Lifelong Learning - Science topic

Dear Ms. Farooqui!

You raised an important point. As I understand you refer to the existing skill - gaps:

1) Pauliina Rikala, Greta Braun, Miitta Järvinen, Johan Stahre, Raija Hämäläinen, Understanding and measuring skill gaps in Industry 4.0 — A review, Technological Forecasting and Social Change, Volume 201,

2024, https://doi.org/10.1016/j.techfore.2024.123206, Open access:

2) Gamberini, L., & Pluchino, P. (2024). Industry 5.0: A comprehensive insight into the future of work, social sustainability, sustainable development, and career. Australian Journal of Career Development, 33(1), 5-14. https://doi.org/10.1177/10384162241231118, Free access:

3) Y. SUPRIYA , DASARI BHULAKSHMI, SWETA BHATTACHARYA, THIPPA REDDY GADEKALLU, PRATIK VYAS, RAJESH KALURI, S. SUMATHY, SRINIVAS KOPPU, DAVID J. BROWN, AND MUFTI MAHMUD, 2024. Industry 5.0 in Smart Education: Concepts, Applications, Challenges, Opportunities,

and Future Directions, Topical Review, IEEE Access Volume 12, 2024, Free access: https://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=10530967

Sincerely, Bulcsu Szekely

Dear Dr. Melchor-Durán!

You raised an important issue. Please let me argue that Lifelong Learning is an umbrella type of research domain:

Thwe, W.P., Kálmán, A. Lifelong Learning in the Educational Setting: A Systematic Literature Review. Asia-Pacific Edu Res 33, 407–417 (2024). https://doi.org/10.1007/s40299-023-00738-w, Quote: "Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies."

Open access:

2) A case study:

Håkansson Lindqvist, M., Mozelius, P., Jaldemark, J., & Cleveland Innes, M. (2023). Higher education transformation towards lifelong learning in a digital era – a scoping literature review. International Journal of Lifelong Education, 43(1), 24–38. https://doi.org/10.1080/02601370.2023.2279047, Open access:

May I argue that lifelong learning is a systemic concept including theories and empirical studies in context to be defined in different settings.

Sincerely, Bulcsu Szekely

Dear Prof. Fayad!

I see the value in your work. I am not certain whether you aim at undergraduate, master's, or MBA-level practical courses. In any case, "project-based software engineering capstone" - approach is an option to consider:

Saara Tenhunen, Tomi Männistö, Matti Luukkainen, Petri Ihantola,

A systematic literature review of capstone courses in software engineering,

2023, https://doi.org/10.1016/j.infsof.2023.107191, Open access:

Yours sincerely, Bulcsu Szekely

Cultivating curiosity and lifelong learning as a creative professional involves a blend of mindset, habits, and environmental factors that encourage continuous growth and exploration. Here are several strategies to help nurture these qualities:

1. Adopt a Growth Mindset

Embrace Challenges: View challenges as opportunities to grow rather than obstacles to avoid.

Learn from Criticism: See feedback as a source of valuable insights, not as a personal attack.

Celebrate Effort: Focus on the process of learning and creating, not just the end results.

2. Stay Curious

Ask Questions: Cultivate the habit of asking questions about how things work, why they are the way they are, and how they can be improved.

Explore Broadly: Dive into subjects outside your immediate field of expertise. Interdisciplinary knowledge can spark innovative ideas.

3. Set Learning Goals

Personal Projects: Work on projects outside of your professional obligations that allow you to explore new tools, techniques, and concepts.

Continuous Education: Enroll in courses, attend workshops, and participate in webinars that can expand your skill set and understanding.

4. Read Widely

Diverse Genres: Include a mix of fiction, non-fiction, industry publications, and even materials not directly related to your field to inspire new ideas and perspectives.

Research Papers and Articles: Stay updated with the latest research and trends in your field and related areas.

5. Network and Collaborate

Join Communities: Engage with professional networks, online forums, and social media groups related to your field and interests.

Collaborate: Work on projects with peers and mentors. Collaboration can expose you to different viewpoints and techniques.

6. Practice Reflection

Journaling: Keep a journal of your thoughts, learnings, and experiences. Reflecting on your progress can help you understand your growth paths and areas needing attention.

Feedback Loops: Seek and reflect on feedback regularly. Use it as a tool to guide your learning and creative processes.

