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NeLLL Kickoff MeetingSeptember 29, 2008
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NeLLL’s Strategic Goals
• Strengthen profile of the OUNL as The University for Lifelong Learning
• Stimulate the OUNL and its organisational units to do more research on lifelong learning (focus)
• Bring lifelong learning research together in one –virtual– institute (mass)
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NeLLL’s Scientific Goals
• “...NeLLL provides a fertile context for starting and conducting high-quality research contributing to the development of theories, concepts, models, instruments and tools that help to understand, facilitate, and realize lifelong learning”
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What has been done so far?
• Arrange organisation of NeLLL• Start up activities
– Educational program, funding program, infrastructure, website (www.nelll.nl) etc.
• Appoint program directors– Fred Paas, Peter Sloep, Paul Kirschner
• Develop research program– “Responsiveness, flexibility, and sustainability
in lifelong learning”
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NeLLL activities
• Educational program– Cooperate with national research schools
• Funding program– AAA-projects, matching partly funded
projects, incentives on fully funded projects, visiting professors
• Infrastructure, e.g. METIS• Communication
– Website, colloquium series
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Today’s program
• Keynote David Boud (UTS)
• Lecture Paul Ayres (UNSW & visiting professor OUNL)
• 14.30 Poster session with coffee/tea
• 15.30 Presentation of NeLLL research program and program lines
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David Boud
Rethinking assessment for learning after the
course
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Paul Ayres
The relevance of cognitive load theory for
lifelong learning
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NeLLL’s Research Program
• Responsiveness, Flexibility and Sustainability in Lifelong Learning
• Three characteristics– Theory driven– Praxis inspired– Application oriented
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Four program lines
• Cognition and instruction– Fred Paas
• Tools and guidelines for learning networks– Peter Sloep
• Professional and personal development– Paul Kirschner
• Learning organisations in the knowledge society
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PL1: Cognition and Instruction
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PL2: Tools and guidelines for learning networks
• Societal trends– human economic activities have become
increasingly knowledge intensive: knowledge society
– knowledge needed has become increasingly a team property rather than that of individuals: network society
– post-initial education is about as important as initial education for youngsters and adolescents: lifelong learning
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Learning Networks
• The answers to these kinds of trends is learning in network-like structures: learning networks
• A learning network is an online social network designed to foster non-formal, lifelong learning of professionals
• The design includes social as well as technological infrastructural aspects
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Three Research Topics
1. Competence Development
2. Learner Support Systems
3. Emerging Communities
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Theme 1
Competence Development
• Competences and ontologies thereof act as a kind of lingua franca
• They allow the description of antecedent knowledge and skills
• They help the ‘interoperable’ specification of targeted skills and knowledge
• The allow learning opportunities that are offered by different providers to be compared
• They foster the formulation of learning opportunities that address skills in action rather than knowledge for its own sake
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Research Questions
• What competence descriptions and maps are robust enough to support diverse interest groups and last almost a learner’s full life span?
• How can learning opportunities (materials) best be mapped to a specific competence map?
• How can prior competences be assessed adequately and in ways that are commensurate with their intended usage?
• What tools can be developed such that peer assessments of competences can be carried out?
• How can (commercial) assessment providers be given access to a specific Learning Network in order to offer their services? What privacy issues need to be taken into account and in what ways do they affect such services?
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Theme 2
Learner Support Systems
• Are a kind of recommender systems and come in two flavours– collaborative filtering, recommendations based on
statistical averages of the behaviour of all users– peer-support, recommendations based on personal advice
of carefully matched peers
• Demand a variety of techniques,data-mining, ontologies & language technologies (mixes thereof), simulations
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Research Questions
• What profiling data on learners need to be stored to allow learner support services adequately to operate?
• What privacy issues are there that constrain data storage and accessibility, and how do they affect the setting up of learner support services?
• What technology is most suited to underpin which learner services: semantic web technologies that demand explicit ontologies, statistical techniques based on language technologies, or mixtures of them?
• To what extent is a pre-defined architecture needed, to what extent can it be avoided to allow for maximum setting-independence?
