Gotowe bibliografie tematyczne / Lifelong Learning

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Lifelong Learning”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Lifelong Learning"

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Adamson, Julia. "Our Commitment to Lifelong Learning Lifelong Learning". ITNOW 62, nr 4 (2020): 4–5. http://dx.doi.org/10.1093/itnow/bwaa092.

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Abstract BCS Director of Education, Julia Adamson CITP MBCS, opens the Lifelong Learning issue of ITNOW with a reflection on 2020; how the unusual circumstances have highlighted the importance of embracing change and BCS’ commitment to support and lead the way.
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Kruchten, Philippe. "Lifelong Learning for Lifelong Employment". IEEE Software 32, nr 4 (lipiec 2015): 85–87. http://dx.doi.org/10.1109/ms.2015.97.

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Abeles, Tom P. "Lifelong Students for Lifelong Learning". On the Horizon 9, nr 3 (maj 2001): 2–3. http://dx.doi.org/10.1108/10748120110803725.

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Eales, C. J. "Lifelong learning". South African Journal of Physiotherapy 57, nr 3 (30.08.2001): 2. http://dx.doi.org/10.4102/sajp.v57i3.505.

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LUNDMARK, CATHY. "Lifelong Learning". BioScience 52, nr 4 (2002): 325. http://dx.doi.org/10.1641/0006-3568(2002)052[0325:ll]2.0.co;2.

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Stanley, Robert J. "Lifelong Learning". American Journal of Roentgenology 184, nr 1 (styczeń 2005): 1. http://dx.doi.org/10.2214/ajr.184.1.01840001.

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Flexman, Ruth. "Lifelong Learning:". Delaware Journal of Public Health 7, nr 4 (wrzesień 2021): 124–27. http://dx.doi.org/10.32481/djph.2021.09.015.

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McMahon, Maria Faillace. "Lifelong Learning". Journal of Trauma Nursing 28, nr 6 (listopad 2021): 339–40. http://dx.doi.org/10.1097/jtn.0000000000000612.

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Lu, Jasmine. "Lifelong learning". XRDS: Crossroads, The ACM Magazine for Students 28, nr 1 (wrzesień 2021): 12–13. http://dx.doi.org/10.1145/3481819.

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Guenzler, Robert A. "Lifelong Learning". Music Educators Journal 79, nr 9 (maj 1993): 6. http://dx.doi.org/10.2307/3398623.

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Rozprawy doktorskie na temat "Lifelong Learning"

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Gouthro, Patricia A. "Lifelong learning and the homeplace". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ36583.pdf.

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Au, Tit-kwan. "Lifelong learning in Hong Kong". Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269252.

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Blair, Hugh Bernard. "Lifelong learning : rhetoric and meaning". Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1732/.

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Li, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /". View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.

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Li, Siu-har Shirley, i 李小霞. "E-learning for lifelong learning in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.

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Xiao, Zhuoling. "Robust indoor positioning with lifelong learning". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:218283f1-e28a-4ad0-9637-e2acd67ec394.

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Indoor tracking and navigation is a fundamental need for pervasive and context-aware applications. However, no practical and reliable indoor positioning solution is available at present. The major challenge of a practical solution lies in the fact that only the existing devices and infrastructure can be utilized to achieve high positioning accuracy. This thesis presents a robust indoor positioning system with the lifelong learning ability. The typical features of the proposed solution is low-cost, accurate, robust, and scalable. This system only takes the floor plan and the existing devices, e.g. phones, pads, etc. and infrastructure such as WiFi/BLE access points for the sake of practicality. This system has four closely correlated components including, non-line-of-sight identification and mitigation (NIMIT), robust pedestrian dead reckoning (R-PDR), lightweight map matching (MapCraft), and lifelong learning. NIMIT projects the received signal strength (RSS) from WiFi/BLE to locations. The R-PDR component converts the data from inertial measurement unit (IMU) sensors ubiquitous in mobile devices and wearables to the trajectories of the user. Then MapCraft fuses trajectories estimated from the R-PDR and the coarse location information from NIMIT with the floor plan and provides accurate location estimations. The lifelong learning component then learns the various parameters used in all other three components in an unsupervised manner, which continuously improves the the positioning accuracy of the system. Extensive real world experiments in multiple sites show how the proposed system outperforms state-of-the art approaches, demonstrating excellent sub-meter positioning accuracy and accurate reconstruction of tortuous trajectories with zero training effort. As proof of its robustness, we also demonstrate how it is able to accurately track the position regardless of the users, devices, attachments, and environments. We believe that such an accurate and robust approach will enable always-on background localization, enabling a new era of location-aware applications to be developed.
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Graves, Sarah Catharine. "Catalysts and triggers in lifelong learning". Thesis, University of South Wales, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702321.

