emerging adults
Den aldrende hjerne: Hjernens formbarhed og livslang læring
Voksenuddannelse spiller en stadig vigtigere rolle for de politiske rammer til promovering af livslang læring. Voksnes deltagelse i uddannelsesaktiviteter er imidlertid fortsat forholdsvis lav, på trods af tilskyndelser og initiativer, som skal give alle borgere adgang til uddannelse i alle stadier af deres liv.
Deltagelsen synes at falde samtidig med stigende alder: At ældre mennesker har sværere ved at lære skyldes nedbrydning af hjernefunktioner, hvilket resulterer i en progressiv svækkelse af koncentrationsevnen, hukommelsen og den mentale fleksibilitet. I dag taler avancerede hjerneforskere om, at hjernens aldring er reversibel: Hjernen er formbar i alle livets faser, og dens kort omstruktureres gennem læringsoplevelser.
Council Resolution on a renewed European agenda for adult learning
The crisis has highlighted the major role which adult learning can play in achieving the Europe 2020 goals, by enabling adults - in particular the low-skilled and older workers - to improve their ability to adapt to changes in the labour market and society. Adult learning provides a means of upskilling or re-skilling those affected by unemployment, restructuring and career transitions, as well as makes an important contribution to social inclusion, active citizenship and personal development.
EDEN 2012 Conference: “Open learning generations”. Call for Papers open!
In times of great challenges for Europe, all generations are called to act together, thus also to learn, to produce, share and preserve knowledge. The 2012 European Year of Active Ageing and the Solidarity Between Generations serves as framework for raising awareness, generating innovative approaches and disseminating good practice.
The EDEN Annual Conference will approach the key questions of learning methodology and technology focusing on the “Open learning generations”, the contexts of socially significant target groups: junior and senior e-learners. We will explore their learning cultures, technology use patterns and discuss new approaches in pedagogy and andragogy that respond to them.
Open learning for and amongst diverse generations
Innovative pedagogical models have been significant in empowering learners and their communities as co-producers in networked lifelong learning. Helping to spread educational resources as digitised content which accommodate different learning pathways, widening participation and promoting shared learning experiences between generations contributes to closing the technology gap.
Online and Social
The 2012 Annual Conference will be supported and accompanied intensively by social networking, sharing, online and virtual presence and involvement possibilities.
This will be strengthened by and implemented through the EDEN Members Portal: the NAP area on the web and its services.
Call for Contributions
All interested professionals are invited to take part and discover the conference themes by submitting their experience.
There will be opportunities for submitting and presenting papers, workshops, posters and demonstrations. At the Porto conference, virtual presentations, as a new form will be introduced. The conference allows openness in choosing the topics and in applying interactive formats and ways of presentations.
To learn more about the scope of the event and consult the themes, please visit the respective conference pages.
For details visit the Conference web-site and the Call for Contributions links.
Schedule and Deadlines
Paper Submissions - 10 February, 2012
Registration Open - Mid February
Notification of Authors - 31 March
Personlige læremiljøer til at overkomme videngrænser mellem aktivitetssystemer i spirende voksentilværelse
Denne teoretiske rute starter med definitionen af spirende voksentilværelse, som en periode der stort set ligger mellem ungdommen og voksentilværelsen, hvor individerne står overfor mange typer overgange. Et grundlæggende aspekt af sådan en overgangsperiode er det personlige netværk af forbindelser og især begrebet at slå en bro over social kapital udgjort af netværk af svage bånd. Forskning om brugen af webteknologier i den spirende voksentilværelse bliver også drøftet, da resultaterne viser betydningen af disse værktøjer til at bevare og styrke det at slå bro over social kapital. Konklusionerne som stammer fra denne teoretiske rute understreger relevansen som web artefakts 2.0 har, især SNS, ved at tilbyde spirende voksne mange muligheder og støtte i at:
- Bevare og udvikle deres sociale kapital;
- Skabe en videnbaggrund der vil kunne hjælpe dem i løbet af overgange gennem forskellige aktivitetssystemer.
Disse konklusioner fører også til en ny opfattelse af eLearning strategier, anvendt i sammenhænge såsom universiteter, og indtil videre karakteriseret af et stort brug af web artefakts 1.0 hvor de studerende spiller en passiv rolle. Vi mener, at mere fleksible eLearning systemer, som f.eks. SNS, bør tages i betragtning, da de er mere tilbøjelige til at imødekomme behovene hos nutidens spirende voksne med hensyn til information og viden.
The full text of this article is available in English and Spanish. The Spanish version is made possible our partner, the Organisation of Ibero-American States for Education, Science and Culture (OEI). // El texto integro de este artículo está disponible en inglés y castellano. La versión castellana ha sido posible gracias a nuestro socio, la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).