Reflective Practice in Lifelong Learning

The purpose of the study was a critical analysis of the impact of classroom dynamics on students' social interaction in secondary schools in Kenya. Most of the Kenyan secondary schools are faced with the challenge of overcrowding in the classrooms thus unsuited to providing a positive classroom atmosphere hence limited leaner-teacher contact. The critical analysis was to establish and address issues and strategies that must be implemented to create a positive classroom atmosphere where learners feel comfortable to learn and communicate with each other and the teacher. The main purpose of the study was to critically analyze the gender related issues, leaner's personality related issues and the impact they have on classroom dynamics and establish the impact of learners discipline on classroom dynamics. Moreover the study generate the importance of learners participation in the classroom set up and also the role of the teacher in motivating learners who are not naturally motivated. The study adopted a qualitative research design that was valid in studying critical analysis. The study established key recommendations to the school management to ensure that classrooms have adequate space to accommodate all the students comfortably and allow the teacher to move freely and easily connect with the learners. It also recommends provision of in-service training for teachers on how to handle large classes with learners of mixed ability, varying ages and genders, teachers should provide teaching approaches that sustain learner's interest and ensure participation of students in class and finally teachers should provide a friendly learning environment that engages all the learners irrespective of their gender and personality abilities as it enhances a good classroom dynamic and social interaction among learners.

Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At least in Scandinavia and in Germany, the special discipline of didactics studies how to make teaching produce learning, or more broadly, maybe, how to make curriculum learning happen. Over the last decades – maybe over the last 50 years – however, focus has gradually shifted and brought increasing
attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among
people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to
readjust, reorganize, develop, and learn, individually and collectively.

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

The high demand for professional training reflects the need for knowledge and recurrent learning in organisations today. Universities play an important role in society as a long-term provider of education and professional training. How can institutions of higher education contribute to the increasing need for knowledge and learning in society through supporting sustainable lifelong learning at work?
The purpose of this study is to contribute with knowledge regarding the conditions of work-related lifelong learning to the field of work-life pedagogy. The results of the study should provide universities with knowledge, useful when designing sustainable educational outreach concepts - meeting real conditions and needs of professionals.
The empirical data was collected using workplace go-alongs and unstructured interviews with six project managers and six representatives from HR-divisions in discretionary workplaces. In total eleven large-scale companies are represented.
The data were analysed using first and second cycle coding methods by Saldaña (2016).
The main findings showed that lifelong learning is an individual and situational social practice continuously reconstituted. Lifelong learning is used by project managers to establish agency and control over discretionary work demands. Management’s mental models and company culture are critical to organisational learning. Lifelong learning aligned with company's rationale renders resources and acceptance for learning during work hours. Learning not integrated into the company’s rationale are excluded and consequently disrupt work-life balance of professionals.
The conclusion is that lifelong learning needs to be recognised in policies and learning strategies as integrative part of discretionary work. Companies need to identify and critically examine influential mental models regarding lifelong learning. Higher education can support lifelong learning through by enforcing critical thinking and academic Employees’ conditions for lifelong learning vary and are individual and situational.

In the digital age, the new leadership model is needed in the technologically developing schools, mainly in the high schools. In
these educational organizations, the new skills are also asked from the schools’ leaders in order to be highly successful to
meet the new needs of the students as well as the
management. However, most of the schools’ leaders are not ready to deal
with these new expectations and responsibilities since they have been significantly changed and transformed (Hannah &Avolio, 2010).

In the first instance, prior to getting deep into the most significant points of discussion with regard to environmental recycling; would be better to know what recycling is; subsequent to knowing the real concept would be easy to get onto the evocative arguments of discussion in order to come up with suggestive strategies and measures to put into action.
Accordingly, starting from layman’s perception recycling is the process of making or manufacturing new products from the product that has originally served its purpose. If these used products are disposed of in an appropriate environmentally friendly way, the process of recycling has been set in motion. Items that are made from material such as aluminum, plastic water bottles and certain kinds of paper can be separated from regular trash and put in an appropriate recycling bin. In this regard all steps in order to save the environment would certainly become the part of environmental cycling.

