Abstract:

This paper considers the role of lifelong learning in modern society within a technology enhanced learning mediated environment and the impact of the dependence on technology on the strategic design of learning systems. The role of lifelong learning in modern economies and the diversity of activities associated with lifelong learning requires targeted resourcing and understanding of the meaning of lifelong learning. The hegemony of technology enhanced learning in modern education is accepted as a de-facto component in the design of any learning programme, however the pedagogical paradigms may not be fully understood. The literature on the nexus between the technology enhanced learning and the smart city emphasises the technology while focusing on learning analytics and big data applications. Evidence of the pedagogical paradigm requirements is not quite so visible and this lack of understanding of the complete model has the potential to create tensions in the design of lifelong learning systems. A project-based methodology over 2 years was employed via 8 collaborative learning programmes involving more than 500 participants drawn from high school and college graduate levels. All projects were designed to provide authentic learning experiences where participants were divided into groups of 6 to 8 in a supported open learning community environment. Each authentic project was designed to immerse the participants in a practical oriented and socially significant programme of learning. During the process the participants demonstrated mastery and socially aware interaction. The agency of active learning is considered in the sense of the triune of human, education and economic, systems for the sustainable growth of a knowledge economy.

Keywords:

Lifelong Learning, Technology Enhanced Learning, Smart cities, e-learning, Smart learning, Massively Open Online Courses.