Development Mode of Urban Grassroots Libraries under the Background of Lifelong Learning:Inspiration from Idea Stores in London

The urban grass-roots library is an important part of the public cultural service system,and also a place to carry out national reading and lifelong learning,which is of great significance to the construction of a learning society.In this paper,the development and evolution of urban grassroots libraries in China are reviewed,and the current situation and usage issues of grassroots libraries in Beijing are analyzed.Moreover,the development strategy of idea stores in London,UK is studied,and characteristics are summarized,and possible references are sought.In the new era,urban grassroots libraries should integrate into communities with multiple functions and play a more sufficient role in public education,learning and training,and other aspects.

The Appeals,Dilemmas,and Pathways of Enabling Rural Teachers’Professional Development Through Emerging Technologies

With the rapid advancements in technology,especially in digitalization and intelligence,numerous modern technologies have poured into rural schools,effectively improving their informatization conditions.Nevertheless,these technologies remain detached from rural teachers,failing to significantly enhance the quality of education and teaching in rural areas.Rural education is a crucial aspect of ensuring balanced development in education.The question of how to enhance rural teachers’technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues.To better address this question,this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement.It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities,difficulties in obtaining quality teaching resources,and the lack of continuous technical support and update mechanisms.Based on these findings,specific pathways such as strengthening rural teacher training,optimizing the allocation of educational resources,and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Phronesis and Transformative Learning： A Joint Challenge for Moral Philosophy and Educational Theory

Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.

An Analysis of Polices in Terms of Lifelong Learning

Lifelong learning is a focused issue explored by many scholars.After having reviewed the practices in lifelong leaning policies adopted in many countries and organizations,this paper analyzes the current situation in lifelong learning policies in China,thus to satisfy people's need to live and develop,fulfill spiritual world and level up the quality of life.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

Game-Based Learning for Competency Abilities in Blended Museum Contexts for Diverse Learners

Museums offer a lifelong edutainment environment with flexible choices for the public and provide fruitful interdisciplinary learning resources to support competency-based education.However,the lack of proper scaffolding and supports in museums negatively affect learner learning.Further,the individual differences need to be considered to effectively support the diverse learners learning in museums.In this study,an innovative learning model to support competency education for lifelong learning in museums is proposed.A game-based learning service named CoboFun that offers various types of problem-solving activities was developed to facilitate learners’interaction with exhibits and their peers in the museum.To examine the service design of CoboFun,learners’perceptions were evaluated and the differences in their cognitive styles were examined(Field Independent(FI)and Field Dependent(FD)).The results showed that both FI and FD learners enjoyed learning with CoboFun but that flexible learning tools needed to be provided to satisfy the different needs for the learners with different cognitive styles.

Human Rights and Social Justice through Open Educational Resources and Lifelong Learning

A landmark in the realization of UNESCO’s Sustainability Goals,Education for All(SDG4),was passed when the organization’s Recommendation of Open Educational Resources(OER)was uniformly adopted in 2019.Now it is time to transfer from the consciousness of OER to their mainstream realization at all levels,micro,meso,and macro,including all stakeholders,such as governments,institutions,academics,teachers,administrators,librarians,students,learners,and the civil service.The OER Recommendation includes five areas:building capacity and utilizing OER;developing supportive policies;ensuring effectiveness;promoting the creation of sustainable OER models;promoting and facilitating international collaboration;monitoring and evaluation.OER are valued as a catalyst for innovation and the achievement of UNESCO’s SDG 4,education for all,lifelong learning,social justice,and human rights.The OER Recommendation will be a catalyst for the realization of several other SDGs.Because access to quality OER concerns human rights and social justice,this Recommendation is vital.In 2020,the effects of the worldwide COVID-19 pandemic clearly demonstrated the importance of opening up education and the access to internationally recognized,qualified learning resources.This article describes and discusses how the promise of resilient,sustainable quality open education can be fulfilled in the new normal and the next normal.

The Education of Students of Pedagogy With the Aim of Fostering Multiculturalism in a Community

The paper starts from the theoretical model of multiculturalism as a possibility for an individual to develop their own identity, to accept and respect the identity of other members of a community. The aim of this research is to determine how the students of pedagogy define the concept of multiculturalism and in how far they consider it to be current in contemporary social relationships. The survey was carried out using the descriptive method and the analysis of contents. It examined the attitudes of students who are preparing themselves for advisory work with children in elementary school and high school. The results of the research confirm that the pedagogy students define the concept of multiculturalism clearly. They recognize the need for upbringing that fosters multiculturalism in modern education, in order to gain extensive knowledge and use it in a particular situation.

