Study participants will be able to describe the changes that are the cause of the development of lifelong learning, clarify its essence and fundamental differences from the concept of lifelong learning, specify individual educational paths within lifelong learning, analyze obstacles to the development of lifelong learning, justify the benefits of lifelong learning for individuals and society, explain the concept of a learning society, to concretize the current trends in the theory and practice of lifelong learning taking into account specific target groups, to assess the degree of usability of distance education and eLearning in the context of lifelong education with regard to their positives and negatives, to argue the justification and conditions of their application both in the school education system , as well as in the further education of adults, compare the principles of effectiveness of traditional pedagogical communication and electronic communication, specify adequate tools for online pedagogical communication, modify approaches to education participants according to the outputs of pedagogical diagnostics, identify new roles for teachers in all spheres of education with regard to the requirements of LL and derive from them the requirements for their further competences, analyze the issue of adult interest education, minority education and senior education, argue the justification, urgency and topicality of these areas for meeting the current and expected educational needs of people in a dynamically changing society.
Knowledge of current theories and methods of lifelong learning. Critical assessment of theories and methods. Knowledge of theories of lifelong learning in relation to the theories of contemporary society.
|
-
ALVERMANN, D. (ed.) . (2007). Adolescents and literacies in a digital world. New York.
-
BALOGOVÁ. (2007). Seniori v spektre súčasného sveta. Akcent Print.
-
BAREŠOVÁ, A. (2003). E-learning ve vzdělávání dospělých. Praha.
-
BEDNAŘÍKOVÁ, I. . (2006). Sociální komunikace. Olomouc.
-
BEDNAŘÍKOVÁ, I. (2007). Jak psát "distančně". Olomouc.
-
BEDNAŘÍKOVÁ, I. (2006). Kapitoly z andragogiky 1. Olomouc.
-
BEDNAŘÍKOVÁ, I. (2006). Kapitoly z andragogiky 2. Olomouc.
-
BENEŠ, M. (2008). Andragogika. Praha.
-
BÍLEK, M., ŠVEJDA, G. (1997). Technologické otázky vzdělávání. Praha.
-
BOČKOVÁ, V. (2002). Vzdělávání-průvodní jev života. Olomouc.
-
BURGEROVÁ, J. (2003). Nové technológie v edukácii. Prešov.
-
ČORNANIČOVÁ, R. (2007). Edukácia seniorov. Vznik, rozvoj, podnety pre geragogiku. Bratislava.
-
DePRYCK, K., MIRANDA, R., PEREIRA, A. et all. (2005). Getting started with Open and Distance Learning. Antwerpen-Apeldoorn.
-
HARTL, P. (1999). Kompendium pedagogické psychologie dospělých. Praha.
-
HOLMBERG, B. (1989). Theory and Practice of Distance Education. London.
-
JARVIS, P. (2004). Adult Education and Lifelong Learning: Theory and Practice. London.
-
KOPECKÝ, K. (2006). E-learning (nejen) pro pedagogy. Olomouc.
-
LANGER, T., VETEŠKA, J. (2009). Další vzdělávání ve světě migrujícího trhu práce. Praha.
-
LONGWORTH, N., DAVIES, W. K. (1996). Lifelong Learning. New vision, new implications, new roles for people, organizations, nations and communities in the 21st century. London.
-
MAREŠ, J., KŘIVOHLAVÝ, J. (1995). Komunikace ve škole. Brno.
-
PIROHOVÁ, I. (2006). Diagnostika v teórii a praxi edukácie dospelých. Prešov.
-
RACE, P. (1998). 500 Tips for Open and Flexible Learning. London.
-
SVATOŠ, T. (2002). Kapitoly ze sociální a pedagogické komunikace. Praha.
-
ŠERÁK, M. (2009). Zájmové vzdělávání dospělých. Praha.
-
ŠIŠKOVÁ, T. (ed.) . (2001). Menšiny a migranti v České republice. Praha.
-
THORNE, K., MACKEY, D. (2007). Everything You Needed to Know about Training. London.
-
VETEŠKA, J. a kol. (2009). Nové paradigma v kurikulu vzdělávání dospělých. Praha.
-
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha.
-
ZLÁMALOVÁ, H. (2008). Distanční vzdělávání a eLearning. Praha.
|