7. Embrace Failure as a Learning Tool

Fail Forward: View failures as stepping stones towards mastery. Analyze what went wrong and what can be learned from each experience.

Assessing lifelong learning in higher education is a complex process, as it involves multiple factors and perspectives. Validity, reliability, authenticity, alignment, and feedback are all components that must be considered when assessing lifelong learning. Validity is the extent to which an assessment method measures what it intends to measure and reflects the intended learning outcomes and objectives. Reliability is the extent to which an assessment method produces consistent and accurate results, minimizing errors and biases. Authenticity is the extent to which an assessment method resembles real-world situations and contexts in which learners will apply their knowledge and skills. Alignment is the extent to which an assessment method is aligned with the curriculum, instruction, and learning environment. Lastly, feedback is the extent to which an assessment method provides timely, specific, and constructive feedback that helps learners improve their learning outcomes, process, or strategies. Higher education plays a vital role in developing and assessing lifelong learning skills; by using various methods and overcoming challenges, faculty members can enhance the quality and effectiveness of lifelong learning assessment and foster a culture of continuous learning among their students.

Dear Dr. Bello!

May I argue that the answer is case (university, targeted groups) and context (country, available resources, e.g. teachers, partners) -dependent one:

1) de Viron, F., Davies, P. (2023). New Impulses for a Lifelong Learning University: Critical Thinking, Learning Time, and Space. In: Evans, K., Lee, W.O., Markowitsch, J., Zukas, M. (eds) Third International Handbook of Lifelong Learning. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-19592-1_37, Available at:

2) Osborne, M., Mayes, T., Edwards, R. (2023). Relations in Learning and Research: The Case of the Centre for Research in Lifelong Learning. In: Parry, G., Osborne, M., Scott, P. (eds) Access, Lifelong Learning and Education for All. Palgrave Studies in Adult Education and Lifelong Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12342-9_13, Available at:

3) Por, F.P. and Muniandy, B. (2023), "Development of self-regulated lifelong learning (SR3Ls) model in the era of IR4.0 for post-pandemic economy", Asian Association of Open Universities Journal, Vol. 18 No. 1, pp. 78-91. https://doi.org/10.1108/AAOUJ-09-2022-0133, Open access:

At LUT University (Finland) lifelong learning is not a priority. due to cuts in government funding and the privatization process, the emphasis is on projects related to degree program development.

Yours sincerely, Bulcsu Szekely

Since the Covid-19 pandemic, teachers were given and paid particular attention tech training since everything was online. Trainings included the use of the Canvas Learning Management System (LMS) which our school uses, the advantage and disadvantage of AI sites such as Chatgpt, and use of media to such as Facebook and Tiktok to promote the school, as well as feature the students' capabilities.

For many, ethics is an afterthought. Theorist claim there is a difference between mandatory ethics and virtue ethics. Mandatory is doing what is required, usually the minimal level. Virtue is seeking to do what is ideal and just. Making ethics more than checking a box is difficult for most. An example is informed consent is often not informed but a quickly signed agreement with little understanding. See my position in

Dear Ms. Younis!

I add details on the situation in Finland. The economic crisis in this Nordic country forces companies to save money. Unfortunately, life-long learning projects are one of the first targets for leaders to cut from. Despite cuts, some universities such as LUT University invest in adult programs:

Lappeenranta-Lahti University of Technology LUT. FITech courses for adult learners, LUT University, summer 2023, Available at:

Yours sincerely, Bulcsu Szekely

Yes i can review few chapters,,,,kindly mail me abhishekmba0811@gmail.com

No, the government cannot guarantee lifelong learning, but it can promote basic training so that the individual develops the skills to continue learning and adapting to changes that occur in technology and new forms of employment.

Sayra Eugenia Campos Ramirez

Gracias por tu aportación. A ver si puedo arrojar algo más de luz.

En realidad, la situación es algo más compleja. Esto se debe en gran medida a que muchas de las experiencias en curso no se ajustan completamente a lo que debería ser una microcredencial.

La clave reside en este punto: tu empleabilidad no depende tanto de lo que sabes como de lo que sabes hacer. Esto abarca no solo conocimientos y habilidades, sino también resultados tangibles del aprendizaje.

La noción de microcredencial se basa en el principio de aprendizaje a lo largo de la vida. En otras palabras, el proceso educativo ya no está limitado por la edad o el momento en la vida de una persona. Ahora, cualquiera puede acceder a educación, incluida la universitaria, de manera flexible y adaptable. Esta forma de educación se ajusta a las necesidades del mercado laboral y las demandas de la sociedad, y se caracteriza por ser aplicada y conectada.

