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Author: Clive Chappell
Publisher: Routledge
ISBN: 1134503687
Category : Education
Languages : en
Pages : 208
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Book Description
How is adult learning used to produce personal, organisational and social change? This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: * Self-help books * Work-based learning * Corporate culture training * AIDS education * Gender education * Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.
Author: Clive Chappell
Publisher: Routledge
ISBN: 1134503687
Category : Education
Languages : en
Pages : 208
Get Book
Book Description
How is adult learning used to produce personal, organisational and social change? This interesting examination of adult learning for change illustrates through diverse case studies and theoretical perspectives that personal change is inextricably linked to broader organisational and social change. The authors explore how theorising education as a vehicle for self-change is relevant to the practices of educators, learning specialists and others concerned with promoting learning for change. The book examines the relationship between pedagogy, identity and change, and illustrates this through a range of case studies focusing on the following: * Self-help books * Work-based learning * Corporate culture training * AIDS education * Gender education * Sex offender education. A concluding chapter discusses how writing an academic text is itself a pedagogical practice contributing to the identities of authors. This unique text will be of interest to students of education, sociology, cultural studies and change management as well as teachers, educators and professionals involved in lifelong learning or change management in any way.
Author: Sue L. Motulsky
Publisher: IAP
ISBN: 1648022154
Category : Education
Languages : en
Pages : 304
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Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other. Praise for: Identity and Lifelong Learning: Becoming Through Lived Experience "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson Author of Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University Author, of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
Author: Akihiro Ogawa
Publisher: SUNY Press
ISBN: 1438457871
Category : Social Science
Languages : en
Pages : 256
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Book Description
Explores the trend of lifelong learning in Japan as a means to deal with risk in a neoliberal era. Akihiro Ogawa explores Japans recent embrace of lifelong learning as a means by which a neoliberal state deals with risk. Lifelong learning has been heavily promoted by Japans policymakers, and statistics find one-third of Japanese people engaged in some form of these activities. Activities that increase abilities and improve health help manage the insecurity that comes with Japans new economic order and increased income disparity. Ogawa notes that the state attempts to integrate the divided and polarized Japanese population through a newly imagined collectivity, atarashii k?ky? or the New Public Commons, a concept that attempts to redefine the boundaries of moral responsibility between the state and the individual, with greater emphasis on the virtues of self-regulation. He discusses the history of lifelong learning in Japan, grassroots efforts to create an entrepreneurial self, community schools that also function as centers for problem solving, vocational education, and career education.
Author: Sue Jackson
Publisher: Routledge
ISBN: 1134184700
Category : Education
Languages : en
Pages : 245
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Book Description
Arising from work by the Gender and Lifelong Learning Group of the Gender and Education Association, this book presents reconceptualisations of lifelong learning. It argues that the current field of lifelong learning is based on certain hidden values and assumptions and examines the mechanisms by which exclusionary discourses and practices are reproduced and maintained. The book opens up ways of conceptualising learning that takes into account multiple and shifting formations of learners from different social contexts. The authors broaden what counts as learning and who counts as a learner, offering different understandings of lifelong learning that are able to include currently marginalised values and principles. Organised in four sections the book looks at: reclaiming - it draws on feminist and post-structural conceptual frameworks to create a critical analysis of the current 'field' of lifelong learning retelling - it tells the tales of different multi-positions in lifelong learning revisioning - it moves from narrative to analysis and the authors present their revisioning of learning which provide the tools to reconceptualise the field of lifelong learning reconstructing - it furthers the discussion to outline new approaches to and practices in lifelong learning.
Author: Jonas T. Johnson
Publisher: Kendall Hunt
ISBN: 9780787288884
Category : Education
Languages : en
Pages : 784
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Book Description
Author: John Field
Publisher: Routledge
ISBN: 1134005563
Category : Business & Economics
Languages : en
Pages : 240
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Book Description
In today’s society, people and organisations increasingly undergo processes of transition. Experiences of change affect all areas of life: our jobs, relationships, status, communities, engagement in civil society, lifestyles, even understandings of our own identity. Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in. From career guidance to third age programmes, from ‘learning to learn’ in kindergarten to MBA, from Mozart for babies to gender re-assignment counselling, people face a crowded world of learning activities designed to help them through transitions. Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Sue Webb, Gert Biesta, W. Norton Grubb, Nicky Solomon and David Boud - as well as emerging researchers with fresh and sometimes challenging perspectives. While emphasising the complexity and variety of people’s experiences of learning transitions, as well as acknowledging the ways in which they are embedded in the specific contexts of everyday life, the authors share a common interest in understanding the lived experiences of change from the learner’s perspective. This volume therefore provides an opportunity to take stock of recent research into transitions, seen in the context of lifelong learning, and outlines important messages for future policy and practice. It will also appeal to researchers worldwide in education and industrial sociology, as well as students on courses in post-compulsory education.
