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A video-study of language courses in adult education analyses the transformation of a learning side into a pedagogical space. The definition of pedagogical space is linked to the theory of social space. Space is thus viewed as an arrangement and perception between human beings and social goods. This recasting of social space as a pedagogical space specifies social space to include two additional elements: the representation of knowledge and pedagogical media. For this study, the transformation …
As a priority of education policy Lifelong Learning implies flexible individual learning pathways in different settings. Within the demographic change and the demand of higher skills higher education qualifications become increasingly important to reach employment, why higher education institutions need to open up against new target groups. This article focuses on further education offered by higher education institutions and intends to give a picture of the current demand and supply. Empirical…
Sites and trajectories of learning disconnected from schooling and traditional training are discussed against the background of a new scientification of work related to the shift towards an information technological mode of production. This scientification is rooted in a new relation of theory and practice at work. Accordingly, workers play a new strategic role in work processes: they have to optimize procedures, define and search for reasonable objectives, reflect on methods and strategies of …
This article provides an overview of the debate on learning environments and learning locations within adult education research; the authors use a historical review of main research topics in order to understand current learning environments and recent theoretical and empirical discussions. The term of learning environments or learning locations has been introduced into research on adult education in the 1970ies; since this time, each following decade can be characterized by several specific re…
The following article focuses on the debate on organizational learning from an adult-educational point of view. In most approaches to organizational learning the members of an organization are regarded as the main drivers of organizational learning processes. However, such approaches do not systematically incorporate important presumptions of learning-theory, although this promises to create a better understanding of adult-educational experiences within organizations. Hence, the article present…
Due to the increasing blur of learning boundaries, the need arises for re-defining the concept of learning space. Based on an understanding of learning space, which refers to the local circumstances within organized education programs, the article initially aspires to include the debate on learning space in the discussion of informal learning, before it then focuses on the relation between time and location and the significance of virtual learning spaces. The article itself does not re-define t…
