Life-long Learning - Transformational eLearning
‘The concept of getting and holding a job in one industry for decades is outmoded, a byproduct of the industrial mindset’ (Tom Peters June 2014).
It is important to view school based eLearning within the continuum of lifelong learning. In other words, eLearning structures should be considered within a life-long adventure and a natural part of personal transformation rather than a segmented fix satisfying the needs of a specific period of time. Presently, eLearning services are overwhelmingly rooted to the industrial mindset which is primarily focussed on content and assessment. Whilst, content and assessment remain important elements they should no longer be perceived as a finite identifier of a good eLearning service. Learning is far more complex.
To enable lifelong learning skills, contemporary eLearning systems need to address disconnection, work conditions and behavioural learning skills.
- Disconnection: The mechanics of eLearning courses often disconnect the user once enrolment ceases. Courses, learning programs, units of work and or modules should be viewed as a continuum within a ‘portfolio of projects’ (Peters 99U). Flexible enrollment processes need to be enabled to allow our youth access to the workforce and to continuation of learning.
- Work Conditions: The efficient corporate office should not be employed as a model for school eLearning environments. The eLearning environment should be rich bio-diverse experience crafted to stimulate cognitive activity.
- Behavioural Learning Skills: The symbiotic relationship between students acquiring the behavioural learning skills to successfully participate and the actual eLearning service knowing and enticing continual participation requires consideration and implementation.