Remove Blame As A Whole To Move Forward (or, How Learning Absolves Misery)

Introduction
Negativity is a self perpetuating habit that we all suffer from. It gets inside us and if unchecked, finds new outlets to wreak havoc. We avoid negativity by turning to our interests, but what happens if the force of the negativity outweighs the strength of resolve? More importantly, how can we remove the leftover lethargy from our desire to contribute?

Analysing judgement through purely intellectual means removes input from the emotional self, which brings the individual full circle. Determining via intellectual process how to rectify an issue caused by emotion will not bring the resolution required and in fact, creates the closed loop that many operate under.

Never stop giving us chances to learn.
Lifelong learning increases our knowledge. Increasing our knowledge gives our emotional selves the ability to have a wider scope from which to think things through. For example, knowing how to play the game of bar billiards is very different from playing on a pool table. While we may be accurate and precise within a small environment, having a larger playing field means having to find the potential for accurate aim over longer distances - practice gives us the opportunity to refine an existing skill. Similarly, connections to new knowledge help us extend and broaden perspective.

We will find the things that help us heal.
Pursuing interest is indicative of the knowledge we seek. In this instance, what we pursue correlates to the emotional journey of an individual and reflects the knowledge we need to gain to move forward. The stresses (if any) that are carried over from childhood or current life can be mitigated by exploring our activity.

In truth we have been disengaged from gratitude and its processes for a variety of reasons - examples of how this can manifest are that it could be that we haven't liked the thanks that is felt immediately following the action because it has no monetary reward, and it could be that we don't constantly recognise that we are all in the process of becoming or how to support it further.

Initial feelings of gratitude express themselves as an outpouring of love for the change that has taken place, followed by a sense of loss or emptiness. In this space between change, it's easy to lose motivation as the reality of our visions in gratitude can seem an insurmountable burden when moving as a physical being. We look for other ways to replenish the empty space. Whatever it is we find interest in, whether to alleviate boredom or create inspiration, it represents an emotional need.

Knowing what this need stems from can help individuals break out of old coping habits to find better choices that heal, and aid in progress. Acceptance of the choices we make or have made is critical as our emotional selves bring the truth forward as instances that require some decision making. Chastising ourselves for our choices limits perspective and disables growth. For example, if individuals consider their interests weak by society's standard, they will evaluate themselves harshly and choose a stronger societal interest which may not yet reward the individual with the same amount of pleasure, thus to fit in and be seen as more, deny themselves full replenishment. Some outcomes of denial that are regularly observed are:

• total inactivity/lack of energy/lack of interest;
• hatred for the task and self; 
• inability to focus;
• loss of esteem or worth;
• stringent standards of perfection in others;
• letting go of the goal.

In order to fully understand where our interests lie, a big picture overview is necessary as prevailing interest unfolds the process towards clarity and organic transformation. An example of this would be an interest in the news. The emotional self analyses and categorises the world according to the information presented (i.e. takes on the perspective of the author which favours a bias, either known or unknown) and develops a skill that will come in useful as life progresses irrespective of whether the individual is aware of the significance of this learning.

Learning anything new gives the individual a skill which is absorbed by the emotional self providing a new source of communication for the individual. New communication skills add to an individual's toolset to expand the way in which they respond to stimuli, both internally and externally.

The individual's emotional self will feel nurtured and a trust bond between the egoic mind and the physical self grows stronger. Knowledge has the gracious ability to develop a broader perspective from which a deeper maturity can give the emotional self the opportunity to adopt more intuitive habits.

Adult education/regular talks on life
Making free education available or conducting regular talks brings about knowledge that empowers, allowing those who know to spread their orientation. For example, a novice in yoga may find that their difficulty in attaining asana correlates to an emotional blockage but with some self nurturing that acknowledges the difficulty, is able to move forward with their practice. The wisdom received from the activity strengthens the emotional self that can now provide a calmer attitude towards stimuli. Sharing the transformation experience progressively leads others to experience the same. 

To help spread information that helps us heal - compassion drives us to share peaceably what we know with the understanding of how it will positively affect others for the long term. The trickle of information passes from individual to individual, growing and developing in multiple ways as each one of us interprets the original meaning as we understand it through a localised perspective (i.e. the ontology and epistemology of an individual). 

People are prone to forgetfulness in how far they've come, although self appreciation for good deeds creates an identity that persists when ego is wounded and lashing out. If an individual's emotional journey is a difficult and/or long one, motivation to perform dries up when faced with the obstacle of doing. Interest and information gathering gives us a stable platform for the emotional self to hold on to while ego sets about on imaginary destruction. In the course of learning new skills, we learn to adopt new behaviours naturally. This new perspective presents learning as an holistic approach rather than as a decompartmentalised objective.

