2021-05-19

技术对于终身学习的全球性冲击

技术对于终身学习的全球性冲击

CarraBeatriceChloe养老工作室 5天前
May 14th, 2021

随着科技深入到我们的日常生活中，社会比以往任何时候都更加依赖智能手机、互联网和社交媒体。科技提供了沟通和娱乐的方便，更重要的是它让人们在工作的同时能够获得学习的信息和资源。向来自不同社会经济背景的人提供可负担的优质教育，信息获得的便利有助于消除性别和财富差距。运用这座不同人群之间的桥梁，技术可以成为学习有困难的人的辅助工具。自动化和城市化加剧了就业市场的竞争，使得技术在工作培训中变得更为重要。员工必须不断更新他们在工作场所的知识，以满足期望并取得优异成绩。但成人继续接受高等教育，对于那些忙于工作和家庭义务的人来说是一种挑战，他们没有足够的时间。成人教育中使用技术可能会面临一些不足，但如果方法正确，学习者将受益于更灵活和个性化的学习体验，这意味着技术融入教育将改善成人学习者的学习过程和时间。
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学习过程中的变化
在传统的讲座和培训课程中，背诵、记忆和书面作业依旧是常见的做法，但对许多成人学习者来说，这些做法并不理想。相反，成年人越来越倾向于更自主的学习，这种学习观促进个人发展、合作学习、社会情感学习和探究。成人学习者也开始意识到，学习并不是由“现在学习，以后使用”的理念所决定，而是由即时获取特定信息、知识和技能的能力所决定的，而这些信息、知识和技能是相关的任务。
全球范围来看，成人教育已经开始围绕自主和以学习者兴趣为导向的主题。几十年前，成人的教育选择更为被动，以学习为生存模式，而不是他们自己的快乐和兴趣。现在学习者在接受教育时有更大的自主权和选择权，这意味着他们可以追求有趣、有意义和对学生自身重要的学习。教育中的定向学习和共建规划开始出现在博客上，文章和期刊更频繁。一旦教育界领导人、政策制定者和政府也考虑到这一点，教育工作者将能够充分利用成年人的学习和教育偏好。
相关性变化
互联网是一个全球性的市场、工作场所和会晤空间，这种全球化将继续影响学习。然而，也必须承认线上学习者的物理环境。在线学习和会议中，成年人的合作和学习方式取决于他们所处的社会和文化环境。学习者的环境和地理位置会影响他们在线学习，从而影响他们的最终结果。在课堂上应考虑个人动机、态度和环境因素，否则学习者可能会因为缺乏互动而感觉孤独。课堂上应用技术和数字媒体有可能改善学习，但在线学习者可能不喜欢这种社会隔离，决定回到更传统的课堂环境中，从而可以在自己的地理位置和具有相似文化背景的同龄人学习。
生态变化
技术使个人和组织能够在任何时间、任何地点磨练自我提升、工作绩效和业务效率的技能。科技还增加了成年人获得的信息量，使在线学习和教育成为全球寻求终身学习的迅速增长的工具和趋势。在过去的几十年里，除了世界范围内技术进步的爆炸性增长之外，学习的发展也在不断的增长，成人学习已经演变成一个快节奏、灵活和协作的环境，利用多维工具来适应现在不断变化的环境.。在线课程的本质是更具自主性，这意味着学习过程可能会更具压力，因为工作量和时间表取决于学生，而不是外界的影响。成功不仅取决于所提供的教学的数量和质量，还取决于个人的心理控制和认知能力。成人学习者在网上学习而不是面对面学习时仍可能面临压力和焦虑。不幸的是，这意味着，与更传统的课堂环境相比，方便地获得终身学习的结果仍然是一个值得商榷的话题。
结论
自动化和城市化的增加在全球社会创造了同质化的学习。反过来，个性化教育也出现了相反的趋势，一些学者和教育工作者可能会反对传统的学习理论和实践。虽然成人教育没有完美的方法，但是教育或者培训成人并不是授人以鱼，而是授人以渔，这样当老师不在的时候，他们就能自己找到答案。这可能是一个困难的过程，因为它往往取决于学习者先前的经验和技能。最终，成人终身学习的目的和目标是给学习者通过变革性学习反思他们的能力、责任和自我激励的工具。变革性学习是一种理论，当学习者接受新的信息时，他们评估自己过去的经验和知识，以创造一种新的理解。通过向学习者展示如何在生活中找到意义，学习者可以从新的角度开始质疑和审视问题及挑战，获得洞察力和信息。有趣的是，变革性学习强调学习者通过批判性反思获得新信息时世界观的即时转变。如果不提及成人终身学习机构和组织的义务，就不能提出论点。促进富有成效的学习，需要机构和组织在帮助学习者和教师方面有一个不断发展的思维模式和方法。总而言之，课堂应该为自主学习留出机会，这样学生和员工才能继续学习、发展和从事他们感兴趣的领域。增加技术可以帮助调整成年人的学习需求和兴趣，以有效地学习，我们可以预期，随着技术的可能性和机会的进步，提供个性化的工作机会的数量会增加。

