Supporting Lifelong Learning: Volume I: Perspectives on LearningThis Open University Reader examines the practices of learning and teaching which have been developed to support lifelong learning, and the understanding and assumptions which underpin them. The selection of texts trace the widening scope of academic understanding of learning and teaching, and considers the implications for those who develop programmes of learning. It examines in great depth those theories which have had the greatest impact in the field, theories of reflection and learning from experience and theories of situated learning. The implications of these theories ar examined in relation to themes which run across the reader, namely, workplace learning, literacies, and the possibilities offered by information and communication technologies. The particular focus of this Reader is on the psychological or cognitive phenomena that happen in the minds of individual learners. The readings have been selected to represent a range of experience in different sectors of education from around the globe. |
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Supporting Lifelong Learning: Volume I: Perspectives on Learning Julia Clarke,Ann Hanson,Roger Harrison,Fiona Reeve No preview available - 2001 |
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activity activity theory adult education adult learning andragogy apprentices apprenticeship approach argue assumptions autonomy become Birkbeck College Boud Cambridge chapter classroom cognitive communities of practice concept constructed context course create critical pedagogy critical reflection cultural curriculum disciplinary discipline discourse engage Engeström epistemology example experience Experiential Learning explore feel Feminism focus formal Freire Freire’s goals higher education ideas identified identity implies individual informal institutional involved knowledge Lave and Wenger learners learning cycle learning process learning styles learning theories legitimate peripheral participation lifelong learning literacy practices London meaning Milton Keynes newcomers notion nursing Open University oppressive organisation particular Paulo Freire perspective postmodern practitioner problem professional programme proximal development question reflection-in-action relations relationship role situated cognition situation skills teacher teaching and learning Technical Rationality tion tradition transformation understanding University Press women workplace zone of proximal