An Expanded Concept / Notion of Lifelong Learning (ExpaLL)-new or old or new and old? Olav Eikeland, OsloMet, olave@oslomet.no In this collection of articles, we want to discuss the concept and necessity of an expanded notion of lifelong learning and to contrast and compare it to a conventional or restricted concept of lifelong learning. Expanded lifelong learning means providing every life-context with consistent and interconnected preconditions for learning; external conditions like economy, organization, and social relations, internal like psychological preconditions, and pedagogical conditions like learning methods. What could such a concept mean, and what would the implications be for the extant institutions and their divisions of labor? Conventional or restricted LLL Conventional thinking about lifelong learning (LLL) is too restricted and bounded by taking extant institutions and their divisions of labor mostly for granted. This implies thinking lifelong learning as predominantly "adult education", as measures needed to reintegrate marginalized groups and individuals (refugees, unemployed, people on social welfare, people who need re-education), or as anyone taking ordinary courses as "further education" based on lectures on campus about whatever they need. But LLL is not merely 1) adult education or 2) further education, nor is it simply 3) continuous and 4) lifelong education. The first two silently presume it is something adults go through after some basic training or education is finished. The last two designations presume it is primarily a question of education. In line with this, LLL cannot be reduced merely to "re-education" either, as some form of readjustment of the work force from obsolete tasks to currently relevant tasks for business or work-life. LLL should not be reduced to merely education at all, presuming it is something that happens within the formal educational system based on teaching. Although there are many ways of teaching and instructing, didactics in general has to do with how to bring students or pupils as learners to a certain predefined or pre-specified level or content of competence or knowledge, to achieving certain learning objectives. There is learning even outside of and independently from didactics, however. What is taught is not always what is learned, and what is learned is often not taught at all. An expanded concept of LLL encompasses all of the above but learning in general and lifelong learning in particular, is wider than them all, something indicated by the differentiation between formal, non-formal, and informal learning. Concepts of learning which are neither research based in a conventional sense nor didactically defined need to be explored, learning new things which are not yet known and cannot simply be pre-specified as learning objectives (Engeström, 2001, p. 133).

This paper engages with the theme of vocational guidance. Attention is addressed to the adult learner in vocational guidance. The theme of guidance refers to the instance of autonomy as teleological principle of the practice of guidance which acts as educational counselling. Within this framework, defined the relationship between guidance and lifelong learning, the guidance practice is analysed and compared to the university vision of placement and vocational guidance is read from the essential nature of the educative process. Educational counselling may represent a valid support instrument in the processes of vocational guidance. This practice of adult education may be performed by educators.

En general en nuestro país, y sobre todo en carreras científicotecnológicas, los docentes universitarios son profesionales expertos en los temas de sus materias, pero con escasa formación pedagógica. La misma habitualmente se impulsa a través de programas específicos organizados desde las instituciones. Otro modo de llevar adelante esta formación es de manera autogestionada, a partir de los intereses de los propios docentes.
La Investigación-Acción es, precisamente, un proceso de indagación
iniciado por los profesores a partir de la necesidad de comprender
lo que acontece en su práctica docente cotidiana para mejorarla.
Este trabajo relata cómo, a través de la Investigación-Acción,un
grupo de docentes organiza su formación mediante la realización
de seminarios, la selección de lecturas, la reflexión y el debate,
indagando,así,sobre los sentidos de la evaluación en la Universidad
y en los cursos de Matemática en los primeros años del trayecto
universitario. De este modoredescubrimos el sentido formativo de la
evaluación, opacado por la tradición de evaluar para constatar los
logros alcanzados por los estudiantes al finalizar un curso.A través
de este proceso modificamoslas estrategias didácticas
incorporando instancias de evaluación formativaen los cursos que
impartimos.

In our country (Argentina), and especially in scientific and
technological programs, university teachers are generally
professionals who are experts in the topics of their subjects with
little pedagogical training. This lack is usually addressed through
specific programs organized by higher education institutions.
Another way to carry out this training is through self-directed
learning, based on the interests of the teachers themselves. Action-Research is precisely a process of inquiry initiated by teachers
based on the need to understand what happens in their daily
teaching practice in order to improve it. This work reports on how,
through an Action-Research approach, a group of teachers took the
initiative and the responsibility to pursue their own learning
experience through seminars, the selection of reading materials,
reflection and debate. This allowed them to investigate about the
purpose of assessment in higher education settings, especially in
Mathematics first year courses. In this way, they rediscovered the
formative aspect of assessment which has been somehow obscured
by summative evaluation. Through this process, they modified their
didactic strategies and incorporated instances of formative
assessment in the courses they teach.

Even though STEM Education, including Arts has dominantly become very strategic in the education systems, most of the school administrations, particularly those of the high schools are struggling in applying properly in their structures....

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.