Battery prognostics and health management for electric vehicles under industry 4.0

Transportation electrification is essential for decarbonizing transport. Currently, lithium-ion batteries are the primary power source for electric vehicles (EVs). However, there is still a significant journey ahead before EVs can establish themselves as the dominant force in the global automotive market. Concerns such as range anxiety, battery aging, and safety issues remain significant challenges.

The International Mobility of Students Apprentices at the Heart of Building a Skills Economy: the Example of the Corsican Territory

At a time of exacerbated globalization,education,and more generally training,is a key factor for our society,at the heart of territories challenged to renew themselves in the face of the emergence around the globe of new centers of economic and demographic gravity,with their own models.Training,and its link with working life,is a real challenge to face,in the near future,the technological,economic,political and environmental revolutions that we are already facing.Beyond what is called sandwich training or continuing vocational training in Higher Education,the current challenge is indeed around lifelong learning,old concept but whose forms always call for an actualization in modernity.At the heart of a small island territory like Corsica,this challenge is all the more crucial to take up as it foreshadows its attractiveness in a context of glocalisation[8]now durably anchored.In an ever-changing global environment,with moving landmarks,increasingly complex personal and professional lives,and where everything that seemed well compartmentalized yesterday faces increasing porosity,the purpose of this contribution is to explain that the international mobility of students apprentices,at the heart of the construction of a skills economy,is a major strategic issue for the development and structuring of a small territory such as Corsica.

基于教育数字化构建学习型社会和学习型大国:现实逻辑、内涵要义及发展路向

学习型社会建设是我国实现教育现代化和全面建设社会主义现代化国家的必然要求。“二十大”报告提出“推进教育数字化,建设全民终身学习的学习型社会、学习型大国”,从宏观政策层面为我国指明了建设中国式学习型社会的战略方向。“二十大”报告关于学习型社会建设的要求是基于人与学习关系深化、教育与学习观念变革、经济社会发展客观需要等历史背景提出来的,其本质核心是建设服务全民终身学习的学习型社会,价值目标是建立中国特色的学习型大国,方法支撑是教育数字化技术的全面应用。为适应时代发展需要,提出了数字化学习型社会建设理念,并从文化意识引导、数字技术应用、强化治理监测等维度提出实施建议,期望为我国加快建设全民终身学习的学习型社会进程提供策略参考。

终身学习数字化转型的哲学观与创新方向

教育数字化转型是教育领域的一场系统性、根本性变革,这是教育适应数字时代发展的必然要求,也是建设服务全面终身学习教育体系的重要途径。教育数字化转型涉及教育全要素、全流程、全领域的创新与变革过程。在新的发展阶段,面向学习型社会建设,终身学习领域要深刻理解教育数字化转型阶段终身学习信息化的方向,关注教育哲学思想的发展,持续推进体制机制改革;树立全新的教育哲学观,即联通主义学习观、回归论知识观和教育的复杂系统观。在新哲学观指导下,通过互联网、人工智能技术等新兴技术的加持,可以从四个方向创新推进终身学习数字化转型:建设互联互通的网络学习空间,整合全社会资源满足多样化学习需要,探索新型教育服务供给模式,建立健全终身学习立交桥制度。

基于学习成果应用的学分银行建设探索——以上海市终身教育学分银行为例

学习成果的应用是学分银行存在和发展的基石。学分银行中学习成果应用价值发挥有利于促进学习者终身学习,为构建服务全民终身学习的教育体系赋能助力。当前学分银行面临学习成果“只存不用”的困境,上海市终身教育学分银行在探索学习成果应用价值层面建构了学习成果应用共同体、搭建了学习成果应用平台,创新了学习成果应用模式,为攻克学习成果应用困境提供了经验参考。未来学分银行可从激发学习成果高频应用主体需求、内外联动建立全纳的学习成果应用数据库和基于多维数据分析开拓学习成果新应用等拓宽学习成果应用路径,为实现学分银行内生发展开拓新势能。

