Naimpally / Ramachandran / Smith Lifelong Learning for Engineers and Scientists in the Information Age

1. Auflage 2011
ISBN: 978-0-12-385215-1
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 102 Seiten

The book provides a comprehensive review of lifelong learning, information literacy and internships including assessment techniques for lifelong learning, teamwork and information literacy as defined by the ABET criteria. It also discusses critical thinking skills for scientists and engineers and their role in lifelong learning in the information age. It will be invaluable for: - Engineering educators including librarians interested in developing programs to satisfy the ABET criteria for lifelong learning and teamwork. - Engineering librarians developing programs and assessment tools for information literacy using online databases and the Internet. - Engineering educators and career advisors interested in developing internship programs in engineering. An internship is defined as work performed in an industrial setting that provides practical experience and adds value to the classroom and research learning processes. This book will cover all aspects involved in administering internship and cooperative education programs. - Employers of interns will find useful information on needs assessment, program development, evaluation and the importance of lifelong learning; and, - Science and engineering educators interested in developing critical thinking skills in their students as an aid to developing lifelong learning skills especially given the challenges in the digital age. - Provides information on how to develop programs and assessment tools for information literacy - Describes how to set up an internship program - Develops critical thinking skills

Autoren/Hrsg.

Naimpally, Ashok

Ramachandran, Hema

Smith, Caroline

Leseproben

2

Definitions of Lifelong Learning and How They Relate to the Engineering Profession

The Oxford English Dictionary (OED) defines lifelong learning thus:

The OED definition provides a good general starting point that lifelong learning is primarily conducted through educational institutions. In fact, the idea or concept of “lifelong learning” can be traced back to the ancient Greeks. At a presentation to Leningrad University, Bosco (2007) traces the classical roots of the term:

Bosco makes an important observation that whether we consciously recognize it or not, all of us are engaged constantly in the acquisition of information and skills as a natural process.

The definition of the term in Wikipedia provides us with more detail and distinguishes between formal and informal ways of learning and other characteristics of lifelong learning:

,

So, the concept has been in existence for some time. In this chapter, we provide a broad overview of how various international organizations have defined lifelong learning. Research on this topic has accelerated during the past 15–20 years as educators and policy makers worldwide have approached the task with vigor to convert the concepts into programs. We offer a brief description of the major work in this area to illustrate the commonalities and differences in definitions to provide our book a frame of reference.

International Organizations

UNESCO (United Nations Educational, Scientific and Cultural Organization) was the first organization to popularize the term in the 1960s and 1970s as a way of connecting formal and informal education. UNESCO has produced two groundbreaking reports on lifelong learning: the (International Commission on the Development of Education & Faure, 1972) and the (International Commission on Education for the Twenty-First Century, Delors, & UNESCO, 1996, 1998), both articulating the fundamental principles of lifelong learning. One of the overarching aims of the “UNESCO Medium-Term Strategy 2008–2013,” http://unesdoc.unesco.org/images/0014/001499/149999e.pdf, accessed September 17, 2011, for the Education Sector is “attaining quality education for all and lifelong learning.” Initially, the UNESCO approach to the subject was a humanistic one, focusing on the development of the individual with an emphasis on “learning to learn.” However, in the 1990s, UNESCO adapted its approach to lifelong learning to the needs of the “knowledge economy” and human capital development. Despite this, the organization avoided the purely economic arguments for lifelong learning, which is evident in its 1996 report on lifelong learning titled “Learning: The Treasure Within.” (International Commission on Education for the Twenty-first Century et al., 1998). This report defines lifelong learning as adaptation to changes in technology and as the continuous “process of forming whole human beings—their knowledge and aptitudes, as well as the critical faculty and the ability to act.” UNESCO’s commitment to lifelong learning is evident from its establishment in 2006 of the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, Germany, in 2006 (http://www.uil.unesco.org/, retrieved September 17, 2011). This organization is the successor to the UNESCO Institute for Education (UIE), which was established 60 years ago. UIL’s goal is to further literacy as a foundation for lifelong learning.

The OECD (Organisation for Economic Co-operation and Development) is an international economic organization of 34 countries founded in 1961 to stimulate economic progress and world trade and is a forum for countries committed to democracy and the market economy. It provides a platform for nations seeking answers to common problems by identifying good practices and coordinating the domestic and international policies of its members. In 1996, the OECD’s education ministers adopted a comprehensive view of lifelong learning that covers all purposeful learning activity with the goal of “lifelong learning for all” that improves knowledge and competencies for all individuals who wish to participate in learning activities. The concept has four main features - the relevant points for our present project are summarized below:

• A . Viewing the demand for—and the supply of—learning opportunities as part of a connected system covering the whole life cycle and comprising all forms of formal and informal learning.

• shifting the focus from the supply side to the demand side of meeting learner needs.

• is recognized as an essential foundation for learning that requires developing the capacity for “learning to learn” through self-paced and self-directed learning.

• . The life cycle view recognizes the multiple goals of education, such as personal development; knowledge development; and economic, social, and cultural objectives.

“The OECD Policy Brief on Lifelong Learning” (2004), http://www.oecd.org/dataoecd/17/11/29478789.pdf, accessed September 17, 2011, covers this topic in depth, including the following lengthy statement on the importance of lifelong learning. This statement has great relevance to the importance of and need for lifelong learning in the engineering profession:

The European Commission issued “A Memorandum of Lifelong Learning” in 2000, in which it recognized that the transition to a knowledge economy requires a rethinking of patterns of learning, living, and working in Europe. The definition of lifelong learning used in the Memorandum is: “all purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence and all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective.” The memorandum launched a Europe-wide debate on strategies for implementing lifelong learning at individual and institutional levels, and in all spheres of public and private life (“A Memorandum of Lifelong Learning,” http://www.bologna-berlin2003.de/pdf/MemorandumEng.pdf, accessed September 17, 2011).

The key points of the document are the need to:

• Guarantee universal and continuing access to learning for needed for sustained participation in the knowledge society,

• Visibly in human resources in order to place priority on Europe’s most important asset—its people,

• Develop effective and contexts for the continuum of lifelong and lifewide learning,

•...