To get over lack - our current operating system - the emotional self needs a respectful space to honour its skills (skills, also known as its mission, or objective, or true calling in life). Not only in the physical world, but within the body. Self nurture through gratitude - the emotion inspired by thanks - acknowledges an individuals self-contribution that fortifies esteem and results in an identity that cannot be compromised by society. In other words, criticism can be taken without personal injury while the individual identifies the value of the received feedback. When our minds are not engaged in defensive activity the emotional self has the freedom to set things up progressively and positively. Unbound from old structures of communication that were formed at an earlier stage in life, the individual finds contentment in self that leads to unlocking true potential. Acknowledging our worth and unique value within its niche reduces the emotional quotient given to negativity.

Which draws us back to self-alignment. When we know what we are for, we instinctively use our time to nurture those skills, raising our own consciousness - our emotional selves - to the point where we are our most adaptable and flexible selves and find handling situations an easier process.

Moving forward
In an Utopian world, empathy or compassion is the governing standard. While we are not there as a world yet, the structure of empathy remains valid. The ability to empathise with the self gives us the responsiveness to release serotonin. Serotonin modulates our behaviour positively and gives us the creative space to find the way forward.

Positively correlating towards behaviour change tempers the initial violence of response and increases our self preservation quotient over our self sabotaging instinct which is commanded by our flight or fight ancient brain. Connecting new behaviour and new emotion to this survival technique extends the growth of our understanding to bring in the new.

Conscious nurturing of our emotional self can induce longer bursts of creativity and inspiration that lead to more and more rewarding outcomes. The more we can know to be true, the more we live the experience. The passions we pursue always show us the truth of who we are at heart, and who we have been. Knowledge supported by ensuing understanding trains the emotional self to stay focused on the objective rather than engage in free judgement that distorts perspective and halts progress. We have lived knowing a lack in self empathy, manifesting over the eras into what we see today happening around the world. 

Each generation brings its own skill set developed as a product of understanding from the last. Each level of understanding we reach aids in the support of younger generations who can then begin to make their own connections to the world as they know it. By adopting a lifelong learning perspective the gap between the truth as it was and the truth as it is diminishes. Without fighting to reject new knowledge, the emotional self can contemplate the wisdom of the new and find ways to add to it by gaining control of lower survivalist tendencies to refocus the energy from an healthy seratonin-laden perspective.

Walters, S. (2010). 'The planet will not survive if it's not a learning planet': sustainable development within learning through life

Walters, S. (2010).  'The planet will not survive if it's not a learning planet': sustainable development within learning through life.  International Journal of Lifelong Education, 29(4), pp. 427-436.  Retrieved on October 18, 2010 from http://ejscontent.ebsco.com.ezproxy.usq.edu.au/ContentServer.aspx?target=http://www.informaworld.com/smpp/ftinterface%3Fcontent%3Da923422231%26format%3Dpdf%26magic%3Debscohostejs||AA3D3EFB68C36A3B40C78D54581474B7%26ft%3D.pdf%26userIP%3D139.86.13.152

Walters offers a contemporary critique of Learning through Life which she says is a report to influence UK practitioners and decision makers.  While the report offers nothing out of the ordinary, the practical aspects offer considerable opportunity for reflection as new methods are applied and refined.

Introduction
The combined effects of climate, political and economical upheaval at the turn of the century has thrown the spotlight on the focus of lifelong learning in the report, as it commenced investigations at the end of an economic boom and was completed during the sharpest point of a recession.

Sustainable development
Walters infers that there is lack of clarity in the term sustainable development and questions the scope and breadth of definition (e.g. does it include more than climate and environment, is it sustainability for the UK alone or for the planet).  Holistically the report refers to the accountability of each individual to be financially aware by equating consumption with need, indicating climate control and change in lifestyles correlate.  Citizens are required to shift from understanding and being adaptable to being proactive about shaping the future, and should consider themselves global citizens.  Walters states that takes sustainable development to mean more than environmental sustainability.

Crisis?  What crisis?
Walter indicates a serious lack of attention to detail in the report in clarifying current economic and environmental crisis as the beginning sees the issues as a temporary phase soon to be over, yet further along indicates a need for long term re-structuring.  She cites from Wallerstein who argues from the perspective of historical patterns of capitalism that this is a deep structural crisis that can be amended to form similar hierarchical systems as present, that do not alleviate polarisation or exploitative attributes, or it can be changed to suit a more egalitarian society.