El concepto es que cualquier persona adulta, no solo estudiantes universitarios, pueda acceder a una formación que se adapte a sus intereses, ritmo y necesidades. Esto se logra a través de microcredenciales organizadas en Itinerarios de Aprendizaje, que permiten a las personas construir su educación de manera personalizada. En este contexto, el valor no reside tanto en los cursos en sí, ya que no siguen una estructura lineal, sino en procesos de formación organizados en torno a competencias transversales, al menos en el caso de España.

En España, la Agencia Nacional de Evaluación de la Calidad de la Educación Superior (ANECA) ha propuesto la siguiente definición de microcredencial:

"Una microcredencial es (el registro de los resultados de) una experiencia breve de aprendizaje vinculada, en su caso, a un marco de cualificaciones, y validada, en todo caso, por una evaluación. Las microcredenciales podrán ser diseñadas y expedidas por diversos proveedores en diferentes entornos de aprendizaje, y se otorgarán a experiencias de aprendizaje caracterizadas por ser pertinentes (tener un objetivo claro), facilitar su acumulabilidad apoyando itinerarios de aprendizaje flexibles, disponer de servicios de orientación y estar centradas en la persona que aprende" (ANECA, 2022, p. 10).

Dos conceptos cruciales son los Itinerarios de Aprendizaje y los sistemas de verificación, como la tecnología blockchain, para garantizar la autenticidad de las microcredenciales digitales.

Uno de los desafíos de las microcredenciales radica en quién certifica no solo lo que se sabe, sino lo que se puede hacer. Imagina realizar un programa de formación en liderazgo. Aunque puedas comprender conceptos y características del liderazgo, ¿realmente te convierte en un buen líder? Probablemente no. Las microcredenciales, junto con la portabilidad (mediante insignias digitales) y la confianza en su validez, están transformando no solo la educación, sino también el reconocimiento basado en resultados tangibles del aprendizaje.

La microcredenciales vínculadas entre sí mediante nodos van configurando itinerarios de formación en forma de malla curricular, no es lineal, de modo que la persona puede ir escogiendo aquellas microcredenciales que más le interesen y que no tengan restricciones, para conseguir un aprendizaje aplicado y transferible de forma inmediata. No necesita hacer una formación de 4 años para saber algo concreto, aunque esto, no sustituye la formación de 4 años.

A continuación, te proporciono algunas referencias valiosas desde una perspectiva europea, que es la que mejor conozco:

Espero haber aclarado en lugar de confundir...

**********English version***********

Indeed, the situation is somewhat more complex. This is largely because many of the ongoing experiences do not align fully with what a microcredential should ideally be.

The key point here is that your employability isn't determined solely by what you know, but rather by what you can do. This encompasses not just knowledge and skills, but also tangible learning outcomes.

The concept of microcredentials is grounded in the principle of lifelong learning. In other words, the educational process is no longer restricted by age or life stage. Now, anyone can access education, including university-level education, in a flexible and adaptable manner. This form of education caters to the needs of the job market and societal demands, characterized by its practical and connected nature.

The idea is that any adult, not just university students, can access education that aligns with their interests, pace, and needs. This is achieved through microcredentials organized within Learning Pathways, enabling individuals to build their education in a personalized way. In this context, the value isn't so much in the individual courses themselves, as they don't follow a linear structure. Rather, value is found in learning processes organized around cross-cutting competencies, at least in the case of Spain.

In Spain, the National Agency for Quality Assessment and Accreditation of Spain (ANECA) has put forth the following microcredential definition: "A microcredential is the record of the outcomes of a brief learning process linked, where relevant, to a qualifications framework, and validated, in any case, through assessment. Microcredentials can be designed and issued by various providers in diverse learning environments, and are granted for learning experiences characterized by being relevant (with clear objectives), enabling the accumulation of credits in flexible pathways, providing guidance, and being learner-centered" (ANECA, 2022, p. 10).

Two key concepts are Learning Pathways and verification systems, such as blockchain technology, to ensure the authenticity of digital microcredentials.

One challenge of microcredentials lies in who certifies not only what is known but also what can be done. Consider undertaking a leadership training program. While you might comprehend leadership concepts and traits, does it truly make you a good leader? Probably not. Microcredentials, along with portability (via digital badges) and the trust in their validity, are transforming not just education, but also the recognition based on tangible learning outcomes.