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This thesis aims to understand the catalysts and triggers that influence engagement in lifelong learning amongst adult learners undertaking access courses in the South Wales Valleys. As they are conceptualised within this thesis, catalysts and triggers pertain to how returners to formal learning explain their encounters with environmental influences, personal circumstances and shaping events throughout their lives. Together they constitute two interrelated influences in the lives of returners to learning that, when analysed, offer insight into learner participation and reengagement. The initial part of this thesis draws on a broad range of adult education literature to clarify the context of lifelong learning from the historical development of adult education to present initiatives, while exploring the development of the geographic region this study is situated in to contextualise some of the wider influences that may impact upon individual learner's reengagement. The latter component of the literature review draws together the previous research on more individual aspects of adult learner participation including motivation, lifespan development theory, learning careers work and research into learner trajectories. While much existing research is more functionalist in nature, failing to capture the perspective of the learners themselves, this research study eschews the deterministic conceptions of learner engagement by being situated within an interpretivist paradigm and focusing on deriving meaning from learners' lived experiences. The work adopts an interpretive interactionist perspective with a focus on creating meaning in social contexts and how individuals approach formal learning on the basis of prior personal experiences. The empirical data is collected via interviews with local South Wales adult education tutors and group interviews with access to higher education students at local further education colleges, which are supplemented by critical life path documents completed by the students. Key findings, derived through a grounded theory approach, and contributions to the literature in this field centre around the rich individual experiences of learners and the development of a conceptual framework outlining the diverse personal influences articulated by the learners and the convergence of multiple catalysts and triggers resulting in a powerful range of emotions and learning community engagement. The originality of the work lies in the interdisciplinary approach, the methods employed and the insights it provides into the unique influences on these participants' reengagement decisions in this context. The development of this framework constitutes an original contribution to knowledge as it has been constructed interpretively from the lived experience of learners, it offers greater contextual insight than existing models of participation and it focuses specifically on access learners and the context of the South Wales Valleys.
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Hällsten, Martin. "Essays on social reproduction and lifelong learning /". Stockholm : The Swedish Institute for Social Research (SOFI), Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37315.

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Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning". Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.

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Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference to an extended and adapted version of Reeves’ (1997) model. 5) Analyse the empirical data and evaluate and discuss its potential contributions (and limitations) with reference an extended and adapted version of Reeves’ (1997) model. The ADAPT project consisted of forty learners, twenty six male and fourteen female, aged between eighteen and sixty years. The Sitec Training Ltd and Women’s Action Forum (WAF) subjects consisted of nine learners, of which four were male and five were female, aged between the ages of eighteen and sixty. The work of this thesis was built upon a research process of the literature and empirical data gathered from the ADAPT project (first) that highlighted the potential importance of metacognition within lifelong e-learning. This led to the additional empirical research from Sitec Training Ltd (second) and the Women’s Action Forum (WAF) (third) and an extended literature review. As a result of these works, the contribution of this thesis has put forward an extended and adapted version of Reeves’ (1997) model that attempts to re-address the current absence of lifelong, cyclical and flexible aspects of metacognitive processes within lifelong e-learning. This thesis has also put forward a skeletal practical model for the delivery of lifelong distance learning.
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Moukadem, Imad. "Virtual support for lifelong learning in Lebanon". Thesis, Teesside University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426003.

