lasandrac
Lasandra Conliffe
<EMAIL_ADDRESS>or<EMAIL_ADDRESS>Ontario Tech University
Abstract
This chapter aims to share knowledge on the impact of technology on lifelong learning (LLL). The paper also aims to connect technology support to lifelong learning development using 21st Century skills (motivation, sociability, metacognition, and problem-solving) to enhance growth and personal development. Covid-19 also exposed many education institutions and companies to a gap in the Lifelong learning sector and facilitated retraining and upskilling of employees and students as job stabilization was impacted heavily. Applying Bronfenbrenner’s ecological principles and Connectivism (Downes, 2022) supports the idea that lifelong learning can be a continual process that supports technology implementation through formal, informal, and non-formal learning approaches. With the formation and creation of LLL through a digitized platform, the recommendation is to use an ADR model (Sien et al., 2011) for developing the curriculum. Educational Interface prevalent in LLL highlighted an extensive use of technology in learning from social media such as Facebook (Meta, 2022) and Twitter (2022), video, such as YouTube (n.d.) and Tedtalk (Ted Conferences, n.d.) to various LMS and applications such as Canvas (Instructure, 2022) and Zoom (2022). The future recommendation will be to look at a model where employees can learn on their own and where employers can benefit from the LLL of their employees, but not forgetting the challenges that each employee may face when using technology for relearning and having equitable access to the learning. LLL is never a one-size fit approach.
Keywords
21st Century, Adult Learning, Covid-19, Globalization, Lifelong Learning, Retraining, Technology
Introduction
Traditionally, learners have been instructed to get as much education as possible and enter the job market. Still, lifelong learning is essential with the lifespan of workers extending beyond 65 and the influence of the 21st Century competencies skills. These competencies include critical thinking, problem-solving, collaboration, creativity, and innovations and communication requirements. Lifelong learning (LLL) is self-initiated learning that continues after the formal learning process for personal growth and development (Valamis, 2022). Qualification and requirements with university education are limited now as upskilling and relearning are very important in job advancement and personal growth.
Technology plays a significant part in creating new occupations in today’s labour market, and the market has adapted by offering a diverse range of technology courses (Fastiggi & Fastiggi, 2017). After formal education, workers must pursue these courses; and become lifelong learners to compete in today’s job market. However, lifelong learning is a habit that begins in school. To foster lifelong learning habits, mandatory education should prioritize metacognition – the skill of learning how