The microcredentials are interconnected through nodes, shaping training pathways in a nonlinear curriculum. This allows individuals to select the microcredentials most relevant to their interests, without constraints, aiming for prompt and transferable applied learning. Attaining a specific knowledge isn't contingent on completing a four-year program, although this doesn't substitute the value of a four-year training.

Below are valuable references from a European perspective, which is the perspective I'm most familiar with:

European Union: https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52021DC0770ANECA

- Spain: https://www.aneca.es/documents/20123/49576/MICROCREDENCIALES_Informe_V3.pdf/db424827-b464-d41d-ae09-717eb95e5742?t=1660907214565

Interesting experiences in countries like Canada, Australia, and Belgium: https://conectate.uniandes.edu.co/images/pdf/microcredencializacion.pdf

I hope this clarifies rather than confuses...

Here's a list of individuals who are often recognized as lifelong learners due to their continuous pursuit of knowledge and self-improvement:

These individuals are just a few examples of lifelong learners who have demonstrated a commitment to acquiring knowledge, embracing curiosity, and adapting to change throughout their lives.

Hi, professor Mahmoud! I would love to write for this chapter. Please go me through with the process.

The best way to approach this is to search the literature for lifelong learning and student engagement, as there may be existing questionnaires or surveys that have been developed and validated by researchers in the field. Doing it this way would insure that you are using something that produced quality data that could then be used for your research.

Agree with @Vijay Kumar Iswarya

The link between the two is future orientation.

Dear Kharlo Subrio ,

As you don't have a benchmark to measure against you will need to measure one group against another. Thus having a control group would seem to be a good idea. If you are measuring scale data then a t-test can still provide a significant result provided that your effect size is large. However, you should still test its assumptions. Otherwise, if your data is categorical, it is probably wise to reduce it to two categories with approximately equal frequenciees. You can then either carry out a Chi-squared test or a Fisher's exact test. Please see my study guides on independent t tests and the chi-squared test.

I'm not sure about 2019, but I suspect the core issues in lifelong learning in 2020 will be related to the COVID-19 pandemic. I suspect E-Learning will be a strong topic as will collaborative learning in online environs. Maybe topics including perseverance, gratitude and resilience may also be core research issues.

Dear Ms. Takács Nikolett

alternative you may be helped from this https://elib.umkendari.ac.id/eb_el/%5BPeter_Jarvis%5D_Adult_Education_and_Lifelong_Learni(BookFi.org)%20(2).pdf

that may give you a theretical base for lifelong learning and focus in curriculums that supports lifelong learning and met the criteria for this.

hope that helped you

I can try and help but need more information. I did grounded theory for my PHD on ECMO transport nursing and am clinical, but also have a background of education and practice development. What paradigm, and methodology are you proposing ? need to know this before advising

Yes explainable AI may have high value in several domains.

Explicit decision process is needed where transparency is required.

A key to understanding how mental representation of images works is the working memory capacity, which is limited to about 7+-2 items.

This limit applies to images, too. Otherwise a person would be able to create a mental image containing additional items. So the basic data structure for images must be a tuple of n symbols (items), n being 1 to 7+-2. How the mental 'renderer' works is a different question.

Regards,

Joachim

Hi Thomas

Thank you very much

Bryson

Hi Jan! Interesting conference, and innnovative form. However, I cannot find any info about Call for papers and deadlines for submission - probably passed by now?

On the question itself: Curriculum! What should we teach, more than how to be critical? The Philosopher on Information, Luciano Floridi, suggests "the languages of information" as one good suggestion - all from human languages to concepts in sciences to programming languages and the like.

I am immensely grateful for the contribution. I will certainly follow the publications and keep in touch for any contributions from you.

I agree with Kelli. There is more work in distance education. So we need to find strategies and practices to help students learn and help us give substantial feedback.

Creating a collaborative environment can involve students, instructors and teachers in the teaching and learning process. I think it is necessary at the beginning of courses to teach some self-regulation strategies.

Have a look at this article: The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course (https://eric.ed.gov/?q=self -regulation + strategics + in + learning & id = EJ1131874).

Best regards.

Social neworks are great to expand communication on different topics of ones' interest. They can be used for LLL as people get together and can mutually learn, discuss, ask questions and give answers. It doesn' t need to be formal learning...

