IBS Stockhom 20th-24th January 1999
Good and bad practices of supporting LLL in universities. Introduction. Lifelong learning (LLL) attitude is curiosity, willingness to adapt new competencies consciously. Lifelong learning requires awareness of the situation of the learning achievements. Lifelong learning ability is knowing how and using methods (mental tools) to continue learning. Lifelong learning might start in the childhood, when getting the first contact to education. (Should we say that “building up/exciting LLL-attitude might start…education, if the environment is aware of it.?) Though the group noted that no one else than the individual can be responsible for the actual learning, the environment can support and influence the process. In this report the main focus is in the university environment, reflecting the ideas of the discussion group towards the practices of their education. The discussions were held during the IBS Stockholm in January 99. All 25 participants of IBS were asked to write down some examples of good and bad practices of LLL on their own universities. The discussion group listed and combined these answers into 12 main questions, analysed the problems and tried to find solutions. The group find (occasionally overlapping and contradictory )solutions of three kind: more resources for education, re-allocate the existing resources and changing attitudes. The last is probably hardest to change, but cause the first two. We also listed some good practices which on the groups opinion, have positive effect to applying LLL. The most common problems seem to source from the lack of social connection between students and professors, (academic stuff?) and the lack of learning and teaching skills from both parties. The individual needs of a learner should be recognised and various teaching and learning methods should be used in order to maximise the learning outcomes. New structures and methods for measuring the learning should be developed. Learner’s responsible of her own education should be emphasised as well supported by the environment. 1. Basic Studies (The lump basic studies given at the universities often fail in giving a holistic view over the reasons of studying them. Our analysis showed two aspects of this problem: First, the abstract nature of basic physics and maths without practical examples of applications, has only a little if any connection to the ways students learn. Enormous content of the basics, and due that, the lack of time is often mentioned as the reason why presenting applications from the real word or from later studies. Another aspect is that basic sources seldom refer to other courses, even though it might be possible for students and academics to gain added value from knowing why students are studying the course, what they can learn during it and where they can use the knowledge and skills they achieve late during the studies and work. The group thought that there might not be an easy solutions to these problems, since it requires more time and effort from academics’ side to co-operating in order to develop the courses . If only little support is given from university’s side the students should be given more opportunities to broaden their perspective to studies (i.e. more poikkitieteellinen ) Another solution would be students making their own study plan when they start and up-date it during their studies to make them think of their studies in a broader way. The students should be able to discuss their plans with someone who has a broader perspective.)
The basic studies given at the universities today does not give the transparency to the puzzle. There are too few practical examples of the application of the methods thought in the basic courses. Often lack of time, due to that so much content of basic nature must be covered, is given as the reason that applications is not considered. To give more transparency related courses could be held together in one course. And the teacher should try to give examples of application in the perspective subject. To be able to see the meaning of the basic studies the students should be given the opportunity to broaden their studies to be able to put their studies in it context. An additional book with examples
Good and Bad practices of LLL in universities.