• What incentive structures, if any, are needed to fire off and maintain on the long term learner support services? Are these domain, profession or culture dependent?
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Theme 3
Emerging Communities
• In lifelong learning, we do not have cohorts,homogeneity, nor a curriculum
• To avoid that learners become lone-learners, to teach them how to work in teams, to help them expand their professional network, learning networks are introduced
• The ad-hoc transient communities that are formed when delivering peer support are the driving force for community formation
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Research Questions
• How should learner support services be configured so as to contribute maximally to the emergence of sociability in a Learning Network?
• How can sociability best be defined and measured if it is to act as a proxy for the kinds of social relations that Learning Network inhabitants should maintain to further their own interests qua lifelong learners?
• How can desirable network structures be attained? To what extent are they bound by profession, domain, culture, dominant age, etc.?
• How, if at all, can a balance be achieved between a Learning Network that is self-organised and self-organising on the one hand and plays host to a variety of for-profit support service providers on the other hand?
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PL3: Professional and Personal Development
• Lifelong Learning– “...all purposeful learning activity, undertaken on
an ongoing basis with the aim of improving knowledge, skills and competence” (EC, 2000).
• Special societal relevance– individual cultural/personal growth (UNESCO)– human capital (OECD)– competitiveness of Europe’s business and
industry (EC)
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How?
• Responsive to needs of professionals and individuals
• Flexible in time, place, and predetermined pedagogy independent
• Sustainable for one’s whole life
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Fundamental Changes
• External and internal conditions – economic, political, cultural, social, personal
• Effects on the individual– social, psychological, physical
• Process of learning/profiting from experiences– formal and non-formal (formal accreditation?)– multimedial and immersive– protoprofessionalisation
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Lifelong Learning Questions
• How do individuals adapt and change to meet present and future challenges?
• How do individuals use learning opportunities to bring greater fulfillment to their lives?
• Under what conditions are the motivation and disposition to learn (explicit and implicit) present or can they be fortified?
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Professional and Personal Development
Research projects on:
• creating conditions for professionals
• stimulating and supporting intended and non-intended consequences for professionals
• creating conditions for individuals
• stimulating and supporting intended and non-intended consequences for individuals
• …
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PL4: Learning organisations in the knowledge society
• Program director: vacancy
• Knowledge is major creative force in modern society
• Learning organisations– Create conditions that facilitate lifelong
learning amongst their employees– But foremost, nourish a culture in which
lifelong organisational learning is central
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Learning organisations, innovation, and performance improvement
• Finding balance between personal and collective benefits of LL
• Combining acquisition of formal and dynamic types of knowledge
• Relationships between organisational learning and performance improvement– Profit organisations– Not-for profit organisations
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Research questions• What are adequate quantitative measures of lifelong
organisational learning?• How does organisational lifelong learning contribute to
the innovative power and competitiveness of business and industry?
• What are the core competences of organisations that serve as launch points for new products and services and how can they best be developed through lifelong learning?
• How can knowledge management be organised in such a way that it contributes to organisational learning?
• How can educational institutions be redesigned to become learning organisations and optimally prepare their learners for the knowledge society?
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Learning cities, regions, and nations
• Paradigm of Education and Training needs to be broadened– From education/training in the organisation– To lifelong learning in highly dynamic
networks of organisations
• Networks of people and organisations give rise to processes that drive and sustain lifelong learning
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Research questions• What mechanisms in successful learning regions are
responsible for an increase in lifelong learning-related activities?
• What does lifelong learning mean in the context of the city, the community and the region?
• How would cities and regions know that they are ‘learning cities’ or ‘learning regions’, as opposed to cities and regions that just support education and training?
• What are the tools and techniques that can help cities and regions to evolve into ‘learning cities’ and ‘learning regions’ and to reach longitudinal rather than short-term outcomes?
• How do ‘learning cities’ and ‘learning regions’ contribute to the development of the knowledge society and how are they related to globalisation?
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Forthcoming Activities of NeLLL
• Formal acceptance of projects
• December colloquium (David Shaffer)
• End of year: NeLLL Strategic Plan 2009-2012
• March/April 2008: first NeLLL Annual Scientific Report 2008