Depends on your definition of a sense. How many senses are skin senses? Is pain a different sense than light touch? 

Thank you everyone for the interesting opinions and views about lifelong-learning in SMEs, as well as for the very useful links and documents that you have provided (Phil, Arpita, Sarah, Gabriel, Leonidas, Fatima).

Having in mind the complexity of the “lifelong-learning” concept, I appreciate that everyone made an effort to tackle it from their area of expertise and thus highlighted key areas of this field. On the other hand, I have to elevate Mr. Leonidas who was able to basically give a full literature review on “lifelong-learning” and then pin point its application in SME’s by giving some very interesting techniques of analysis, through game theory methods based on the “win-win-win” perspective.

Thanks Liqaa! 

Dear Zakir Hossain,

I hope that these books are helpful for you.

Governance and Civil Society in Myanmar Education, Health and Environment (Routledgecurzon Contemporary Southeast Asia Series)

The Political Economy of Educational Reforms and Capacity Development in Southeast Asia: Cases of Cambodia, Laos and Vietnam

 This is a gut level answer - not one based on having thought much before about the concept of lifelong learning, never mind its relationship with disabilities.The first sentence below may indicate that I have taken the concept of lifelong learning pretty much for granted and with too little thought, but here goes.

'Lifelong learning' is just what the term implies - learning for all from the beginning of life until it ends. Such learning can take place both with and without the help of educational systems. At some stages of life, and for some areas of learning some of us without disabilities are more pro-active in learning and some of us need more support and encouragement. Educational systems are there to provide support and encouragement to both the more pro-active and the less proactive. Reasons for needing support and encouragement include different social and domestic backgrounds, attitudes to learning, self-beliefs, prior knowledge and understanding - the list could go on. When people come to our educational facilities with such variations, we have to try and support them as required. It is difficult to generalise what that support should be because it is different for different people.

Gache's contribution I think reinforces that point for those with disabilities.Disabilities cover a wide range, including some we may start life with - autism, for example. Others which may hit us later in life, such as dementia. As Gache points out, the effects on intellectual abilities are very different. However, we have to be optimistic that problems can be solved. There seems to me, (from contact with people working in the field, not direct experience) that progress is being made in how to better support the learning of people on the autistic spectrum - people who in the past might not have received much (or as effective) support and encouragement. From what I understand, that often entails individually tailored support - or elements of that in a more collective setting.

The important point is that the educational systems should not 'write anybody off' as not being able to learn, but should instead seek ways to support them in learning. This will be very challenging at times and we may not always have the required knowledge  of, or expertise in, how it can be done, but that does not excuse not trying and not trying to develop such knowledge and expertise 

So, I have a question for you, because my current side project is marginally related, how are you measuring an "adults propensity for learning"  What is your population of interest? I don't readily see using an experimental approach, so it will all be observational, correct?  Instead of asking what such a propensity might result in, just ask what are some important qualities that are valued by society or by individuals (it seems that you are having problems here, which makes perfect sense, because there are no obvious outcomes).  So you study those that are either values and or easy to measure, then you'll have to tackle how you present and handle the predictor variables. Also. This sounds like a panel data analysis, so you'll have to address autocorrelatio.  The chicken egg problem can be controlled.  You just don't have a researchable question yet. One (very rich and surprisingly counterintuitive) option is to perform an exploratory study of university professors who are also still publishing.  And see if they possess some unusual characteristics (I can suggest a few, but don't want to bias you)

We have just looked at this as part of a wider research evaluation for the European Schools. We were looking at upper secondary but many of our recommendations about language instruction and bilingualism also apply to nursery and primary, I think. One of the key things we found is the need to teach explicit vocabulary and phraseology. I have just today uploaded our final report for the project into my profile which might give a few ideas - it's pretty technical but I think there's some good material in there which you might find helpful. 

Hi Danil. I'll offer my two cents, for what they're worth, and I hope that I might address your concerns. First off, I strongly believe that flipped learning is not wholly reliant on technology. If passive instruction is occurring away from the learning space (i.e., classroom) in preparation for deeper level fortification in the classroom (review, practice problems, etc.), then flipped learning is occurring. Even if this passive learning is no-tech, such as readings, this is still flipped learning, as long as the passive instruction is truly being completed by the students and there is strict accountability for student participation in these 'out of class' activities. Tech is not needed for a flipped classroom to work. That said, the risks associated with using a flipped approach are in its implementation. Poorly implemented flipped classrooms can rapidly become disasters. But when implemented effectively, flipped learning environments become almost magical in their efficacy.