Wallenstein proposes the need to integrate political choices with moral preference, although the situation is made confusing as it is unstable.  He provides practical advice about the steps that individuals should be applying that will culminate in a change of philosophy and approach to lifelong learning.  He proposes that discourse on future world system and strategy should be debated by every individual as a matter of course, the details of which are subject to personal life choices.  His argument infers that by doing so, we begin to negate inequalities of gender, race or class, and religion.

Walters makes a distinction between literature that critiques capitalism and those that are a critical analysis.  She proposes that critiques make links between socio-economic factors and adult education and so work within the system to improve or reform, whilst a critical analysis provides the theory of change.

Sustainable development can no longer be an issue to dabble in, Walters states, but a real need to forge through environmental damage and displaced corporate responsibility.  She identifies a curious lack of urgency in the report as to the strategy for change in either the UK or world.

Sustainable development across the life span
The report looks at the four stages of development each individual goes through and suggests more emphasis is placed on engaging adults through education, advice and guidance.  Walters argues the paradoxical issues of lifelong learning are related to changing demographics.  For example, children aged between birth and fourteen in Brazil make up 28% of the population while in the UK its 18%.  This is a challenge for some researchers in countries where history and tradition is not commensurate with the ideology of imported literature and practice.  However, Walters states that there are some circumstances that could be enhanced by implementing the four life stages of development in curriculum.

The pandemic proportions of HIV/AIDS is prevalent in rural communities of the Eastern Cape which means that lives revolve around caring for those in ill-health.  Grandparents work to support children and grandchildren so different support systems are required.  The definitions of adult education and student also have implications.  Walters states that mature students are those who carry financial and social responsibilities and have gained complex experience. She questions how appropriate the content of adult education would be for the children who have become heads of household and for all intents and purposes provide the same function.  She warns against rushing to implement foreign pedagogy without first considering the full implications of initiating action.

Life-deep learning
Walters notes the report has not included the concept of life-deep learning, which is the re-connect to spiritual support during times of significance.  The importance of bringing self into balance has become increasingly popular in adult education curriculum.  Spirituality and religion are two approaches that facilitate the holistic efforts of education towards a sense of freedom and equality.  She discusses the meaning perspective that can be gained for an older generation who face aging or poor health with trepidation.

Sustainable development - globally separate or interconnected?
Walters describes the report as inward-looking and does not support global sustainability.  Motivation to increase national ability to compete in a global arena is the priority.  Walters questions this strategy from the perspective of global sustainability, and states that further investigation and debate for alternatives should be developed.

Chapter two of the report states that social dysfunction stems from inequality which affects performance in education. A priority of adult education is to enable individual solidarity that transcends class, gender and other issues that potentially lead to reducing inequality.  Accepting each other for who we are is significant in building relationships that stem from equality.

Walters expresses surprise that with colonial history a large part of heritage, UK readers are not encouraged to feel more affinity to global citizenry.  While active participation is vital to the nation, it is less significant beyond its borders.  She suggests this perspective is narrow and not in keeping with Paul Belanger whom she cites "the planet will not survive if it is not a learning planet" (pg. 8).

Individual and collective learning
Walters believes there is merit to a citizens' curriculum expressed in the report as individual capacity to establish well-being.  The curriculum design has been sourced from transcripts of the inquiry and not from extensive research.  With lifelong learning a tool to make meaning of, adapt to and shape change, these ideas are meant to be a springboard for debate and development.  The potential for increasing community bonds, and raising individual and collective talent is high.

The report states that tensions in individual and group learning can be alleviated from community projects.  Walters proposes that further instances of applying greening systems could transpire if consumption and transport were included and used as models in global referencing.  The report makes clear that a learning philosophy is needed as aspirations are seen as too low and stems from the need to develop a different culture and climate for learning.  Walters states that this is the result of front-load approach to education that is prevalent internationally.  Champions of and for education are needed.

Walters notes that no financial or budget plan to incorporate a citizens curriculum was proposed.  She makes the link to local learning ecology found in Chapter nine where the community have developed local colleges of higher education, authorities, museums, sports councils, libraries, and employment networks.

Joined up approaches to lifelong learning
A multi-level and transdimensional perspective of budget, strategy, initiation and observation is required to sustain a philosophy that supports life-wide and lifelong learning which has been clearly stated in the report.  It proposes that local authorities be given more authority that reflects the strategy of developed role models at national level.  As this strategy has been implemented previously, the question remains what will mitigate circumstance to prevent successful outcomes this time.  Was research undertaken to determine cause, and does it support implementation strategy?