In the last ten years, the demand of the science, technology, engineering and mathematics (STEM) jobs have markedlyincreased three times more than non-STEM jobs. Additionally, people who have STEM education have also much lessunemployment experience than those of the people who do not have non-STEM education (Langdon et all, 2011). Furthermore,most of the students, who choose STEM majors at the universities, are successful at the high schools math and science, whichis the most critical pe
riod in the students’ decision making processes (Wang, β01γ). Among all these students, however, there
are a few girls who study successfully math and science, and only the small number of them has chosen STEM majors at theuniversities (Soldner, 2012). Especially those who are coming from the low socio-economic background are really excludedfrom the STEM fields. Even though they have equal opportunities at the classrooms, they show reactions and persistencytowards STEM. Due to the fact that they have less self-confidence than boys, they cannot cope with the requirements in theSTEM fields (Soldner, 2012)

This study aims to explore the transformation of the universities by means of the techno-parks. The university-industry-government partnership, which forces to make changes in the universities and "human capital." It is so clear that the reasons are not only national, but also supranational where innovation and knowledge are taken as drivers of the competitiveness and growth. The transformation in the higher education is seen as the marketization of the universities by means of generating technological knowledge, which is commodified in the global market economy. The effects of the techno-parks are serious on the academic missions of universities, while changing innovation system so that the misssions of universities are redefined. Hence, knowledge as a commodity can be sold in the market and techno-parks and universities have become the headquarters of corporations. The analyses show that universities are not capable of absorbing the increasing demand so that techno-parks open new liberalization in commodification of knowledge. The transformation towards entrepreneurialization has profoundly produced different problems-inequalities, segregation, and social injustices.

The purpose of this study is to analyze in a descriptive way the published work within the context of lifelong learning in the last decade. For this purpose, the SCI-EXPANDED, SSCI and A&HCI citation indexes in the Web of Science database were used. The following search terms were used as appropriate: “Lifelong Learning” and “Life-long Learning”. A total of 297 articles were found in the search results and these studies were analyzed according to the journal they published, the language, the research methods and their participants. This research was prepared using the document review technique within the scope of the survey research model. The data were collected by a form developed by the researcher. The collected data are analyzed descriptively and the results were shown graphically. According to findings, it can be said that the articles were published in 205 different journals, the English language was used the most, the most qualitative methods were preferred as the research method and the participants concentrated on very different samples. It is expected that this research will be a guide for future researches, since such researches on the field of lifelong learning are rarely seen in the literature.

In the Program distributed for this conference, it says I will speak about the Program for lifelong learning, that is, the PLL, and its challenges, and I will. I guess it won’t be a big surprise, however, to say that the title and the subtitle for the conference, are the challenges for the PLL as well as for our whole institution and for our kind of institutions in general. I’ll read the title and subtitle slowly: Main title: Challenges with “symbiotic learning”. Subtitle: Institutional, organizational, methodological, and epistemological challenges with reorganizing for extensive and systematic collaboration between formal higher education and non-formal and informal learning in work life and society. Although it goes without saying, I will say it: These are quite comprehensive challenges. I will use my 20 minutes trying to explain the meaning of these formulations and to translate some of them into slightly more ordinary language.
It’s all about the third task.
The conference mail-invitation to everyone at the HiOA (Oslo and Akershus University College / Høgskolen i Oslo og Akershus), says the challenge is all about the third mission or task for the institutions of higher education in Norway, and in a way it is. Norwegian public universities and university colleges do have a threefold mandatory mission: teaching, research, and a third task or mission. The third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. The third mission creates large and specific challenges for universities and colleges, not only in Norway but around the world. At the same time, the third mission is of particular importance for institutions like the HiOA, mostly educating for professional practice, and with ambitions of developing as universities with a special orientation towards work life and the field of professional practice.
But how to solve the third task or mission optimally, is a question lacking simple answers due to its comprehensive and variegated character and because solving it has to happen in close collaboration with surrounding work life and communities. It also creates challenges because different ways of solving this task have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. The three tasks are not separate silos. They are interconnected. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. The questions are: What kinds of knowledge or ways of knowing, what ways of learning and teaching, are relevant and in what ways, for a necessary reconfiguration of the “knowledge triangle” (of research, education, and innovation) of which higher education and research form parts?
So, as it says in the subtitle, there are challenges in many fields. The challenge is institutional, because