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Książki na temat "Lifelong Learning"

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Layard, Richard. Lifelong learning. London: London School of Economics, Centre for Economic Performance, 1995.

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Layard, P. R. G. Lifelong learning. London: Centre for Economic Performance, London School of Economics and Political Science, 1995.

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Amalgamated Engineering and Electrical Union. Lifelong learning. Bromley: Amalgamated Engineering and Electrical Union, 2001.

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National Endowment for the Humanities. Lifelong learning. Washington, DC (1100 Pennsylvania Ave., NW, Washington 20506): National Endowment for the Humanities, 1995.

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Chen, Zhiyuan, i Bing Liu. Lifelong Machine Learning. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-031-01581-6.

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Chen, Zhiyuan, i Bing Liu. Lifelong Machine Learning. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-031-01575-5.

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1953-, Harrison Roger, red. Supporting lifelong learning. London: Routledge/Falmer, 2002.

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Council, Islington. Lifelong learning plan. London: Islington Council, 1999.

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Partnership, Edinburgh Lifelong Learning. Edinburgh Learning: About Edinburgh's Lifelong Learning Partnership. [Edinburgh]: The Edinburgh Lifelong Learning Partnership, 2001.

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Beighton, Christian. Deleuze and Lifelong Learning. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137480804.

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Części książek na temat "Lifelong Learning"

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Falk, John. "Lifelong Learning". W Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_300-5.

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Badescu, Mircea. "Lifelong Learning". W Encyclopedia of Quality of Life and Well-Being Research, 3605–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1652.

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Webb, Geoffrey I., Claude Sammut, Claudia Perlich, Tamás Horváth, Stefan Wrobel, Kevin B. Korb, William Stafford Noble i in. "Lifelong Learning". W Encyclopedia of Machine Learning, 601. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_472.

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Falk, John. "Lifelong Learning". W Encyclopedia of Science Education, 618–19. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_300.

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Chernenko, Mykyta. "Lifelong Learning". W The Rational software Engineer, 119–24. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-9795-7_9.

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Hager, Paul J. "Lifelong Learning". W Encyclopedia of the Sciences of Learning, 2049–52. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_164.

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Rihter, Liljana, i Petra Videmšek. "Lifelong learning". W The Routledge International Handbook of Social Work Teaching, 441–52. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003422402-32.

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Badescu, Mircea. "Lifelong Learning". W Encyclopedia of Quality of Life and Well-Being Research, 3902–4. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_1652.

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Erpelding, Mat, Amber Garrison Duncan, Sandra Miles, Laura Osteen i Jeremiah Shinn. "Lifelong Learning". W The Strategic Guide to Shaping Your Student Affairs Career, 39–61. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448105-4.

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Boucouvalas, Marcie. "Lifelong Learning". W The Handbook of Adult and Continuing Education, 47–60. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-7.

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Streszczenia konferencji na temat "Lifelong Learning"

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Bryan, April, Patricia Brackin i Wayne Sanders. "Evaluating Lifelong Learning". W ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12638.

