements)

References 18 publications

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“…Chosing time and learning opportunities effectively is one of the major challenges for lifelong learners as confirmed by recent statistics of the European Commission [1]. This survey shows that the participation in lifelong learning activities in Europe decreased between 2006 and 2011.…”

Section: Introductionmentioning

confidence: 79%

“…Participants in this survey mention access, time, place, and lack of personalization as barriers to accomplish learning activities. Kalz stresses the importance of supporting self-direction and self-organization of lifelong learners with regards to using new technologies [1]. Lifelong learners face the challenge that they have to combine their professional activities with learning activities and must engage simultaneously with family times to ensure a balance of adults' responsibilities, overall wellbeing and their personal development.…”

Section: Introductionmentioning

confidence: 99%

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Where Is My Time? Identifying Productive Time of Lifelong Learners for Effective Feedback Services

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Kalz

Börner

et al. 2014

Computer Assisted Assessment. Research Into E-Assessment

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Abstract-Lifelong learners are confronted with a broad range of activities they have to manage every day. In most cases they have to combine learning, working, family life and leisure activities throughout the day. Hence, learning activities from lifelong learners are disrupted. The difficulty to find a suitable time slot to learn during the day has been identified as the most frequent cause. In this scenario mobile technologies play an important role since they can keep track of the most suitable moments to accomplish specific learning activities in context. Sampling of learning preferences on mobile devices are key benchmarks for lifelong learners to become aware on which learning task suits in which context, set realistic goals and set aside time to learn on a regular basis. The contribution of this manuscript is twofold: first, a classification framework for modelling lifelong learners' preferences is presented based on a literature review; second, a mobile application for experience sampling is piloted aiming to identify which are the preferences from lifelong learners regarding when, how and where learning activities can be integrated. Both framework and pilot provide an important scaffold for lifelong learners to identify productive times during the day with mobile technologies.

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Section: Introductionmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Where Is My Time? Identifying Productive Time of Lifelong Learners for Effective Feedback Services

Tabuenca

Kalz

Börner

et al. 2014

Computer Assisted Assessment. Research Into E-Assessment

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View full text Add to dashboard Cite

show abstract

“…Flexible recognition options of activities in open education are another important research and policy challenge to address the current barriers for lifelong learning and the potential to address them with new technologies (Kalz 2015).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Recent technological advancements can contribute to removing existing barriers to involvement in lifelong learning (Kalz 2015). Adult learners have different time constraints and learning expectations to traditional learners (Schuetze and Slowey 2002).…”

Section: Introductionmentioning

confidence: 99%

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

et al. 2016

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While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and unemployed in MOOCs. Based on a framework developed earlier, we conducted a study, which focused on the influence of background variables such us digital competence, age, gender and educational level on MOOC participation. Occupational setting was considered as a moderator in the analysis of the impact of digital skills. Results of the study showed that MOOCs were an important tool for unemployed participants who were more likely to enroll in MOOCs than employed learners. MOOCs were also a way for workers who do not received employer support for other training activities to get professional development training. Results of the regression analysis The paper is based on a conference paper presented during the Fourth European MOOCs Stakeholder Summit (eMOOCs2016).The views expressed in this article are purely those of the authors and should not be regarded as the official position of the European Commission. showed that a person's level of digital competence was an important predictor for enrolment in MOOCs and that specifically interaction skills were more important than information skills for participating in the MOOC context.

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“…They facilitate access to learning resources on a global scale and help to overcome barriers for lifelong learning [13]. Although there has been critique about shortcoming of the current approach to MOOC design [14], video lectures represent one of the key formats to deliver educational content in MOOCs.…”

Section: Introductionmentioning

confidence: 99%

MoocCast: evaluating mobile-screencast for online courses

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Kalz

Löhr

2017

Univ Access Inf Soc

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The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces towards a seamless shift between daily life and learning activities. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. The contribution from this manuscript is threefold: first, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified; second, mobile-screencast is evaluated as a solution for improved accessibility in online courses; third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This tool can be reused and adapted in further MOOC implementations. Finally, lessons learned are discussed and cues for future implementations are challenged.

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Lifelong Learning and Its Support with New Technologies

Cited by 44 publications

References 18 publications

Where Is My Time? Identifying Productive Time of Lifelong Learners for Effective Feedback Services

Where Is My Time? Identifying Productive Time of Lifelong Learners for Effective Feedback Services

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

MoocCast: evaluating mobile-screencast for online courses

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