Sardis has been the name of the settlement here for more than 3,000 years. The oldest occupation levels excavated at Sardis date back to the late Bronze Age, around 1400 B.C. But much older artifacts, going way back to the Early Bronze Age and Neolithic Period of the 3rd-7th millennia B.C., have also been recovered at the site. At later times, Sardis was the capital of the Kingdom of Lydia that spanned over half of Anatolia (modern Asian part of Turkey). Due to its successful trade and commerce, Sardis remained the center of fame and wealth for many centuries. It featured a grand Roman bath and a gymnasium complex and a Jewish synagogue (third largest in the world). Later, some artifacts of the Temple of Artemis (one of the Seven Wonders of the Ancient World) were also brought to the city. As the early Lydian kingdom developed industrial arts and manufacture, skillful craftsmen of Sardis discovered the secret of producing silver and gold of an unknown purity to the date. This discovery made Sardis famous for being the very place where modern currency was invented. Sardis was a major urban settlement of the Persian Empire, and the seat of the Roman Empire’s Proconsul. One of the Seven Churches of Asia mentioned by St. John in the Bible was there, as it was an important center of Early Christianity. Eventually, Sardis was neglected and fell under the Ghazi’s control, handed over to them by treaty in 1306. The decline went on until the are was taken by Mongols in 1402. By the 19th century, Sardis was in ruins. The first excavation campaign of 1910 was halted by World War I until it was resumed by Cornell University in 1958. From 1976 until 2007, new excavations were directed by archaeologists of the University of California, Berkeley. Nowadays, although some artifacts can be found in to the collection of the Metropolitan Museum of Art in New York, Turkey ensures that all artifacts of value remain in the country.

Bu calismanin amaci, alanyazinda son on yil icinde hayat boyu ogrenme konusunda yayinlanmis calismalarin betimsel olarak analizini yapmaktir. Bu amacla Web of Science veritabaninda yer alan ve SCI-EXPANDED, SSCI ile A&HCI atif indekslerinde taranan makalelerden yararlanilmistir. Amaca uygun olarak su arama kelimeleri kullanilmistir: “Lifelong Learning”, “Life-long Learning”. Yapilan arama sonuclarinda toplam 297 makalenin tam metnine ulasilmis ve bu calismalar yayinlandiklari dergilere, yazildiklari dillere, kullandiklari arastirma yontemine ve katilimcilarina gore cozumlenmistir. Bu arastirma tarama modeli kapsaminda dokuman incelemesi teknigi kullanilarak yurutulmustur. Veriler arastirmaci tarafindan gelistirilen bir form ile toplanmistir. Toplanan veriler betimsel olarak analiz edilmis olup grafiksel olarak gosterilmistir. Arastirma bulgularina gore makalelerin 205 farkli dergide yayinlandigi, makaleler yazilirken en cok Ingilizce dilinin kullanildigi, arastirma yontemi olarak en...

Üniversitelerin özellikle son zamanlarda inovasyon ve teknoloji alanlarında yaptıkları yatırımların öneminin artması ile birlikte, satın inovasyon ve teknoloji odaklı yatırımlarda ve satın alımlarda daha stratejik bir yaklaşım içinde olmaları gerekmektedir. Üniversite bütçelerindeki daralmalar ve azalmalar ise bu durumu kaçınılmaz kılmaktadır. Bu nedenle, üniversite yönetimleri büyük veri madenciliği, analizi ve yönetimi genel ihtiyaçların karşılandığı satın alımların kontrolünü sağlarken uzun vadeli getir getirecek stratejik inovasyon ve teknoloji odaklı yatırımların yapılmasını da mümkün kılabileceklerdir. Bu nedenle bu araştırmada, özellikle Türkiye'de yer alan yüksek öğretim kurumlarında inovasyon ve teknoloji odaklı yatırımlarda ve satın alımlarda büyük veri madenciliği, analizi ve yönetiminin yapılabilmesini incelemektedir. Bunun için üniversite yönetiminde yer alan önemli kişilerin bu konudaki algılarını, tecrübelerini, karşılaştıkları sorunları ve önerileri ele alınmıştır. Üniversite yönetiminde yer alan yöneticiler (12) özellikle iki devlet üniversitesinden seçilmiştir. Kendileri ile inovasyon ve teknoloji odaklı yatırımlar ve satın alımlar konusunda mülakatlar yapıldı. Fenomenolojik araştırma yöntemi ile açık uçlu on iki soru sorulmuştur. Elde edilen veri, gruplandırılıp NVivo 10 kullanılarak analiz edilmiştir. Üniversitelerde sürdürülebilir büyüme, başarı ve kalite güvencesi için tüm katılımcılar, veri madenciliği, analizi ve yönetiminin öneminden bahsederken nasıl etkin kullanılabileceği konusunda endişelerini belirtmişlerdir. Katılımcıların çoğu veri madenciliği, analizi ve yönetimi konusunda derin bir bilgi ve deneyimlerinin olmadığını bahsederken, geri kalanları ise veri madenciliği, analizi ve yönetimi konusunda yurtdışı üniversitelerindeki iyi uygulama ve sonuçlardan haberdar olduklarını belirtmişlerdir. Özellikle katılımcıların bahsettiği üzere inovasyon ve teknoloji odaklı satın alımlarda sorunlar olduğundan bahsedilmiştir. Bu nedenle katılımcılar tarafından daha etkin büyük veri madenciliği, analizi ve yönetimi yapılarak takip ve kontrol sistemi sağlanabileceği belirtilmiştir. Katılımcıların bahsettiği bir diğer husus ise inovasyon ve teknoloji odaklı yatırımlarda ortak bir envanterin veri madenciliği, analizi ve yönetimi ile daha etkin kullanılmasıdır. Sonuç olarak veri madenciliği, analizi ve yönetiminin en kısa zamanda üniversite yönetimlerinde inovasyon ve teknoloji odaklı yatırım ve satın alımlarda vakit kaybedilmeden uygulamaya alınmasıdır.