Author: Xiaoli Li
Publisher: World Scientific
ISBN: 9811286728
Category : Computers
Languages : en
Pages : 275
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Book Description
Over the past few decades, the field of machine learning has made remarkable strides, surpassing human performance in tasks like voice and object recognition, as well as mastering various complex games. Despite these accomplishments, a critical challenge remains: the absence of general intelligence. Achieving artificial general intelligence (AGI) requires the development of learning agents that can continually adapt and learn throughout their existence, a concept known as lifelong learning.In contrast to machines, humans possess an extraordinary capacity for continuous learning throughout their lives. Drawing inspiration from human learning, there is immense potential to enable artificial learning agents to learn and adapt continuously. Recent advancements in continual learning research have opened up new avenues to pursue this objective.This book is a comprehensive compilation of diverse methods for continual learning, crafted by leading researchers in the field, along with their practical applications. These methods encompass various approaches, such as adapting existing paradigms like zero-shot learning and Bayesian learning, leveraging the flexibility of network architectures, and employing replay mechanisms to enable learning from streaming data without catastrophic forgetting of previously acquired knowledge.This book is tailored for researchers, practitioners, and PhD scholars working in the realm of Artificial Intelligence (AI). It particularly targets those envisioning the implementation of AI solutions in dynamic environments where data continually shifts, leading to challenges in maintaining model performance for streaming data.
Author: Margie Pearse
Publisher: R&L Education
ISBN: 1475805322
Category : Education
Languages : en
Pages : 260
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Book Description
Learning That Never Ends demystifies the concept of lifelong learning in a way that makes it easy and accessible for all. This work literally levels the playing field for any and all students to find success in life. Every idea, every tool provided comes from fifteen years of research and experimentation across socioeconomic levels and subject areas from elementary to college, in hundreds of classrooms. With the ideas from this book, you can empower all students with the qualities of a lifelong learner.
Author: Zhiyuan Sun
Publisher: Springer Nature
ISBN: 3031015819
Category : Computers
Languages : en
Pages : 187
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Book Description
Lifelong Machine Learning, Second Edition is an introduction to an advanced machine learning paradigm that continuously learns by accumulating past knowledge that it then uses in future learning and problem solving. In contrast, the current dominant machine learning paradigm learns in isolation: given a training dataset, it runs a machine learning algorithm on the dataset to produce a model that is then used in its intended application. It makes no attempt to retain the learned knowledge and use it in subsequent learning. Unlike this isolated system, humans learn effectively with only a few examples precisely because our learning is very knowledge-driven: the knowledge learned in the past helps us learn new things with little data or effort. Lifelong learning aims to emulate this capability, because without it, an AI system cannot be considered truly intelligent. Research in lifelong learning has developed significantly in the relatively short time since the first edition of this book was published. The purpose of this second edition is to expand the definition of lifelong learning, update the content of several chapters, and add a new chapter about continual learning in deep neural networks—which has been actively researched over the past two or three years. A few chapters have also been reorganized to make each of them more coherent for the reader. Moreover, the authors want to propose a unified framework for the research area. Currently, there are several research topics in machine learning that are closely related to lifelong learning—most notably, multi-task learning, transfer learning, and meta-learning—because they also employ the idea of knowledge sharing and transfer. This book brings all these topics under one roof and discusses their similarities and differences. Its goal is to introduce this emerging machine learning paradigm and present a comprehensive survey and review of the important research results and latest ideas in the area. This book is thus suitable for students, researchers, and practitioners who are interested in machine learning, data mining, natural language processing, or pattern recognition. Lecturers can readily use the book for courses in any of these related fields.
Author: Emilie Clucas Leaderman
Publisher: IAP
ISBN: 1648024823
Category : Education
Languages : en
Pages : 215
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Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Narratives on Becoming: Identity and Lifelong Learning, Volume Three of the series, explores a myriad of ways that authors’ personal and professional growth has influenced identity development. These chapters provide insights into the intersectional identities and learning of writers. Drawing from the multiple paths that comprise the journey of lifelong learning, these authors present powerful stories that identify the ways relationships, environments, culture, travel, and values shape their identities; use literacy, teaching, and learning as vehicles for experimenting with new identities, negotiate multiple identities, contexts, and transitions involved in becoming, and construct meaning. Through their narrative essays and ethnographic/autobiographical accounts, the authors in this volume illuminate the power of transformational learning during life-changing events and transitions. Praise for: Narratives on Becoming: Identity and Lifelong Learning "The third volume in the I Am What I Become series, Narratives on Becoming: Identity and Lifelong Learning invites readers into the lives of educators from around the world. This book includes important narratives from students, secondary educators, and post-secondary educators alike, highlighting how race, class, gender, and a wide range of other intersectional identities shape the diverse lived experiences of educators and their students. This volume also serves as an important reminder for all of us that the learning process continues across a lifetime and transcends the limits of the traditional classroom." Brian Bicknell, President Manchester Community College "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson, Author Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University, Author, A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
