interface; interactive learning environments; lifelong learning This paper sets out a framework for the design of a new genre of educational technology: personal (handheld or wearable) computer systems that support learning from any location throughout a lifetime. We set out a theory of lifelong

-world experimentation. We argue that knowledge transfer is essential if robots are to learn control with moderate learning times in complex scenarios. Two approaches to lifelong robot learning which both capture invariant knowledge about the robot and its environments are presented. Both approaches have been evaluated

This paper investigates learning in a lifelong context. Lifelong learning addresses situations in which a learner faces a whole stream of learning tasks. Such scenarios provide the opportunity to transfer knowledge across multiple learning tasks, in order to generalize more accurately from less

This study estimated the effects of teacher organization, clarity, classroom challenge and faculty expectations, support, and prompt feedback on students ’ inclination to inquire and lifelong learning during the first year of college. Controlling for a battery of potential confounding influences

The European Commission has published the 2010 General call for proposals of the Lifelong Learning Programme (LLP) whose overarching aim is to develop and foster interchange, cooperation and mobility to improve education and training systems in accordance with the Lisbon strategy. A budget

The main proposals in this paper have a highly focussed aim: to prevent the continuation in Britain of an increasingly depressed group of under-skilled workers. The main intention is to ensure that all 16-19 year olds and as many adults as possible achieve at least Level 2 qualifications. (i) For 16-19 we should require traineeships for all young people not in full-time education. Trainees would get at least one day a week off-the-job vocational education for a part-time GNVQ. The Further Education Funding Council which already organises and funds most of vocational education (over ten times more than the TECs) should be responsible for the delivery of this. The Careers Service should be strengthened to monitor and help all youngsters, and the TECs should supervise the delivery of traineeships in firms. Firms should receive tax rebates for taking on trainees, even if the trainee wage was controlled by law. This far-reaching change would require half a million extra places in colleges. (ii) The vocational education of adults (for (G)NVQ2 and 3 or part-time first

and in the context of the research school

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Education: Making the Connection for Life Long Learning. " For the collected commissioned papers, see IR 017 333. For each commissioned paper separately analyzed, see IR 017 334-341.