Similarly, questions are raised as the report proposes additional tools to improve practice.  Walters indicates that it is not clear whether detailed research has taken into account inhibiting factors, and suggests that the structure of qualifications and accreditations in the UK should be regarded as an opportunity for collaboration in education, practice, training and development.  The National Qualifications Framework of South Africa has worked to accomplish this task and serves as a role model for systems that encourage collaboration and cohesion.

Information gleaned from current practice and tradition can reveal insight to understand the social bonds that make up these constructs.  Full and holistic understanding must take into consideration the economic and political factors of an era.

Towards a conclusion
The report is intended for policy-makers and practitioners in the UK and encapsulates initiatives taken from the broad-based inquiry.  Innovation in integrating lifelong learning through lifespan has emerged as a result of pushing forward an agenda for individual and collective lifelong learning as a means to engage in and support sustainable development.  The report is more of a critique than an analysis that predicts alternative methods of practice for business and education.

Walters re-iterates that the report is not out of the ordinary, and should be regarded as contemporary measures to sustain what is rather than progress towards what could be.  This structure provides the support to encourage the required discourse and debate when trialling new methods that do progressively evolve to more sustainable practice.


Study: China and Britain lead global clean-energy efforts
China and Britain are leading the world's clean-energy efforts, with the U.S. and Japan trailing, according to a study. Britain spent $29.30 per metric ton of carbon emissions on clean-energy technologies, China spent $14.20 per metric ton and the U.S. spent at a rate of $5.10. China led in absolute spending, pouring $35 billion into clean-energy systems in 2009 -- almost twice as much as the U.S. spent on clean tech in the same period.Google/Agence France-Presse (10/19)

Ghazali , K. Sustainable Development for Transformative Learning

Paper type:                 Research

Abstract:                     Global Learning for Sustainable Development (GLSD) has been of international interest since UNESCO implemented its Education for Sustainable Development (ESD) objectives through the Framework for a Draft Implementation Scheme that introduce profound changes for higher education.  The significance of this relates to the way we view the world in terms of learning as a global concern.  Not only are we expected to understand the world we live in, we look for learning systems that are sustainable within a global culture.  In this, the concerns for the complexity and interconnectedness of problems are addressed in a more holistic and multidisciplinary manner.

Introduction

Work in 2004 by Toakley shows that higher education institutions are playing a significant role in educating the population by offering lifelong learning courses on community awareness in learning, research and innovation, and critical analysis of policy debates of global learning structures.  Local universities act as a feeder for government to raise knowledge infrastructure of developed and developing countries.  Online learning is seen to reduce cost and increase the flexibility of learning for an environmentally responsible generation.  Hence, higher education can be seen to be more active in integrating the national knowledge framework.  Existing methodology is not equipped to face the challenges of global learning comprehensively.  Instead, the attributes seen to be core elements of interest are the characteristics of students; a philosophy of education; and the process and content of education.

A basic right to education for all people stems from paideia, tacit knowledge that is gained through the experience of life that leads to a recognised prior learning capability in students.  Transferable skills gained from informal and non-formal learning are enhanced through technology.  Digital natives (Bennet, Matton & Kervin, 2008) have been introduced to a modern form of communication that relies on social interaction.  Anderson (2008) states that existing philosophies, the values of epistemic and ontological belief, in cognitive and behavioural modes of learning can be combined to appeal to mass learning that supports self-verification processes (e.g. identity building interaction within groups).  Connectivism is an amalgam of overlapping learning theories that have proven effective when used in an online environment.  It is an integration of constructivism – the observation and interpretation of life experience; cognitivism – the capacity of intellectual behaviour and commitment to learning that an individual possesses; behaviourism – that effective learning result in behavioural modification.

Epistemic and Ontological Belief

This is a critical and pivotal element to reforming educational perspectives as it supports individual types of learning:

·                     concrete experience - learning from personal meaning;

·                     abstract concept - tendency to facts and figures;

·                     reflective observation - observation of patterns and cycles;

·                     active experimentation - application of information to real life situations.

These modes are supported by current integrative software systems that have a global outreach (e.g. the internet).  Several types of learning organisations (e.g. Learning Circle, iEARN Project) devise strategies to increase local and external knowledge to produce innovation and creativity.  That is to say that a community of learning, such as The Globe Project, takes information from a selection of schools located around the world to produce an evolving and progressive knowledge base by actively searching for students who commit to a learning cycle.  The students can be seen as a task-based learning community, where individual knowledge increases with participation and integration.  Experience and praxis leads to personal development and individuals gain clarity through access to expertise that sustains and motivates goal-setting procedures, academic achievement and cumulative knowledge.  The knowledge that is created is reproduced as an artefact (Aubusson, Schuck & Burden, 2009).

