'The whole of life is learning therefore education can have no ending' Eduard Lindeman 1926
This website hosts the Magazine of the Lifewide Education Community. Lifewide Magazine is published four times a year and each issue examines a different dimension of lifewide learning, education, personal development and achievement. If you would like to contribute an article please contact
the editor Jenny Willis by email - lifewider1@btinternet.com.
If you would like to be put on the mailist for our magazine please register on our community website lifewideeducation.co.uk
This website hosts the Magazine of the Lifewide Education Community. Lifewide Magazine is published four times a year and each issue examines a different dimension of lifewide learning, education, personal development and achievement. If you would like to contribute an article please contact
the editor Jenny Willis by email - lifewider1@btinternet.com.
If you would like to be put on the mailist for our magazine please register on our community website lifewideeducation.co.uk
Becoming the Person You Want or Need to Be
The first issue of 2013 explores how and why we become the person we want to be. Distinguished Professor Marcia Baxter Magolda, who developed the concept of self-authorship, provides the main feature, but there are a wealth of perspectives provided by other authors
| magazine_winter_2012-13_final.pdf |
Exploring Wellbeing
This issue of Lifewide Magazine examines the idea of wellbeing offering a range of perspectives gleaned from personal experience and subjective perceptions, educational practice, real world situations, research and policy, and including the results of three surveys. Features include articles by Jean Gordon and Linda O’Toole, who introduce a European initiative, Learning for Well-being, which aims to enhance the lives of children across the EU, and Professor Ronald Barnett who imagines the 21st century university as a major contributor to wellbeing through the multiple ecologies it creates and enhances.
This issue of Lifewide Magazine examines the idea of wellbeing offering a range of perspectives gleaned from personal experience and subjective perceptions, educational practice, real world situations, research and policy, and including the results of three surveys. Features include articles by Jean Gordon and Linda O’Toole, who introduce a European initiative, Learning for Well-being, which aims to enhance the lives of children across the EU, and Professor Ronald Barnett who imagines the 21st century university as a major contributor to wellbeing through the multiple ecologies it creates and enhances.
| magazine_spring_2013.pdf |
If you would like to discuss any aspect of this Magazine or wellbeing more generally please visit the Wellbeing Discussion Forum http://lifewide.vxcommunity.com/
INVITATION TO CONTRIBUTE TO AUGUST ISSUE ON LEARNING ECOLOGIES
The August issue of Lifewide Magazine will focus on Learning Ecologies. We welcome contributions from readers of the Magazine. If you would like to contribute please get in touch with Jenny Willis the editor... jjenny@blueyonder.co.uk
A traditional face to face university course creates an ecology for learning that is designed and implemented by a team of knowledgeable academics working within an institutional environment. There is a structure determined by the designers with objectives, content, resources and processes that engage learners in activities through which they learn, develop and are assessed. There is a supportive infrastructure within the institutional environment and teachers and learners, and learners and learners interact and the institutional spaces and technologies are used to facilitate interaction. The institutional-determined ecology for learning includes people - learners, teachers and others who help learners a physical environment including classroom spaces, social spaces, resources centre and perhaps virtual spaces where learners and teachers also interact.
Lifewide education provides a different ecological perspective it encourages learners to be more aware of their ecosystem for learning and developing themselves. The emphasis is on self-organisation and self-managed learning. It starts with the learner's own purposes and how they want to develop themselves to achieve their purposes. The learner determines what they need to know perhaps in consultation with significant others, and they draw on their own experiences, the information they find and the people they interact with as their main resources for learning. Each learning and development project requires learners to utilise and develop further their own learning ecology. The ecosystem is based on the learner's own purposes, conceptions, beliefs, values, life experiences, capability and opportunity.
A traditional face to face university course creates an ecology for learning that is designed and implemented by a team of knowledgeable academics working within an institutional environment. There is a structure determined by the designers with objectives, content, resources and processes that engage learners in activities through which they learn, develop and are assessed. There is a supportive infrastructure within the institutional environment and teachers and learners, and learners and learners interact and the institutional spaces and technologies are used to facilitate interaction. The institutional-determined ecology for learning includes people - learners, teachers and others who help learners a physical environment including classroom spaces, social spaces, resources centre and perhaps virtual spaces where learners and teachers also interact.
Lifewide education provides a different ecological perspective it encourages learners to be more aware of their ecosystem for learning and developing themselves. The emphasis is on self-organisation and self-managed learning. It starts with the learner's own purposes and how they want to develop themselves to achieve their purposes. The learner determines what they need to know perhaps in consultation with significant others, and they draw on their own experiences, the information they find and the people they interact with as their main resources for learning. Each learning and development project requires learners to utilise and develop further their own learning ecology. The ecosystem is based on the learner's own purposes, conceptions, beliefs, values, life experiences, capability and opportunity.
