Hello

In your discussion you talk about 2 diferents subjects. Virtual education and lifelong studies.

The Cedefop glossary (Tissot, P., 2004) defines core concepts of various forms of learning as follows:

1.Formal learning consists of learning that occurs within an organized and structured context (formal education, in-company training), and that is designed as learning. It may lead to formal recognition (diploma, certificate), (p. 70);

2.Non-formal learning consists of learning embedded in planned activities that are not explicitly designated as learning, but which contain an important learning element such as vocational skills acquired at the workplace, (p. 112);

3. Informal learning is defined as learning resulting from daily life activities related to family, work or leisure. It is often referred to as experiential learning and can, to a degree, be understood as accidental learning (p. 76).

LLL helps people to achieve other goals, such as taking an active part in civic life, leading a more sustainable lifestyle, and improving their health and wellbeing. It also benefits society, by reducing crime and encouraging community activities (Dunn, E., 2003).

I believe in LLL and it must be helps by virtual education

Ingrid

https://ac.els-cdn.com/S1877042811030023/1-s2.0-S1877042811030023-main.pdf?_tid=ec3aa51e-b062-4c56-a9c0-fdd9f2f018ae&acdnat=1547544569_37524492d4e0349fbdf493f058ca21bb

Hi!

Concentrate on students and their learning; how they can get access to teaching and collaboration with other students, mentoring, feedback, etc. There is no important difference concerning something placebased ”campus” and something else ”virtual”. ”Virtual” learning is the same learning as ”campus” learning, and as real - the question is if it happens or not and how it is best scaffolded by teaching and communication.

Dear Anders

Most of virtual classroom has a virtual place to comunicate and also some blogs

Ingrid

Hi!

Yes, I know that kind of conceptual language and all versions of it - the problem is to talk about learning as place-bound at all, and in some way deviant from norm, inferior or not really real if it isn’t. But learning is place-dependent in the meaning that we all need functional physical places for our reflection and communication in learning, wherever these places are. Dont mix it up with metaphoric language about virtual places.

We have one world, not two. Dualisms are common during times of disruption when people try to make sense of something new and still not fully known.

Many problems disappear when we talk about teaching/learning processes in time instead, using both old and new ICTs (information and communication technologies) in the most optimal way for a purpose. Also the classroom is an ICT if we reflect over it; it is there to regulate information access.

Many universities in the United States have on-line academic programs. At my university you can earn either a bachelor's degree or a master's degree without having ever set foot on campus. We of course have tradition face to face classes as well.

Regarding the technical sector where students need the practice, is it feasible to see a laboratory on youtube?

Hi Rahmani Youcef ! There are many recorded lab experiments on youtube, but instead of students passively watching others make change to the world, why not use an interactive simulations of labs to practice doing changes to the world themselves as in https://www.acs.org/content/acs/en/education/students/highschool/chemistryclubs/activities/simulations.html or

https://phet.colorado.edu/en/simulations/category/chemistry

...and the proceed to remote instrumentation of physical labs placed somewhere else as MITs iLabs https://wikis.mit.edu/confluence/display/ILAB2/Home;jsessionid=B010C4E43EF4CA9867F0CDCD102F4C48 or see here

https://library.educause.edu/resources/2006/4/7-things-you-should-know-about-remote-instrumentation ...and google for the lab you need to control remotely, there are many, especially in computer science and computer-supported production, robotics etc.

In constructionism (not constructivism) Floridi (2016, attached) clarifies that if Alice makes a change to the world, Bob watches Alice making a change to the world, and Carol is told that a change to the world has been made, the learning of Alice, Bob and Carol will result in different knowledge. The makers knowledge is reasonably superior to the observers, but what has been prioritized in schools is mainly Carols knowledge, in some cases Bobs knowledge, and very rarely Alice’s knowledge. We can today turn that around. Attaching Floridis constructionist paper. Philosophical and difficult to read but very rewarding.

Article What a maker’s knowledge could be

Dear Rahmani,

We looked at advantages and disadvantages of online educational platforms. perhaps it can give you some ideas:

Virtual University the future

To some extent, but quality plays a pivotal role.

Dr Kamath Madhusudhana