The Learning Environment

The sequence of learning is embedded in the activity.  Social interaction is a result of integrative learning.  As identity is revealed, individuals are able to recognise strengths of fellow students that encourage valuing the differences in each other (London, Polzer & Omoregie, 2005).  This enhances the learning environment significantly, as dysfunction stems from bewilderment.  While diversity brings up many positive aspects of collective learning (e.g. alternative perspectives identify solutions), confusion can result when compromise cannot be achieved.  Communication styles interrupt the flow of participation when language is not conceptually understood to mean the same thing (Dhir, 2006).  Role modelling (Barton, 2004) plays an important part in group cohesion, thus the teaching or moderator role is a responsibility that must be undertaken by those committed to lifelong learning.

To observe too much detail about dysfunction detracts from the objective.  Focus is required to maintain and sustain professional unity during collective learning.  Lack of common ground or interest in other participants is an unnecessary distraction when engaging in task activity.  Social implications are minimised when sharing information is limited to the individual’s point of collaboration (e.g. reason for joining the community).

Clarity is needed from both participants and community leaders.  Objectives must be clearly outlined so that students and moderators are effectively prepared for the learning sequence.  When goals are set, individuals are more likely to monitor the situation and remove unwanted interruptions by blocking recognised irrelevancies (Shanks, 2010).  Interest levels in participation correlate significantly to increased levels of awareness and knowledge acquisition.  Embedded learning makes use of cognitive and associative capabilities that enhances socialising.  It is the daily activity that surrounds us.  The challenge lies within the individual when choosing their objective, thus a sense of maturity is called for when committing (Fornes, Rocco & Wollard, 2008) to a project.

An Example of Networked Organisational Process

Organisations implement their strategy by acquiring a venue, and employ staff based on expectations of group values and culture.  Staff become representatives of the organisation and continue culture building among new members.  New members join the community from a fear of complacency (e.g. seek more balance in life) which motivates an internal desire (Winne & Nesbit, 2010) for change (e.g. lack of inhibition).  Empathy towards a structure of similar interest, desire to learn and participate with similar others irrespective of age, race, gender or ability (Riel & Polin, 2004) continues the evolving practice of yoga within the community, and for management learning.  Representatives (e.g. employees of the practice) teach their knowledge displayed through their capability and ability (e.g. behaviour) (Proctor & Vu, 2010). As they teach, tacit knowledge becomes explicit knowledge (Ryan & Finn, 2005) and practitioners learn from each other’s strengths.

Traditional views of hierarchy are diffused (Johansson & Heide, 2008) and knowledge gathering becomes the interaction of learning (e.g. behavioural output) (Andersson & Hellberg, 2009).  The continuous and repetitive actions become more practised and skilled as commitment and dedication to the end result becomes more apparent.  Goal setting is significant to ensure short-term, medium-term and long-term objectives are included.  Focus is sustained and members achieve some measure of success.  Feedback (Dijksterhuis & Aarts, 2010) is necessary to improve performance and self-evaluation.  Individual standards mark personal criteria of successful outcomes.

Development of a culture through community diversity

Group culture develops through acceptance of conformity (e.g. the practice of yoga), but individual practice stems from epistemic ontological philosophies (e.g. how the body functions).  Integration is seen as acceptance and empathy for differences and diversity.  Dysfunction occurs when an individual reaches a block (Shanks, 2010) in output.  Limitations stem from a variety of negative sources (e.g. frustration).  Often a change in perspective is needed, the ability to reflect on past achievements that have led to the development of being, and the recognition that success is a naturally occurring progression of dedicated embedded practice (e.g. the level of practice at which individuals join the community and the knowing that comes with improvement).  Technology has succeeded in extending the reach of physically located entities.  To start with, the recruitment pool has shifted to an open market of internationally sourced talent.  Opportunities to highlight community activities (e.g. hosting websites) encourage participation.  Community spirit (Clark, Dodd & Coll, 2008) is kept fresh as practitioners interact with external sources.  Knowledge-based practitioners (e.g. yogis) run workshops to disperse knowledge.  Individual adaptation to practice depends on environmental demand for survival (Gharavi, Love & Cheng, 2004). Professional and personal identity become an holistic approach to working (e.g. content creation) and reflection on practice provides opportunities that generate further endeavour (e.g. learning trajectories).  Situation analysis and monitoring generate impulses in individuals that guide cognitive and associative behaviour.  The longer an individual stays in practice, the more likely she is to develop subject matter expertise.  Behaviour and identity transform as levels of seniority increase and role function changes.  Clarity of individual and group progress, and direction increases individual levels of participation.

