Lifeplace Learning

Margaret Harris

Research output: Contribution to journalArticle

Abstract

While governments have progressed the development of widening participation and social inclusion, this development is still largely based on traditional, on campus, didactic systems with little or no formal recognistion by the policy-makers that both areas could be underpinned by considering recognition and accreditation of informal learning achieved in peoples' life places such as the home, the comunity and voluntary organistaions. In addition, the value put on some types of learning exceeds the value that is put on others. This value aspect is challenged by the Lifeplace Learning concept which places the value and power of the learning into the hands of the learners whilst acknowledging that the value of it still needs to be accepted by those who have the power to recognise it in society and academia.
Original languageEnglish
Pages (from-to)27-36
Number of pages10
JournalInternational Journal of Technology and Engineering Education
VolumeSpecial Issue 2009
Publication statusPublished - Nov 2009

Fingerprint

learning
Values
informal learning
accreditation
didactics
inclusion
participation
Society

Keywords

  • informal, negotiable and personal learning
  • learning environments
  • lifelong learning
  • choice in learning
  • recognition and accreditation

Cite this

Lifeplace Learning. / Harris, Margaret.

In: International Journal of Technology and Engineering Education, Vol. Special Issue 2009, 11.2009, p. 27-36.

Research output: Contribution to journalArticle

Harris, M 2009, 'Lifeplace Learning', International Journal of Technology and Engineering Education, vol. Special Issue 2009, pp. 27-36.
Harris, Margaret. / Lifeplace Learning. In: International Journal of Technology and Engineering Education. 2009 ; Vol. Special Issue 2009. pp. 27-36.
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