技术对于终身学习的全球性冲击 (原文)
Title: The global impact of technology in lifelong learning
Introduction
Technology has become deeply integrated into our everyday lives, and consequently society has become more reliant on smart phones, the internet, and social media than ever before. Technology provides entertainment and ease of communication, but it more importantly gives easier access to information and resources while learning. This ease of access to information helps eliminate gender and wealth disparities, by providing affordable and quality education to those coming from different socio-economic backgrounds. Along with this bridge between different demographics, technology can be an assistive tool for those with learning difficulties. Technology has become even more important in workplace training as automation and urbanization has intensified competition in the job market. Employees must continuously update their knowledge in the workplace to meet expectations and excel, but the process of continuing higher education as an adult is challenging for adults who have less time and flexibility in their schedule due to their work and family obligations. Using technology in education for adults can have some drawbacks, but if done correctly learners will benefit from a more flexible and personalized learning experience meaning that integrating technology into education will improve the learning process and lifespan for adult learners (Burbules et al., 2020; Chitiba,2012).
Changes in the learning process
Traditional lectures and training sessions filled with recitation, memorization, and written homework are still common practices, but for many adult learners these practices are not preferred. Adults instead are increasingly starting to prefer more autonomous views of learning that promote personal development, cooperative learning, social-emotional learning, and inquiry (Chitiba,2012). Adult learners are also starting to realize that learning is not shaped by the “learn it now, use it later” philosophy, but instead by the ability to access specific information, knowledge and skills for immediate and relevant tasks (Dineen, 2020).
Globally, adult education has started to center around autonomous and learner-oriented topics and interests. Decades ago, adult’s education choices were more passive and modeled around learning for survival, rather than their own pleasures and interests. Now learners have greater autonomy and choice on their hands when it comes to their education meaning they can pursue learning that is interesting, meaningful, and important to them. Self-directed learning and co-constructive planning in education has started to appear in blogs, articles and journals more frequently, and once educational leaders, policy makers, and the government take this into account as well, educators will be able to utilize adult’s learning and educational preferences (Burbules & et al., 2020, pp.95-96).
Changes in context
The internet is a global marketplace, workplace, and meeting space and this globalization will continue to influence learning. However, it is important to also acknowledge the physical environment of online learners. When learning and meeting online, adult’s collaboration and how they learn depends on the social and cultural circumstances of their location. Learner’s environment and geographic location can impact their participation in online learning and thus their end results. Individual motivation, attitudes, and environmental factors should be taken into consideration in the classroom otherwise learners are likely to feel isolated due to a lack of interaction (Rye &Støkken, 2012). Applying technology and digital media in the classroom has the potential to improve learning, but online learners may dislike the social isolation and decide to return to the more traditional classroom environment that they can take in their geographic location and with peers that have similar cultural backgrounds.
Changes in ecology
