Authors: Piet Kommers
Addresses: University of Twente, Cubicus Building, Room B102b, P.O. Box 217, 7500AE Enschede, The Netherlands
Abstract: The ubiquity of information and online human support trigger the question if the traditional epitome of |life-long learning| can still be considered as |learning| as meant in the traditional context of formal education. A complicating factor is that regular education needs to revise its main paradigm. It is hard to find solid reference beacons for deciding who is changing most: school-based education or life-long learning for adults. Regular education seems to evolve from a transfer into a developmental paradigm. Life-long learning tends to migrate from |incidental-| and |continuous learning| into |course-based-|, |institutionalised-| and |certificate-driven| learning. Its mutual comparison is like estimating the speed of two opposing trains without seeing the landscape.
Keywords: life-long learning; school-based education; social software; learning support systems; media-based learning; ICT for education; educational technology; learning technology; overall contract; information technology; communications technology.
International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.1, pp.127 - 144
Available online: 16 Feb 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article