Lifelong learningLifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development. In some contexts, the term "lifelong learning" evolved from the term "life-long learners", created by Leslie Watkins and used by Clint Taylor, professor at CSULA and Superintendent for the Temple City Unified School District, in the district's mission statement in 1993, the term recognizes that learning is not confined to childhood or the classroom but takes place throughout life and in a range of situations.
Informal learningInformal learning is characterized "by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives". It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection.
Learning spaceLearning space or learning setting refers to a physical setting for a learning environment, a place in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom," but it may also refer to an indoor or outdoor location, either actual or virtual. Learning spaces are highly diverse in use, configuration, location, and educational institution. They support a variety of pedagogies, including quiet study, passive or active learning, kinesthetic or physical learning, vocational learning, experiential learning, and others.
Experiential learningExperiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
Personalized learningPersonalized learning, individualized instruction, personal learning environment and direct instruction all refer to efforts to tailor education to meet the different needs of students. The use of the term "personalized learning" dates back to at least the early 1960s, but there is no widespread agreement on the definition and components of a personal learning environment. Even enthusiasts for the concept admit that personal learning is an evolving term and doesn't have any widely accepted definition.
Nonformal learningNon-formal learning includes various structured learning situations which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning', which typically take place naturally and spontaneously as part of other activities. These form the three styles of learning recognised and supported by the OECD.
Learning environmentThe term learning environment can refer to an educational approach, cultural context, or physical setting in which teaching and learning occur. The term is commonly used as a more definitive alternative to "classroom", but it typically refers to the context of educational philosophy or knowledge experienced by the student and may also encompass a variety of learning cultures—its presiding ethos and characteristics, how individuals interact, governing structures, and philosophy.
Observational learningObservational learning is learning that occurs through observing the behavior of others. It is a form of social learning which takes various forms, based on various processes. In humans, this form of learning seems to not need reinforcement to occur, but instead, requires a social model such as a parent, sibling, friend, or teacher with surroundings. Particularly in childhood, a model is someone of authority or higher status in an environment.
Educational technologyEducational technology (commonly abbreviated as edutech, or edtech) is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, edtech, it often refers to the industry of companies that create educational technology. In addition to the practical educational experience, educational technology is based on theoretical knowledge from various disciplines such as communication, education, psychology, sociology, artificial intelligence, and computer science.
Community of practiceA community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning . Wenger then significantly expanded on the concept in his 1998 book Communities of Practice . A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field.
RequirementIn product development and process optimization, a requirement is a singular documented physical or functional need that a particular design, product or process aims to satisfy. It is commonly used in a formal sense in engineering design, including for example in systems engineering, software engineering, or enterprise engineering. It is a broad concept that could speak to any necessary (or sometimes desired) function, attribute, capability, characteristic, or quality of a system for it to have value and utility to a customer, organization, internal user, or other stakeholder.
Learning organizationIn business management, a learning organization is a company that facilitates the learning of its members and continuously transforms itself. The concept was coined through the work and research of Peter Senge and his colleagues. Learning organizations may develop as a result of the pressures facing modern organizations; this enables them to remain competitive in the business environment. There are many definitions of a learning organization as well as typologies of kinds of learning organizations.
Non-functional requirementIn systems engineering and requirements engineering, a non-functional requirement (NFR) is a requirement that specifies criteria that can be used to judge the operation of a system, rather than specific behaviours. They are contrasted with functional requirements that define specific behavior or functions. The plan for implementing functional requirements is detailed in the system design. The plan for implementing non-functional requirements is detailed in the system architecture, because they are usually architecturally significant requirements.
Personal computerA personal computer (PC) is a multi-purpose microcomputer whose size, capabilities, and price make it feasible for individual use. Personal computers are intended to be operated directly by an end user, rather than by a computer expert or technician. Unlike large, costly minicomputers and mainframes, time-sharing by many people at the same time is not used with personal computers. Primarily in the late 1970s and 1980s, the term home computer was also used.
Use caseIn software and systems engineering, the phrase use case is a polyseme with two senses: A usage scenario for a piece of software; often used in the plural to suggest situations where a piece of software may be useful. A potential scenario in which a system receives an external request (such as user input) and responds to it. This article discusses the latter sense. A use case is a list of actions or event steps typically defining the interactions between a role (known in the Unified Modeling Language (UML) as an actor) and a system to achieve a goal.
Service-learningService-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. Service-learning involves students (k-12, higher ed) in service projects to apply classroom learning for local agencies that exist to effect positive change in the community. The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards.
Web 2.0Web 2.0 (also known as participative (or participatory) web and social web) refers to websites that emphasize user-generated content, ease of use, participatory culture and interoperability (i.e., compatibility with other products, systems, and devices) for end users. The term was coined by Darcy DiNucci in 1999 and later popularized by Tim O'Reilly and Dale Dougherty at the first Web 2.0 Conference in 2004.
Social learning theorySocial learning is a theory of learning process social behavior which proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as vicarious reinforcement.
Educational softwareEducational software is a term used for any computer software which is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient. The use of computer hardware and software in education and training dates to the early 1940s, when American researchers developed flight simulators which used analog computers to generate simulated onboard instrument data.