Content and context is important to the discourse of a community.  The way in which content is structured invites participation through activities, while contextually speaking instruction must be meaningful to group members (e.g. the reasons why an individual joins a community is tied in to why she stays).  Community structure is integral to developing a thriving culture.  Practitioners are viewed as role models who perpetuate the meme (Walter, 2007) of yoga.  Acknowledgement and value of their skills increases community knowledge.  Tensions in identity (Jawitz, 2009) stem from a lack of interpersonal congruence (London, 2003) or honest communication.  Paradigm shifts (Jorgensson & Keller, 2008) are needed to alter the perception of social limitations (Pratt, 2005).

Conclusion

Particular attention to working as communities of practice (COP) within groups greatly enhances the learning community.  What is needed to understand the practice of practice is the language that identifies tacit and informal learning (Jorgensen & Keller, 2008).  Translational learning, or learning that significantly correlates to behavioural change, occurs in cyclical patterns.  Single-loop learning educates individuals in the ‘know what’ that becomes a mechanistic behavioural output; double-loop learning embeds reflection revealing the ‘know how’; and triple loop learning divulges ‘know why’.

Novices who join communities must not only consider their role in a professional capacity, but understand tacit culture that is displayed by members.  Working memory is easily distracted, indicating that goal-setting is a crucial component of collective consciousness.  Without clear targets, both personal and professional, individuals are unable to identify their locus of interest.  Situational activity facilitates subliminal priming that leads to increased opportunities for relevant meaning-making.   Role models provide examples of best practice living knowledge that complement static knowledge.

As online learning develops from the competencies and skills that are required for lifelong learning, communities would benefit from initiating and encouraging active participation as part of self-directed learning.  Methods of assessment that measure traditional learning on an individual basis should recognise different ways of recognising competencies.  Traditional methods of evaluating knowledge acquisition have primarily been unconcerned with more than static delivery of data.  Transformational learning adjusts the perspective of assessment.  As new knowledge generates innovation, the variables of what has been learned must be considered.  A well-designed framework that sustains daily activity embeds a culture of clarity.  The positive movement towards mobile learning has resolved many dysfunctional issues as asynchronous communication negates the need for immediate contact, thus the space and time needed for reflexive practice is created.  Archived artefacts build up bifurcated developmental lines: the community generates practical discourse, and individuals apply cumulative knowledge to develop further insights.

Self-verification processes are of primary importance in group activity as trust and unity must develop before collaborative sharing can take place.  Knowing team member abilities creates transactive memory that is the summative knowledge of group potential.  The strength of transactive memory depends on the prevalence and active participation of individual members that attracts a shared vision.   Positive self-evaluation and self-regulation diffuses the turbulence that can occur as a result of close proximity.  However, it should be noted that interpersonal congruence is not a measure of performance, but an approach to professional unity.

Further Development
Sustainable development of communities depends on the capacity of individuals to adapt to cultural principles and values.  As learning is generated from the bottom up, accepting individual innovation generates the clarity to understand that diverse perspectives, framed within a dedicated context, introduce a multiplicity of approaches for solving a range of issues.  The primary focus of ESD and Education for All is to create clarity of understanding that generates the process of transformation required of education.  However, the point is moot until diversity is understood to be the catalyst for change.  As it stands, NGOs are divided in their capacity to identify and prioritise environmental demands for education as needs vary from country to country and are subject to bias and influence.  Without learning and education, the culture and language (e.g. the method by which memes are understood) of a community may be replaced with negative influences that are contrary to indigenous belief by curricula that is untrained in detecting marginalisation.  Discovering the strengths of the students reveals the strengths of the teacher. 

Human capital has been defined as the knowledge and skills that individuals acquire and accumulate through formal and non-formal learning.  Deliberate investment in human capital yields an improvement in nutrition, health and a better quality of life.  Given enough time productivity increases incrementally supported by knowledge, skills and attitudes necessary for economic and social development that engages a more holistic view of education.  An educated society contributes to social and political process. 

As learning is understood to be a social act, there is emphasis on context when conducting learning activities (Laine, et al., 2010).  It is an area of research developed by educational psychology, and has primarily been attributed to Vygotsky.  Our response to changing methods and requirements must incorporate invented and developed learning systems.  In expecting our social systems to learn, we also require that transformation occurs with a minimum of disruption.  That is to say that the identity of the social system, and therefore its members, must be retained during transformation.  An example is of governments learning for society – a learning system that carries the idea of public learning – the ongoing process of directing investigation as to probable causes, nature and resolution of issues (e.g. World Health Organisation).


