A critique of postcolonial reason: Toward a history of the vanishing present

Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners’ self-directed learning competence in formal educational settings.

/pdf/self-directed-learning-a-fundamental-competence-in-a-rapidly-3sci8ovdx4.pdf

Self-directed learning: A fundamental competence in a rapidly changing world

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production.

/pdf/learning-and-the-transformative-potential-of-citizen-science-3opkhkoqsb.pdf

Learning and the transformative potential of citizen science

Recent years have seen an increase in the number of researchers and practitioners applying virtual reality (VR) to develop social skills, but varying levels of success have been observed when applying these VR training programs. Due to these disparities, review and summary work is needed to determine (a) whether these programs are effective and (b) the attributes of these programs that lead to success. In the current article, we perform a meta-analysis to determine the overall effectiveness of VR training programs for developing social skills, and we also study the effect of several moderating variables that may influence the effectiveness of these programs. We test whether certain aspects of the applied hardware (e.g. input devices, output devices), applied software (e.g. game elements, Second Life), participant population (e.g. general/specialized), and study design (e.g. type of control group, type of measure, others) influence the success of these programs. Sources were identified using EBSCO and Google Scholar, and, after our inclusion criteria were applied, 23 samples were included in our meta-analysis. Using a random-effects approach, we show that VR training programs, on average, perform better than alternative training programs for developing social skills, but almost all the other findings contradict current notions regarding these programs. Of note, gamified programs produced slightly worse outcomes than non-gamified programs, and programs utilizing immersive technologies (e.g. head-mounted displays) produced slightly worse outcomes than programs utilizing non-immersive displays (e.g. monitors). We provide suggestions regarding the effectiveness of VR training for social skills in comparison to alternative training approaches, the attributes of VR training programs that produce better outcomes, and directions for future research and practice.

A meta-analysis of virtual reality training programs for social skill development

The tension between expressing vulnerability and seeking credibility creates challenges for learning and teaching. This is particularly true in health care, in which practitioners are regarded as highly credible and making errors can often lead to dire consequences and blame. From a transformative learning perspective, expressing vulnerability may help individuals to access different ways of knowing. By contrast, from a sociological perspective, seeking to maintain credibility results in ritualised interactions and these ritualised encounters can reinforce credibility. One means of embracing this tension between expressing vulnerability and appearing credible is 'intellectual candour', an improvisational expression of doubts, thoughts and problems with the dual purpose of learning and promoting others' learning. Educators' revelations of inner struggles are proposed as a means of inviting reciprocal vulnerability. This builds trust and a platform for learning, particularly of the transformative nature. It also allows modelling of how to balance the vulnerability-credibility tension, which may provide a template for professional practice.

/pdf/embracing-the-tension-between-vulnerability-and-credibility-4grwxlq3q0.pdf

Embracing the tension between vulnerability and credibility: 'intellectual candour' in health professions education.

Contemporary theories of learning: Learning theorists ... in their own words, edited by Knud Illeris, London and New York, Routledge, 2009, 235 pp., US$ 37.95, ISBN-13: 978-0-415-47344-6 (paperback...

Contemporary theories of learning: Learning theorists … in their own words

This article argues that partnerships for vocational education and training (VET) reflect contradictions within capitalism and labour power, and therefore should be analysed within the broader context of industrial and workplace relations. Therefore, in contrast to a consensual model, we posit an understanding of social partnerships as sites of struggle and negotiation. Our analysis of interview data suggests tensions between employers, educators and unions over who can deliver training and how training is to be delivered and regulated. These tensions have implications for access to apprenticeship opportunities and for how apprenticeship operates. We argue that a greater understanding of the social, political and economic contexts in which work experience programs operate is needed to move beyond partnerships that seek to produce appropriately skilled labour.

Struggles over labour power: the case of Fort McMurray

Innovations in lifelong learning: critical perspectives on diversity, participation and vocational learning

their roles, including the role of the media and governmental decision-making. The book finishes with an outline of a range of debates that are current, ongoing and which are of concern beyond the confines of Australia and the post-colonial experience. Significantly, the book gives space to the voices of indigenous academics, practitioners and activists. It is a timely examination of important issues which are currently somewhat drowned out by today’s political discourses which have a tendency to silence notions of group rights, multiculturalism, minorities especially indigenous ones and as such will remind people of the fundamentally political nature of ‘professionalism’.

The concepts and practices of lifelong learning

Popular economic discourses have developed a lexicon which will often refer to economic downturns as a credit crisis. Kojin Karatani’s recent reworking of Marx’s analysis of the credit system however forces us to consider that credit itself may be the problem – a problem referred to here as the crisis of credit. This essay is a critical theoretical analysis of the way in which microcredit lending programs constrain informal learning so that people learn in a crisis of credit. After tracing the roots of microcredit to neoliberal gender reforms, I identify and critique three underlying justifications of the crisis of credit. Finally, I argue that understanding the credit/indebtedness process reveals how our proposed solution to a credit crisis contains new constraints for informal learning.
Les discours economiques populaires font generalement reference aux recessions economiques alors qu’ il s’agit de crises de credit. La nouvelle perspective du systeme de credit de Marx entrepris par Kojin Karatani nous force cependant a considerer que le probleme se pose sur le credit lui-meme – un probleme en l’occurrence de crise de credit. Cet article est une analyse theorique qui critique la facon dont les programmes de microcredits entravent l’apprentissage informel des citoyens dans une crise de credit. Apres avoir retrace l’origine des microcredits jusqu’aux reformes neoliberales de genre, trois justifications de taille ont ete identifiees et critiquees. Pour conclure, j’argumenterai que le fait que comprendre le processus de credit et d’endettement devoile comment la solution proposee a la crise de credit contient de nouvelles contraintes pour l’apprentissage informel.

/pdf/learning-in-a-credit-crisis-or-a-crisis-of-credit-2npzuajeh2.pdf

Learning in a Credit Crisis, or a Crisis of Credit? Microcredit Lending, the Grameen Bank, and Informal Learning

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