Lifelong Learning
Promoting lifelong learning using Web-Based ICTs
Christopher Warren, Memorial University of Newfoundland
Problem
Allert, Richter, and Nejdl (2004) noted that traditional models of learning restricted the role of lifelong learners as “consumers”, rather than continuous creators of knowledge in the lifelong learning process (p. 702). Learners are too often placed into the role as a “consumer” of information, rather than as the creators of new knowledge which discourages the development of lifelong learners (Allert et al., 2004, p. 702). Allert et al. (2004) suggested that the ‘learner as consumer’ occurs when “learning objects” are “self-contained and decontextualized resources that are to be acquired by the learner” (p. 702). In high schools, this problem is exasperated with poor formative assessment practices that discourage lifelong learning competencies such as “social engagement” (Clark, 2012, p.32). Students have been trained to focus on the mark, rather than the formative feedback needed to help foster the growth of effective lifelong learners (Phelan, 2012). According to I-Tsun and Mei-Li (2011), for learners with exceptionalities such as Autism Spectrum Disorder, the needs to accommodate abilities can be too complex for traditional lifelong learning models to adapt to the various needs of exceptional learners. Poor design of learning models does not effectively take into account learners’ differences and life circumstances, which creates a barrier to lifelong learning (Koper & Tattersall, 2004).
The development of lifelong learners as creators has also been stunted by limited deployment of resources (Caron, Beaudoin, Lebranc, & Grant, 2007). In the past, institutions have taken current course content, and simply adapted it for use in other platforms (Caron et al., 2007). Traditionally, lifelong learners are forced to deal with course content, deadlines, and other institutional restrictions that impede learning at their own pace, especially in scenarios where “credentialing” is involved (Friesen & Anderson, 2004, p 683-684). Also, access to well-designed opportunities for lifelong learning can be a problem for some learners (Koper & Tattersall, 2004). Rollings-Magnusson (2001) noted that access to lifelong learning resources has been inconsistent in countries such as Canada.