University of Amsterdam, Netherlands
Many educational institutions and their staff struggle with the issue of capturing the market oflifelong learning, whilst continuing to offer traditional courses. Whereas traditional courses are more orless fixed in curricula and cover certain topics in a planned period of time; lifelong learning requiresagreements between teachers and students on specific topics related to competencies previously acquired.Students with working experiences are mostly skilled in self-regulated learning processes, whicheducation has to benefit from. Yet many post-academic courses are built around the same educationalprocesses as the regular academic courses for those between the ages of 17 and 25. Those courses aresupply driven and not demand driven, and they are separated from the working context. They offer moregeneral modules, which by definition are not relevant for the individual student. Moreover, the costs ofthese traditional forms of education are high, both in time and money.This paper explores the design problems and generates the outline of a transformation framework tobuild lifelong learning processes in a demand-driven way. The framework includes relevant componentsfor students to regulate their own learning processes and ensure they are integrated in their workprocesses. The student, the coach, and the assessor can continuously monitor the desired learningoutcomes, by using assessment tools.Tools for mass-customization and automation (collaborative technologies) make it possible to supportlarge numbers of students in their learning processes. This will be demonstrated by experiences from theNetherlands at the Johan Cruyff University, the Center for Post initial (Adult) Education (CPE) and theNetwork University, all three vested in Amsterdam.
Thijssen, Thomas and Vernooij, Fons, " Breaking the Boundaries between Academic Degrees and Lifelong LearningDesigning demand-driven lifelong learning processes for employees" (2008). All Sprouts Content. 72.