可视化反馈促进自我调节学习的实验研究

建设终身学习型社会要求学习者具备更高的自我调节学习能力。这就要求教育不仅要教会学生知识,更要教会学生学习。然而,当前关于促进基础教育中学习者自我调节学习的研究较少,并且缺乏可以应用于线下课堂的实用工具,导致测评数据无法被深入解读。立足于基础教育课堂教学,设计开发促进学习者自我调节学习的可视化反馈工具,深入分析测评数据,挖掘其中蕴藏的有效信息。该工具提供包括自我认识、学习动机、学习策略三个维度的可视化反馈报告,将知识掌握情况、错题归因、试题定位等信息呈现给学习者,助力其自我调节学习的发生。为检验该工具的效果,在两个班级开展对比实验,对两组学生的自我调节学习能力和学习成绩进行差异性检验。独立样本T检验结果显示,实验班和对照班在自我调节学习能力和学习成绩之间均存在显著性差异,并且均呈现出0.4左右的效应量。证明该工具提供的可视化反馈报告能够有效促进学习者的自我调节学习,同时能够促进学业表现。

美国先前学习认定制度的历史演进、动力机制和启示

先前学习认定起源于美国。作为一种终身学习激励制度得到了广泛应用,美国拥有丰富的先前学习认定发展经验。100多年来,美国先前学习认定制度经历了起始与奠基、丰富与扩展、反思与复兴三个阶段的变迁。同时,在美国先前学习认定制度变迁的动力机制中,社会变革是变迁的基础动力,教育理念转变是变迁的内生动力,推动经济发展是直接动力。当前还存在着先前学习认定意识缺乏、先前学习与后续项目匹配度不够、财政支持和相关激励缺乏以及教育不平等加剧等问题。借鉴美国经验,我国应首先改变传统观念,激发先前学习认定的意识;关注弱势群体,提供多种认定方法;同时建立一致的政策,定期监测并响应需求。

基于区块链技术的国家学分银行系统研究与设计

区块链作为一种新兴技术,具有去中心化和不可篡改等特征,它能为学分银行建设提供技术支持。突破以往从理论上论证区块链技术服务于学分银行建设的可行性,以国家开放大学推进学分银行建设实践为依托,系统介绍了区块链+学分银行的应用案例。同时,对基于区块链技术的国家学分银行系统可能存在的技术风险进行分析,并提出应对方案。

社区何以促进终身学习?——基于联合国教科文组织社区学习中心项目运行实践的分析

如何挖掘社区潜能、促进全民终身学习是我国加快建设学习型大国和学习型社会面临的研究课题。联合国教科文组织的社区学习中心项目作为支持各国实施终身学习战略而推出的重要举措,不仅实现了从扩大教育机会为主到促进社会治理、再到促进可持续发展社会的功能拓展,而且形成了系统的运行指导方案,促进各国在运行主体、服务对象、供给内容、合作伙伴、支持保障等方面积累了成功经验,还提出了社区学习中心可持续运行的行动原则。我国需要进一步引导社区学习中心逐步实现功能拓展,优化政府主导、社区主体、多元参与的运行机制,以现代信息技术为支撑赋能社区学习服务创新,加强社区学习中心的特色发展和持续保障。

终身学习视域下学分银行新角色扩展探析

学分银行是构建终身教育体系的重要组成部分,具有全民性、权威性、安全性和灵活性等优势。但同时,它也因管理功能单一、数据采集困难、管理体制突破困难等问题而导致发展面临困境。扩展学分银行新角色,构建智力资源供需平台,形成“请求—响应”的“人人学、人人教”终身教育供给服务模式,基于社会知识网络的新型学分银行进一步形成“个体需求—多方响应—共同体学习”的新型终身学习模式。学分银行扩展新角色对加快发展面向每个人、适合每个人、更加开放灵活的终身教育体系具有重要意义。

以终身学习为导向的信息素质教育改革与创新

以“文献检索”或者“信息检索”为核心的传统信息素质教育已经不能适应数智时代人才培养的要求,近年来国内不少高校的信息素质类课程举步维艰,部分高校已经停止开设信息素质类课程。四川师范大学以终身学习为导向改革传统信息素质教育,通过更新教学理念、调整课程名称、转变教学目标、重构教学内容、建设教学资源、创新教学模式、改进教学方法、优化评价方式、建设教学团队等一系列改革和创新,提升课程的实用性,强化信息素质教育在人才培养和学校发展中的地位和作用,取得了包括两门国家一流课程、一门国家精品在线开放课程在内的诸多成绩,为学生的全面发展和综合素质提升打下了坚实的基础。