Lifelong learning and second-order learning objects

Current cultural, social, and economic trends challenge traditional concepts of learning and lifelong learning. This paper draws on the twofold nature of learning in a knowledge society and explores options for technological support. The concept of Second-Order Learning Objects is introduced as a potential means to foster generative learning. Generative learning goes beyond that what is already known and extends or transforms the socially shared knowledge including its artefacts and practices. According to the notion of individual and social learning as a process of reflective action, the role of strategies and media for reflection and inquiry is stressed. This paper outlines the use of schematically represented strategies for learning and reflection and sketches important features of a pursuant modelling approach. Introduction Moving into the Knowledge Age is an acronym for being confronted with far-reaching changes in cultural, social, and economic life. In this context lifelong learning is an ongoing agenda in scientific and public discourse. The character of knowledge-based societies and lifelong learning is twofold: individuals, organisations, and societies are both reproductive and productive. On the one hand, living and working within a knowledge-based society requires continuous development of individuals and groups in order to adapt to ongoing change and to improve employability and adaptability (ie, the reproductive character of learning). On the other hand individuals and groups form and create innovation and change, which again constitutes and characterises the knowledge-based society (ie, the productive character of learning). Being able to contribute to and co-determine the complex cultural, social, and political spheres fosters active citizenship. Whereas some current concepts of learning solely focus on aspects of reproduction of culture and on reconstruction of existing knowledge and thus on learning as qualifica3 bjet_428.fm Page 701 Tuesday, September 14, 2004 3:27 PM