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Lifelong Learning and Lifelong Education There is much discussion within popular, policy, and scientific discourses about lifelong learning. Since the Year of Lifelong Learning in 1996, that discussion has focused on learning
Determinants and Labor Market Effects of Lifelong Learning. Applied Economics , 35(16): 1711–1721. Galindo-Rueda F. The Determinants and Labor Market Effects of Lifelong Learning
experiment and innovate – as part of their lifelong learning – in order to reach their pedagogical aims. Literature Review Literature on educational effectiveness outlines a conceptual framework with teachers at its center; there
empowerment: Re-imagining lifelong learning through the capability approach, recognition theory and common goods perspective . Palgrave MacMillan . https://doi.org/10.1007/978-3-030-67136-5 When reflecting on the relationship
Introduction Being a teacher requires an ongoing, never-ending, lifelong learning if one wants to keep up with the changing developments and needs of our world. Self-regulation plays an important part in this lifelong learning
processes. Lifelong learning Formal adult education has become the first answer to the learning needs of adults in general as well as in workplace learning. The concept of “lifelong learning” (in the European discussion first
2000 50 107 121 European Commission: Memorandum on lifelong learning. 2000. European Commission: Making a
The lifelong learning opportunities in open air museums are many and do often take a form and have a learning outcome for a target group which surprises people outside the sector. This article shows examples of how to use the open air museum as a learning resource for people in all ages and with well tested practices based on use of an open air museum as the three dimensional and full scale by authenticity shaped learning environment.
. J. , & Fernández de Álava , M. ( 2014 ). Evaluating informal learning in the workplace . In T. Halttunen , M. Koivisto , & S. Billett (Eds.), Promoting, assessing, recognizing, & certifying lifelong learning: International perspectives and
Background
Teams in organizations are increasingly employed to generate creative outcomes that could lead to the next big innovation. Previous research argues that a team's ability to generate such creative outcomes partly depends on the occurrence of certain team characteristics and processes.
Aims
The current work constructs and tests a cross-level model of team creativity and team learning. The role of within-team agreement for the emergence of several team processes is investigated.
Methods
All constructs were measured using previously validated scales. Data collected from 112 design teams (n individuals = 540) are analyzed using multilevel structural equation modeling.
Results and conclusion
Initial results show that psychological safety and team creative efficacy are the strongest predictors for team processes and team effectiveness. Two team-level variables assessing within-team agreement are shown to be a strong predictors for team processes and team effectiveness: when team members agree on the team’s creative capacity and the level of psychological safety, the team will experience a higher degree of effectiveness and will engage more in co-construction and facilitating processes that are the seeds for creating creative outcomes.
