Lifelong Learning - Bringing Learning Activities to Life

9631396 Fischer终身学习将工作文化和教育文化相结合，相互丰富。这种整合不应该被解释为“成人教育”，也不应该被解释为给孩子们“工作”；相反，它构建了一个愿景，在这个愿景中，人们在真实的、自我指导的和创造性的活动中不断学习。这一愿景的核心是设计活动的概念，这是一种开放式和长期的工作模式，结合了个性化和协作方面，并结合了技术和美学元素。关键地将设计活动结合在一起的共同性是，它们都围绕着新的、可公开访问的工件的生产。我们的建议是围绕如何将教育和工作视为创造性设计活动的相互交织的元素的愿景。我们提供了六个具体的假设作为实现和维持这一愿景的工具，我们提出了一个面向计算领域的设计环境的框架，反映了这些假设，并提供了一种评估它们的方法。这项研究将发展有关终身学习的理论，将创造支持终身学习者所需的计算环境，将有助于我们国家教育基础设施的重组，并将提供一个独特的机会，不仅可以扩展技术发展，还可以扩展工作、学习和合作的社会网络。＊＊＊

9631396 Fischer Lifelong learning integrates and mutually enriches the cultures of work and education. This integration should not be interpreted as "adult education," nor as giving children "jobs;" rather, it frames a vision in which people learn continually in the course of authentic, self-directed, and creative activities. Central to this vision is the notion of design activity, a model of work that is open-ended and long-term in nature, incorporates personalized and collaborative aspects, and combines technical and aesthetic elements. The communality that crucially binds design activities together is that they are centered around the production of new, publicly accessible artifacts. Our proposal is focused around a vision of how education and work may be seen as interwoven elements of creative design activity. We offer six specific hypotheses as vehicles to attain and sustain this vision, and we present a framework for computational domain-oriented design environment that reflect these hypotheses and offer a means to assess them. The research will develop theories about lifelong learning, will create computational environments necessary to support lifelong learners, will contribute to the restructuring of our national educational infrastructure, and will provide a unique opportunity for extending not only technological developments but also the societal networks of working, learning and collaborating. ***