I've just completed a fairly exhaustive study of flipped learning, its requirements and benefits. I'll spare you the details, but the bottom line appears to be that the most important (if not only) ingredients for flipped learning to be successful are (1) effective pre-exposure to background material, (2) individual student reflection on what was understood and not understood from that background material, with appropriate feedback from the instructor, and (3) student application of the background material with instructor feedback provided during that application. That seems to be all you need for effective learning to be possible. Where all of that occurs (in the classroom versus at home) seems to be less important than some of us once thought... What is most important is that it's all done, and done under the supervision of, and with personalized feedback from, the instructor.

I'd recommend you focus on those three components - solid, effective introduction of material, student reflection of comprehension, student application of that material - and you should see some good learning outcomes. But, remember, it all rests on the effectiveness of the implementation. Spend your time and resources perfecting the implementation, and the rest should take care of itself.

I hope some of this helps. And, thanks Leona for the kind words.

Interesting point you made last, James.  In the years in and after my PhD program at Florida State some 40 years ago now, I watched with fascination how names of important concepts seemed to change overnight -- either professors borrowing from their students' insights and questions or giving us grad students the chance to invent something new ourselves.  

What I think happens is profs over the years expand their research agendas in direct proportion to the creativity and curiosity of their grad students.  They get a following or not and I've seen the prices that were paid when we got the ire of a struggling assistant or associate prof on his or her way to full professor.

Getting the traction needed for practice and policy in my opinion is political and happens through strategic relationships and deals made at cocktail parties or conferences -- with publishers, the media, political figures, etc.  My prof organizations wine and dine these folks to push through new applications of social science research to critical issues of the times like bullying, mental health issues, etc.

The autonomous or SDL learning issue is raising its head higher these days for several reasons.  I believe the most important is the movement toward child-centered, whole child, personalized and learner-centered education models.  Blended learning, open source quality resources for teachers and students are beginning to change the paradigm.

Would you agree?

Yes! i'm interested in it as my professional interest is in the area of adult professional learning. I should greatly appreciate if you share the results.

There is very little direction in CPD at my institution and some colleagues actually feel the concept is an insult to their expertise. We do have voluntary training sessions on a number of topics but it tends to be the same people who attend these sessions. At my previous institution were given 2 days per year and each individual was given the choice about what they did during those 2 days. In neither case was the university very directive in regards to what staff actually did as CPD but I have found it is not what the university tells you to do but the value that the university places on CPD that matters. So if your institution can promote the message that it values CPD and that it wants staff to take personal responsibility for it, then I think this can work. But if the university do not project the message that CPD is important then it will not work out. So it's not the system but the value that the university places on CPD that matters.

I was browsing ResearchGate when I saw Erik's question, what a good one! I have worked in many aspects of education and have mostly been working with post Web2.0 models of learning for the past 7 years. Just recently I thought that we had under-appreciated just how much e-learning is an andragogic process, ( not least because I have focussed a lot on heutagogy recently). Andragogy not so much in terms of Knowles narrow definition of "adult learning" but focussing more learning to learn, as mentioned in discussion, through negotiating learning and discussing subjects. As part of the Learner-generated contexts Research group we developed the Open Context Model of Learning in which we talked of a PAH Continuum. That Teaching and Learning exist in a continuum in which learning is co-created, summary here in The Craft of Teaching; http://www.slideshare.net/fredgarnett/the-craft-of-teaching-2011.

So Andragogy as 'brokering' leaning as I call it is more useful in a lifelong learning role as part of redefining the professional skills of 'teachers'

As Vitor highlights in terms of Lifelong Learning and EU strategy we also took these ideas and applied them to the i2020 goals of integrating informal, non-formal and formal learning and developed the Emergent Learning Model (attached), which reconceptualises the roles in teaching and learning, and starts with social processes rather than institutions, which is where we are in 2013. I have developed 2 learning projects based on this Ambient Learning City & WikiQuals, both ongoing and exciting, if very hard work. (See my uploaded paper on CROS & WikiQuals).

Incidentally Stewart Hase (Mr Heutagogy) has a book on Self-Determined Learning, which is what I think we are discussing, published by Bloomsbury on September 26th