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Ala-Mutka, K., Punie, Y. and Ferrrari, A. (2009). Review of Learning in Online Networks and Communities

Ala-Mutka, K., Punie, Y. and Ferrrari, A. (2009).  Review of Learning in Online Networks and Communities.  EC-TEL 2009, LNCS 5794, pp. 350–364.  Retrieved on April 24, 2010 from http://springerlink.metapress.com.ezproxy.usq.edu.au/content/
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Introduction
Cumulative research on lifelong learning suggests that it has significant impact upon contemporary society.  Jobs and skills are being redefined and Ala-Mutka, Punie and Ferrari acknowledge that by 2020, Europe's labour market will be under qualified.


An increase in social computing platforms provide greater access to connect with each other.  A variety of collaborative initiatives are used for activities that span across work, leisure, learning and civic domains.  Innovative approaches to learning are emerging.  The authors question what leads to the emergence and success of learning in ICT and how can it promote quality and innovation for lifelong learning.


Relevant Theories and Concepts
Learning through communities or technology is not a new phenomenon Ala-Mutka, Punie and Ferrari state.  The novelty lies in opportunity that is no longer restricted to physical access.


Learning in social context
Constructivist theories are supported with an emphasis on active learning and interaction with the environment.  Assimilation of new knowledge and accommodation of existing knowledge gives structure to new situations.  The authors refer to Kolb who describes learning as an ongoing cycle of a sequence of phases where concrete experiences generate an opportunity for observation and reflection.

• Networked learning - the process of knowledge construction through social activity.  Highlights the importance of discussion and the creation of shared meaning.  The 'zone of proximal development' describes knowledge that is gained through expert guidance.  Shared culture and language supports the process.  Through tangible communication, meaning is negotiated.  The authors emphasise Bandura's work on observation and modelling of behaviours.  Experience can be gained through observation.
• Situated learning - results from learning through activity, context and culture and may occur unintentionally.  Participation is a process of appropriation and transformation.  Joint activities can influence modes of understanding and participation.  Novice learners acquire useful strategies and knowledge.
• Informal settings - learning is the responsibility of the individual.  Intrinsic motivation is reliant upon metacognition and strategic action.  Personal goals promote learning, but may be in opposition to the goals of the environment.  

Approaching learning in online networks
Traditional learning theories were developed pre-ICT and consequently do not take account of a network as the basis for learning processes.  This age of information requires individuals to update knowledge through building, maintaining and using connections.


Ala-Mutka, Punie and Ferrari use Communities of Inquiry (COI) as a framework to develop online collaborative learning processes.  Based on Dewey's problem-based learning cycle, three elements (social, cognitive and teaching presence) are key to encourage interaction and structure.  Reflective discussions are required when developing approaches to real inquiries.


The authors include activity theory as a complementary framework to approach online collaboration.  Actions and interactions are viewed from historical and cultural perspectives.  The division of labour, rules and instruments actively engage a transformation process.  Analysis of elements and relationships facilitates understanding and development of the activity holistically.


Emerging Online Networks and Communities
The widespread use of ICT has enabled opportunities for individuals to express and build identity through connection and mutual reliance of others.  Ala-Mutka, Punie and Ferrari review current literature that suggests three elements that drive participation:

• common interest;
• common activity;
• social connection.

A common interest
Communities form for various reasons - topics may relate to professional interests, personal well-being, culture and learning interests.  Connection to similar others increases support and knowledge not only for novices, Ala-Mutka et al. suggest.  Participation promotes updated information and facilitates informed decision-making processes.


A common activity
Situated and social learning through use of interactive tools to perform a joint task provides a platform for creating and building the collaborative product or resource.  Communities offer members the skills to perform.  Experts in the communities are used as models for practice and feedback.


Social connection
Ala-Mutka, Punie and Ferrari indicate from their review that most individuals join communities to express themselves and to be with others.  Media sharing, social networking, gaming and blogs are popular choices for pursuing personal objectives.  Social computing is beneficial for developing and sharing knowledge.


Closed and open communities
Organisations facilitate work processes and social integration by providing online platforms.  It is generally understood that learning in organisations is conducted through informal transactions.  Closed communities can enhance efficacy and trust through sharing.  Open communities have a more diverse range of participants allowing contribution to the development of creativity in innovation and ideas.  Both methods share the objective of personal development and community development to achieve a collective goal.


Learning in Online Networks and Communities
Ala-Mutka, Punie and Ferrari suggest that while the individual is not motivated to join a community from a desire to learn, transformation occurs from meaning-making processes and enhanced skill sets.  Connection to others provides strong emotional and cognitive support that increases effectiveness.