Technology enables individuals and organizations to hone their skills for self-improvement, workplace performance, and business efficiency at any point and time. Tech also increases the amount of information that adults have access to making online learning and education a rapidly growing global tool and trend in the search for lifelong learning (Burbules et al., 2020, pp. 94-95). In addition to the explosion of technological advances across the world in the past few decades, learning development has been increasing during the covid pandemic. Currently, adult learning has evolved into a fast-paced, flexible, and collaborative environment taking use of multidimensional tools to suit the now ever-changing environment(Dineen, 2020). The nature of online classes is more self-paced meaning that the learning process may be more stressful as the workload and schedule is dependent on the student and not outside influences. Success becomes dependent on not only the amount and quality of instruction provided, but also the individual’s locus of control and metacognitive skills. Adult learners may still face stress and anxiety while learning online instead of in person (Knowles et al., 2015, pp.280-284). Unfortunately, that means that the results from having convenient access to lifelong learning is still a topic for debate when being compared to the more traditional classroom setting.
Conclusion
The increased presence of automation and urbanization has created homogenized learning in the global society. In return, a counter trend of personalized education has emerged as some scholars and educators may react against traditional learning theories and practices. While there is no perfect approach to adult education, teaching or training adults is not about giving a man a fish, but rather teaching a man how to fish so they can find the answers themselves when the teacher isn’t there. This can be a difficult process as it often depends on the prior experience and skills of the learners. Ultimately, the aims and objectives for adults’ lifelong learning is to give learners the tools to reflect on their abilities, responsibilities and self-motivation through transformative learning (Burbules & et al., 2020, p.94; Weise, 2020).
Transformative learning is the theory that as learners take in new information, they are evaluating their past experiences and knowledge to create a new understanding. By showing learners how to find meaning in their lives, learners can begin to question and examine problems and challenges from new a perspective and gain insight and information. Interestingly, transformative learning emphasizes the instant shift of learners’ worldview as they obtain new information through critical reflection (Knowles et al., 2015,p.223).
An argument cannot be made without mentioning the obligation of learning institutions and organizations for adults’ lifelong learning. Facilitating productive learning requires institutions and organizations to have an evolving mindset and approach when it comes to helping learners and teachers. In conclusion, classrooms should leave opportunities for autonomous learning so students and employees can continue to learn, develop, and engage in their interested fields (Chitiba,2012). Adding technology can help tailor adults’ learning needs and interests to learn effectively and we can expect an increase in the amount of job opportunities that offer personalization as the technological possibilities and opportunities progress.
References
Burbules, N.C., Fan, G., & Repp. P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1 (2), p. 93-97. doi: 10.1016/j/geosus.2020.05.001
Chitiba, C.A. (2012). Lifelong learning challenges and opportunities for traditional universities. Procedia - Social and Behavioral sciences, 46, p. 1943-1947. doi: 10.1016/j.sbspro.2012.05.408
Dineen, S. (2020, December 23). Five learning and development trends to watch for in 2021. Forbes. Retrieved from:
https://www.forbes.com/sites/forbeshumanresourcescouncil/2020/12/23/five-learning-and-development-trends-to-watch-for-in-2021/?sh=30bd77c44d2f
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner. The Definitive Classic in Adult Education and Human Resource Development (8th ed.). Oxon: Routlege.
Rye, S.A. &Støkken, A.M. (2012, January). The implications of the local context in global online education.The International Review of Research in Open and Distributed Learning.Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1010
Weise, M.R. (2020, April 13). Lifelong learning will be the new normal – But are we ready? Pew Trend Magazine. Retrieved from: https://www.pewtrusts.org/en/trend/archive/spring-2020/lifelong-learning-will-be-the-new-normal-but-are-we-ready
本文作者
Beatrice,香港出生。年少只身去美国学习，美国东伊利诺大学（Eastern Illinois Univeristy)老龄化研究文学硕士。在上海经营过自己设计的服装品牌20年。如今转行从事有关养老培训行业（目标是开办自己品牌的老年日托中心，解决老父母不高兴进养老院，儿女白天上班没有时间照顾的难题）。把国外有关照顾老人痴呆的知识和技术引进国内。非常敬业和有爱心，有持续学习力和创新进取精神。

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