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One of the required ABET outcomes is “a recognition of the need for, and an ability to engage in lifelong learning.” Although students must demonstrate this recognition and ability at graduation, data from alumni can strengthen a program’s assertion that its graduates actually engage in lifelong learning. Several strategies for demonstrating lifelong learning are presented and discussed. In addition, a case study from the Mechanical Engineering Department at Rose-Hulman Institute of Technology is presented. For the case study, several assessment instruments were used: an alumni survey, employer focus groups, an Advisory Board survey, and feedback from senior students. Each component will be discussed, results will be presented, and conclusions will be drawn. The alumni survey was made via the internet. The 760 respondents included graduates from the 1940s through the 2000s. Respondents were asked to indicate the number of additional courses or workshops that they had taken and whether or not they had received any additional degrees. Furthermore, respondents were asked to rate the importance of lifelong learning to their current job. In addition, they were asked to rate how well Rose had prepared them for lifelong learning. Employer perspective was gained through focus groups and the advisory board. Companies who were present at career fairs were asked to answer questions about Rose graduates in general. The ME Advisory Board contains members from institutions who are major employers of our graduates. Advisory board members gave feedback based on their knowledge of graduates’ performances. As in the alumni survey, both groups were asked to rate the importance of lifelong learning, along with how well Rose prepared them. Finally graduating seniors were asked to rate how important they felt lifelong learning would be in their careers. In addition, they were asked how well prepared they thought they were. All groups surveyed rated the ability to continue to learn and educate one’s self as being important, and all groups felt that RHIT graduates met the required standard.
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Grey, Francois, Jiawei Li, Qingyuan Shi, Ellie Doney, Weng Hoe Chen i Jeffrey Shen. "Lifelong learning lab". W IDC '15: Interaction Design and Children. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2771839.2771922.

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Hong, Xianbin, Prudence Wong, Dawei Liu, Sheng-Uei Guan, Ka Lok Man i Xin Huang. "Lifelong Machine Learning". W the 2nd International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3291801.3291829.

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Wang, Chen, Yuheng Qiu, Dasong Gao i Sebastian Scherer. "Lifelong Graph Learning". W 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2022. http://dx.doi.org/10.1109/cvpr52688.2022.01335.

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Volodina, Anna. "Evaluation in lifelong learning". W 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059538.

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Kalná, Svatava, Tereza Hloušková i Barbora Hašková. "LIFELONG LEARNING WITHOUT BORDERS". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1672.

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Revenchuk, Ilona, i Tetyana Shatovska. "Lifelong learning monitoring model". W 2016 13th International Conference on Modern Problems of Radio Engineering. Telecommunications and Computer Science (TCSET). IEEE, 2016. http://dx.doi.org/10.1109/tcset.2016.7452194.

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Rannen, Amal, Rahaf Aljundi, Matthew B. Blaschko i Tinne Tuytelaars. "Encoder Based Lifelong Learning". W 2017 IEEE International Conference on Computer Vision (ICCV). IEEE, 2017. http://dx.doi.org/10.1109/iccv.2017.148.

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Lepellere, Maria, i Livio Clemente Piccinini. "LIFELONG LEARNING OF MATHEMATICS". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2187.

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Berg, Pertti. "LIFELONG LEARNING THROUGH TAAS". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2473.

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Raporty organizacyjne na temat "Lifelong Learning"

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Thrun, Sebastian. Lifelong Learning: A Case Study. Fort Belvoir, VA: Defense Technical Information Center, listopad 1995. http://dx.doi.org/10.21236/ada303191.

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Irwin, Emilee, Joe Pickerill i Brendan Desetti. Skills for Life: Lifelong Learning. Inter-American Development Bank, lipiec 2020. http://dx.doi.org/10.18235/0002498.

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Kakulla, Brittne. Lifelong Learning Among 45+ Adults. Washington, DC: AARP Research, marzec 2022. http://dx.doi.org/10.26419/res.00526.001.

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Pember, Susan, Helen Tilley, Jack Price i Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, grudzień 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: the context in which it takes place; lifelong learning in visions and strategies; rights and entitlements to lifelong learning; the need to strike the balance between targeting and universal provision; barriers to learning; balancing the economic and social objectives; the roles and responsibilities of different stakeholders and lifelong learning governance structures; effective forms of support for learning institutions; and comparing lifelong learning in Wales with other parts of the UK. The report concludes with a set of consolidated recommendations to the Welsh Government.
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Cianciolo, Anna T. Program Evaluation Metrics for U.S. Army Lifelong Learning Centers. Fort Belvoir, VA: Defense Technical Information Center, marzec 2007. http://dx.doi.org/10.21236/ada465470.