Online collaboration and networking incorporates learning key competencies for lifelong learning.  Apart from increasing collaborative and analytical skills, individuals learn how to be part of a community that requires a skill set and knowledge of values, practices and attitudes.


ICT  is a method that enables new ways of encouraging reflection, experimentation and creativity.  It supports social experiences that differ from face-to-face encounters and tracks the explicit and implicit knowledge that results.


New ways and skills to learn
ICT is seen to enhance personal creativity and responsibility to learning.  Ala-Mutka, Punie and Ferrari see the diverse availability of resources to draft and explore ideas as a means to promote critical and analytical thinking.  Global communities encourage an awareness of cultural differences.  Participation provides expression to negotiate meaning-making.  The authors quote percentages of individuals who are motivated to take action as a result of shared communication.  Online profiles provide new platforms for identity building and development.  New stories are new sources for reflection and construction of life.


Different social contexts for learning
Technology in social communication allows collaboration on a global scale.  Communities of practice enable knowledge gathering for novice practitioners and to connect quickly with experts.  Ala-Mutka, Punie and Ferrari propose that traditional education establishments target development and measurement without encouraging informal interaction and collaboration.  Online collaborative objectives differ.  The goal is to build a joint product, with social interaction seen as a key element and not a result.  Professional and personal development skills are gained.  Support is crucial to learning and development.


New ways to access and structure learning
Matching personal preferences to learning is enabled by a variety of multimedia resources.  Networking opportunities support developing knowledge management skills.  Established policies and protocols in communities provide structure for novices.  Learning and skills are recognised in members through levels of responsibility within the community.  Ala-Mutka, Punie and Ferrari indicate the proportion of members who don't actively participate in discussions still contribute by propagating and transferring knowledge.  Observation is significant to active participation.


Challenges
Learning skills for self-regulated learning requires support and structure.  With the internet, new opportunities are presented for knowledge gathering and analysis of discourse.  Organisations that are able to incorporate these new learning styles are more likely to transform and develop.


Access and skills for digital participation
ICT and internet access remains a problem Ala-Mutka, Punie and Ferrari indicate.  A three month study of trends in Europe indicate 62% of EU27 population had accessed these resources.  Language is seen to be a barrier, the authors indicate.  English is the lingua-franca, education and professional levels of social groups influence acceptance or exclusion from the environment.  Ala-Mutka, Punie and Ferrari state that effective participation can only occur when individuals are conversant with digital skills and critical analysis of resources that do not result from basic use of ICT.


Skills and interest for learning
Perceptions of learning may not reflect or correspond to performance.  Learners have perceived collaborative knowledge gained in joint productions as ineffective.  Ala-Mutka, Punie and Ferrari suggest that individuals join communities without strong self-regulation to learning.  Frameworks are needed to provide and support learning interest.  Studies indicate learners with low prior knowledge improve when given structure.


Effectiveness of community for learning
Moderated discussion facilitates knowledge construction.  The authors state that knowledge that supports identity and practices of the community are more likely to be adopted than knowledge that challenges.  Ala-Mutka, Punie and Ferrari suggest dedicated facilitators to ensure the quality of learning in a community to maintain knowledge construction.  Further studies on sustaining communities through renewal in structure and content, and in developing effective models are needed to guide novices.


Implications for education and training
Ala-Mutka, Punie and Ferrari propose that as online learning develops competencies and skills that are required for lifelong learning, institutions would benefit from initiating and encouraging active participation as part of self-directed learning.  Methods of assessment that measure traditional learning on an individual basis should recognise different ways of recognising competencies.


Conclusions
Online social contexts are significant for supporting the learning of contemporary skills and knowledge.  Personal development through collaboration enhances learning of transversal professional skills.  Learning trajectories are managed through different networking opportunities.  Ala-Mutka, Punie and Ferrari indicate that it is becoming increasingly important for formal education to prepare learners for the relevant capabilities to actively participate.


Basic and advanced digital learning supports people with initial low level skills and learning capacities.  Improving awareness and appreciation of learning also supports and encourages developing effective best practice models for novice practitioners.  Further study on the limitations and opportunities of online communities will reveal the full extent and potential of online learning networks.


Ala-Mutka, Punie and Ferrari accept that online communities exist separately from formal education although similar topics are covered.  Integration of these two entities would require innovative transformation of practice through:

• new technology; and
• valuing different forms of learning.

Teachers are seen as the vital link to support changing education and training practice.  Professional communities that support their work and professional development would benefit from special attention.