The number of the students who are studying at the universities has markedly increases while million students have been taking online courses.The interaction of the data has rapidly improved due to the Internet ecosystems:therefore,big data mining and management play important and crucial role in the sustainable growth, success, and quality assurance of the universities.By measuring the students’ achievement, knowing the credits and courses taken by the students, assessing the professors’ success and qualifications,and analyzing the attendance lists, the ability to empower and improve the quality of the higher education has significantly become possible and strategic.By knowing the expenses,by studying the investments on research, education, and administration, the strategic planning and the effective and efficient allocation of the financial power can be much better than ever before.The confluence of higher education institutions, mainly those in the best ranking lists, and big data management represents an extraordinary change and transformation in the innovative ecosystem in which students, academics, admins, and entire university network would benefit because of the systematic and strategic revolution.The impacts of big data mining and management on higher education institutions’ sustainable funding, financing, planning, success, research and development,and innovation were critically studied. By studying the perceptions and the experiences of the managers (23), the experienced academics (32) who were responsible about the data mining and management at two state and two private universities, why the higher education institution need critically, crucially, and strategically the big data mining and management is answered.The phenomenological analysis was preferred in this study, in which twenty-eight research questions were answered through the semi-structured interactive interviews.The collected data of this study, which were analyzed in data analysis software-program NVivo 10, showed clearly that a few number of the participants (28%), who were active in planning, funding, investing, and performing according to the big data mining results, had significantly much better results in using their financial investments. However,those (78%), who could not be so successful in using big data mining and management, lose their vision and long-term strategy in making good investments.As the participants (45%) had declared that the best big data management reports had opened new dimension for the administration in developing better classes in which better professors were chosen at the right time and at the right places where the students’ achievements and happiness had markedly improved. In conclusion, the effective and efficient structure had been analyzed in order to improve the efficiency of the students, as well as the faculty and the administrations.According to the participants (76%), since the big data mining and management had clearly and crucially showed the drawbacks and benefits, the higher education administration had significantly found more opportunities to make right investments and improvements. In this way, they could invest in the right research and development projects, which accelerate both their sustainable growth, success, and reputation.However, those, who could not control and give feedbacks by means of big data mining and management, did not have good results and consequences as the other higher institutions had done.

The challenges of global education highlight the need to meaningfully engage students with their life experiences, deepen their reflection on their practices and feelings, and learn from them. What challenges may entail the implementation of such reflective approach in a plurilingual and pluricultural learning environment? This article has a three-fold aim: first, it explores benefits that reflective and participatory methods brought to plurilingual learners in different learning settings; second it describes the implementation of a three-dimension reflective framework in a university blended course aimed at developing plurilingual competences, strategies, and literacies; third, it argues how such reflective method may contribute to promote an integrated and transformative learning experience for a diverse linguistic and cultural learning community.

El objetivo de esta comunicación es reflexionar acerca de la importancia de la actitud docente en relación con el destinatario de una propuesta de enseñanza-aprendizaje de FLE para adultos mayores que optan por continuar su formación en el Departamento de la Mediana y Tercera Edad de la Universidad Nacional de Entre Ríos

Selama ini sering kita dengar bahwa guru-guru setelah ikut diklat akan back to basic. Benar adanya karena ada factor yang mempengaruhi seorang individu yaitu factor eksternal dan internal. Ketika individu tersebut ada dalam lingkungan akademik "diklat", maka factor ekternalnya akan kuat mendukung factor internal dimana keinginan untuk belajar, recharge, atau berubah yang merupakan motivasi dalam setiap individu akan muncul kepermukaan. Lingkungan ini juga mendukung karena individu yang lain mempunyai motivasi yang sama, kondisi yang disiapkan untuk betul-betul menambah pengetahuan (ada fasilitator, akomodasi disiapkan) sehingga guru-guru focus pada materi dan tugastugas (jika ada).