ISBN-10: 9400723598
ISBN-13: 9789400723597
"The moment version of the foreign guide of Lifelong studying is broad, leading edge, and overseas in scope, remit and imaginative and prescient, inviting its readers to have interaction in a severe re-appraisal of the subject matter of “lifelong learning”. it's a thorough-going, rigorous and scholarly paintings, with profound and wide-ranging implications for the way forward for instructing associations and corporations of all types within the perception, making plans and supply of lifelong studying projects. Lifelong studying calls for a unconditionally new philosophy of studying, schooling and coaching, person who goals to facilitate a coherent set of hyperlinks and pathways among paintings, university and schooling, and recognises the need for presidency to offer incentives to and their staff to allow them to actually “invest” in lifelong studying. it's also an idea that's premised at the knowing of a studying society within which every body, self sufficient of race, creed or gender, is entitled to caliber studying that's really excellent.
This publication recognises the necessity for profound alterations in schooling and for targets which are significantly vital to schooling, monetary development, and social involvement. to these thinking about the way forward for our society, our economic system and academic provision, this booklet presents a richly illuminating foundation for robust debate. Drawing generally on coverage analyses, conceptual pondering and examples of knowledgeable and world-standard perform in lifelong studying endeavours within the box, either editors and authors search to concentration readers' realization at the many concerns and judgements that has to be addressed if lifelong studying is to develop into a fact for us all."
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Additional resources for Second International Handbook of Lifelong Learning, Part 1
Sample text
1997) Before Writing: Rethinking the Paths to Literacy, London: Routledge. McFarlane, A. (1997) Thinking about writing', in A. ) Information Technology and Authentic Learning: Realising the Potential of Computers in the Primary Classroom, London: Routledge. Mitra, J. (1998) 'Creating multimedia texts: A new kind of publishing', Language Matters Spring: 16-18. Plowman, L. (1998) 'Reading multimedia texts: Learning how CD-ROM texts work', Language Matters Spring: 19-22. , McKenna, M. and Kieffer, R.
In some cases it becomes essential if the computer is to perform at all. For example, when constructing a Web page using HTML (Hypertext Mark-up Language, the language of the World Wide Web), a simple missing bracket can lead to overall failure. e. ' An example of this can be observed when using the programming language Logo to draw a triangle by defining the actions of an imaginary or real robot. 3: A'buggy'triangle program creates a non-triangle! Many teachers have seen children (and adults) make this mistake.
1994) indicates that 90 per cent of a sample group of students preferred the CD-ROM version of the story compared to the traditional printed version. These findings are supported by Miller etal. (1994) who also conclude that there are 'positive reading outcomes using the technology', a position also held by Grabe and Dossman (1988). Motivation is clearly a significant factor here and the work of Lancy and Hayes (1988) particularly demonstrates that reluctant readers spent significantly more time reading interactive books than print books.
Second International Handbook of Lifelong Learning, Part 1
by John
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