ASEM LLL Research Network 1 Development of ICT skills, e-learning and the culture of e-learning of Lifelong Learning Coordinated by Korea National Open University, Korea Conducting collaborative research projects and practical activities among the ASEM member countries with regard to ICT skills, e-learning and the culture of e-learning in lifelong learning Sharing recent research products and technological trends in ICT skills and e-learning among ASEM member countries Initiating an online research network that allows ASEM LLL University partners to continuously exchange how best to develop ICT skills and e-learning, related to academic and practical experiences Establishing an online community (http://asem.knou. ac.kr) for sharing information, knowledge and human resource development Developing an E-learning Academy by sharing and disseminating best practices through the online exposition of e-learning contents and solutions
ASEM LLL Research Network 2 Workplace Learning Coordinated by the University of Innsbruck, Institute of Educational Science, Austria Decoding work places as lifelong learning spaces across Asia and Europe Workplace learning as learning which derives its purpose from the context of employment Workplace learning is learning in, through and for the workplace Learning as the continual reconstruction of experiences, the expansions or transformations of dispositions to think and act in novel or enhanced ways
ASEM LLL Research Network 3 Professionalisation of Adult Teaxhers and Trainers in ASEM countries Coordinated by the German Institute for Adult Education, Duisburg/Essen University, Germany The quality of adult teachers and trainers is seen as a key factor for the implementation of lifelong learning. The network is dedicated to exchanging, comparing and researching professionalisation and professionalism of this group. Competences: Which competences are needed by adult teachers? How are competences and qualifications related in different countries? Effects: What evidence can be found concerning the effects of teacher training? Accessibility: What role do access regulations and qualification standards play in the adult learning field? Curriculum development: What methods and criteria are used for the construction and validation of teacher training curricula? Methods: What role do practice versus theory oriented approaches play in the choice of teacher training methods?
ASEM LLL Research Network 4 National strategies of Lifelong Learning with regard to citizens' motivation and barriers against continuing education and training Coordinated by the National Centre for Education Development Research, PR China Create a forum among ASEM member countries for presenting and exchanging knowledge, ideas and experiences of lifelong learning policies and practices. This is done by encouraging network participants and affiliated researchers to gather inputs that: Enhance lifelong learning policies and strategies Examine the lifelong learning policies and practices in the framework of national socio-economic development Promote sharing of research achievements and practices of implementing lifelong learning Develop possible areas of cooperation and corresponding action plans These inputs help to promote policy and strategy dialogue among policy makers, researchers and practitioners which are affiliated with the network
ASEM LLL Research Network 5 ASEM Core Competences Coordinated by the Danish School of Education, Aarhus University, Denmark Investigating untouched fundamental dimensions and diverse aspects of human competence Developing critical understanding of competence in nature and the way of dealing with it as a core concept of lifelong learning Establishing a humancentered, ecology-friendly, and sustainable concept of competence by analyzing local experiences, putting together as a global construct of new competence Redefining human competence by connecting it with the process of self-transformation and reconstruction of the self Constructing a new model of research on competence