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Catalano, Jean, i Jarema M. Didoszak. Workforce Modeling & Simulation Education and Training for Lifelong Learning: Modeling & Simulation Education Catalog. Fort Belvoir, VA: Defense Technical Information Center, marzec 2007. http://dx.doi.org/10.21236/ada464891.

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Papadakis, Stamatios J., Сергій Олексійович Семеріков, Юлія Володимирівна Єчкало, Владислав Євгенович Величко, Тетяна Анатоліївна Вакалюк, Світлана Миколаївна Амеліна, Анна Володимирівна Яцишин, Майя Володимирівна Мар’єнко, Світлана Миколаївна Грищенко i Вікторія Василівна Ткачук. Advancing lifelong learning and professional development through ICT: insights from the 3L-Person 2023 workshop. Криворізький державний педагогічний університет, listopad 2023. http://dx.doi.org/10.31812/123456789/8483.

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The 3L-Person 2023 workshop provided a unique forum for researchers and practitioners from diverse backgrounds to explore the multifaceted role of information and communication technologies (ICT) in lifelong learning and professional development. Held in Kryvyi Rih, Ukraine, on October 25, 2023, the workshop showcased 11 high-quality papers that addressed a wide range of topics, including: personal learning environment design, advanced ICT for professional retraining and training in the workplace, and blended and remote learning/teaching with emerging ICT. The workshop facilitated lively discussions and networking opportunities among participants, who shared their experiences and insights on the emerging trends and issues in this interdisciplinary field. This paper presents a comprehensive overview of the 3L-Person 2023 workshop, including its theme, aims, topics of interest, program committee, accepted papers, and key outcomes.
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Clanciola, Anna. Program Evaluation for U.S. Army Lifelong Learning Centers (LLCs): Extension to Military Operational Speciality (MOS)-Based LLCs. Fort Belvoir, VA: Defense Technical Information Center, maj 2008. http://dx.doi.org/10.21236/ada484347.

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Hrynick, Tabitha, Mariah Cannon, Janine Shaw, Juliet Manufor i Vaishnavee Madden. Learning from Lived Experience: Opportunities to Strengthen Early Child Development in Ealing. Institute of Development Studies, luty 2024. http://dx.doi.org/10.19088/ids.2024.001.

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What happens in a child’s earliest years lays the foundations for their lifelong wellbeing. Supporting young children and families during this time is therefore critical for individuals, families, communities, and societies more broadly to thrive and flourish. This report shares research findings from the Enabling Early Child Development in Ealing (ECDE) project. It explores the perspectives and experiences of parents/carers with children aged 5 and under, alongside insights from staff from key services on early child development, with the aim of enhancing support in Ealing borough, London. While Ealing is home to a range of formal and informal assets for families and children, there is room to improve, particularly in the wake of the Covid-19 pandemic which has had a negative impact on the proportion of children meeting key developmental milestones.
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Desk, Front. Report on the Regional Focal Points Meeting - Caribbean. Commonwealth of Learning (COL), kwiecień 2023. http://dx.doi.org/10.56059/11599/5288.

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The Regional Focal Points Meeting for the Caribbean was held in Kingston, Jamaica from 30-31 January 2023. The two-day meeting was chaired by Prof. Asha Kanwar, President and CEO, Commonwealth of Learning (COL) and facilitated by Dr Mairette Newman, COL Education Specialist: VUSSC and Professor Wale Adekunle Adviser: Lifelong Learning for Farmers. Official representatives from Antigua and Barbuda, the Bahamas, Barbados, Grenada, Guyana, Jamaica, St Kitts and Nevis, St Lucia, St Vincent and the Grenadines, and Trinidad and Tobago (remotely) attended the two-day meeting to discuss country priorities. The list of participants and agenda of the meeting are included as Annex 1 and 2, respectively.
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