Role of ICT in lifelong learning

Lifelong Learning(LLL)

 lifelong learning includes all forms of learning which are formal, non-formal and informal learning. includes Learning situation where courses and examinations are conducted falls in formal learning category, non-formal learning includes learning without examinations while informal learning is kind of learning without either courses or examinations. According to European Commission 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 are called lifelong learning(LLL).

Role of ICT in lifelong learning

Technology can make lifelong learning a reality. All-encompassing learning environment requested by the knowledge society cannot become true without ICT.  The European Commission has already identified “digital competence” as a “key competence” that individuals need to acquire for personal development, active citizenship, social inclusion and employment. ICT-enabled lifelong learning thus embraces two perspectives: ICT for learning and learning to use ICT.

Ambient technologies and ubiquitous computing appear to be the “natural” technological components of ICT for lifelong learning because they have certain benefits like user-centeredness (hence supporting learner centric approaches and links between learners), interactivity (anytime, anywhere) and userfriendliness (anyhow). These raise technological issues such as how to realise these benefits for broadband learning, mobile learning and multimodal learning.   There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer-assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc. 

Thinking about the future of learning in the knowledge-based society needs to be holistic as learning will become a lifelong activity that cuts across different learning generations and life spheres such as private, public and work. The focus should therefore be not only on traditional formal learning institutions such as schools and universities; and existing training organisations and training practices for both the unemployed and employed, but it should also embrace other forms of adult education, informal learning and also learning to use ICT.

It is important to acknowledge this and to confirm that it is not only about “ICT literacy”, i.e. learning to operate the technology, but also about higher-order skills such as knowing and understanding what it means to live in digitalized and networked society. This applies not only to learners but also to teachers and training staff. Innovation, competitiveness and inclusion become main foci of ICT for learning in general and of ICT for lifelong learning in particular.

 This requires going beyond the classical views on eLearning (i.e. learning at a distance using the Internet, mainly to fulfil curricula requirements) to encompass ICT for lifelong learning functions that enable lifelong processes, including keeping up the momentum of motivation to learn at any age. The motivational role that ICT could play is seen as particularly important in a “learning anywhere, any time” context.

Applications of ICT in Life-Long Learning

Due to the shift towards knowledge-intensive economies, creative industries and ICT a new set of learning paradigms have evolved around the concept of incidental learning:

1. Embedded, problem-based and learning by doing, the main contribution of which is the acknowledgement that learning in isolation makes application in real life situations unnecessarily problematic (Kommers et al., 2004).
2. Distributed cognition is the notion that human expertise manifests between- rather than in persons. Many jobs demand team work and rely on several disciplines to merge before optimal solutions can be reached.
3. Collaborative- and constructivist learning methods have complemented the instructional repertoire. It implies a sharper focus on learning competences rather than ‘following’ predefined curricula. The core idea in constructivist learning is that understanding and application of skills and complex conceptual domains need a highly active and individualized process or mastery. Subsequently the role of the instructor differentiates in subject matter expert, diagnostic coach and facilitator. Cognitive learning tools are indispensible in this regard
4. Blended learning, based on the fact that both face-to-face and remote presence is needed in order to offer flexibility to the learner and its coach. Instead of uniform assessments the situation of blended learning will be evaluated with a learner’s unique portfolio that demonstrates all competencies required in order to function adequately in a certain professional layer.