Suchergebnisse

Part I. Conceptual preliminaries, theories and methods of transnational learning -- 1. Social preliminaries: the societal context of transnational learning / Åge Mariussen -- 2. Geographical perspectives: regional development and transnational learning / Seija Virkkala -- 3. Theory of organizational knowleddge creation as a framework for transnational learning in regional development / Seija Virkkala and Åge Mariussen -- 4. Is transnational learning possible? / Åge Mariussen and Seija Virkkala -- 5. Methodologies and methods of transnational learning / Åge Mariussen and Seija Virkkala -- 6. New Public Management as a global community promoting transnational learning: agencification as an example / Esa Hyyrylāinen -- 7. Discovering the process perspective: unfolding potential of transnational learning in INTERREG / Verena Hachmann -- Part II: Nordic attempts at transnational learning -- 8. Nordic learning: introduction to Part II / Åge Mariussen -- 9. Industrial development and competence building: learning across converging trajectories / Seija Virkkala -- 10. Is there a need for transnational learning? The case of restructuring in small industrial towns / Kenneth Nordberg -- 11. Developing destinations in the northern periphery / Dieter K. Müller and Ulrika Åkerlund -- 12. Learning transnational learning: a trans-Atlantic perspective / E. Wanda George and Kristina Svels -- 13. Transnational learning in local governance: two lessons from Finland / Hannu Katajamäki and Åge Mariussen

The individual's interest in reading, thinking and analyzing to gain information for personal or professional reasons can be called lifelong learning. Learning for an individual begins in the family, develops in school, and continues throughout life. That is why learning is sustainable. To succeed in life, it is essential to be educated. To obtain new information, the individual must have a learning style and develop himself with strategies. In this article, the writer emphasizes the teachers' mission on teaching strategies and why learners need learning strategies in lifelong learning.

"Experiential Learning and Learning Styles" published on by Oxford University Press.

PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- CONTENTS -- FOREWORD -- REFERENCES -- BIOGRAPHY -- ACKNOWLEDGMENTS -- INTRODUCTION -- REFERENCES -- SECTION ONE: THEORY AND RESEARCH -- Chapter 1 SERVICE-LEARNING + SOCIAL JUSTICE = JUSTICE-LEARNING -- ABSTRACT -- INTRODUCTION -- SERVICE-LEARNING -- SERVICE-LEARNING IN TEACHER EDUCATION -- SOCIAL JUSTICE EDUCATION -- SOCIAL JUSTICE TEACHER EDUCATION -- JUSTICE-LEARNING IN TEACHER EDUCATION -- Inquiry -- Curriculum-Designers -- Placements in Diverse Settings

The paper relates to the practical implementation of lifelong learning, and more closely to its effect related to subjective quality of life. Learning circles are known platforms of adult learning, and nowadays the main motivation of adults is typically to indulge in a certain topic – based on personal curiosity – in cooperation with others with similar interest. The challenges of the previous time period (Covid pandemic, energy crisis, etc.) more and more increase the value of online learning opportunities and community experiences. In this paper a needs assessment is presented on the interest in and demand on online study circles among adult responders, in the frame of a questionnaire research (n=318). Among the questions respondents were asked to give their expectations, and as a result, three types were to identified in the frame of factor analysis.