New directions for lifelong learning using network technologies

The requirements placed on learning technologies to support lifelong learning differ considerably from those placed on technologies to support particular fragments of a learning lifetime. The time scales involved in lifelong learning, together with its multi-institutional and episodic nature are not reflected in today’s mainstream learning technologies and their associated architectures. The article presents an integrated model and architecture to serve as the basis for the realization of networked learning technologies serving the specific needs and characteristics of lifelong learners. The integrative model is called a “Learning Network” (LN) and its requirements and architecture are explored, together with the ways in which its application can help in reducing barriers to lifelong learning. New directions for lifelong learning using network technologies The concept of lifelong learning refers to the activities people perform throughout their life to improve their knowledge, skills and competence in a particular field, given some personal, societal or employment related motives (Aspin and Chapman, 2000; Field, 2001; Griffin, 1999). The need for better provision for lifelong learning in society is broadly recognised and is expressed in national and international policy documents. For example, the Commission of the European Communities (2000) states in its memorandum on Lifelong Learning: "Lifelong Learning is no longer just one aspect of education and training; it must become the guiding principle for provision and participation across the full continuum of learning contexts". The target formulated by the Commission of the European Communities (2002) is to increase the average level of participation in lifelong learning in 2010 to at least 15% of the adult working age population (24-64 age group). The average EU participation in 2001 was 8.4%, measured by asking people to indicate whether they performed any education or training activity in the last four weeks. In order to stimulate lifelong learning, one has to analyse barriers to it and to develop measures to overcome these barriers where possible. Longworth (2003) summarizes the barriers to lifelong learning as follows: 1. Poor family culture of learning, low aspiration, low self-esteem, bad childhood experience of learning