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Lifelong learning and second‐order learning objects
Author(s) -
Allert Heidrun,
Richter Christoph,
Nejdl Wolfgang
Publication year - 2004
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2004.00428.x
Subject(s) - lifelong learning , social learning , action learning , reflection (computer programming) , generative grammar , action (physics) , experiential learning , active learning (machine learning) , order (exchange) , process (computing) , learning sciences , computer science , sociology , educational technology , cognitive science , epistemology , cooperative learning , psychology , artificial intelligence , knowledge management , pedagogy , teaching method , philosophy , physics , operating system , finance , quantum mechanics , economics , programming language
Abstract Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second‐Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach.