that having visible skills-based pathways is helpful in their work as they assist workers in their communities through interventions such as job coaching and career development

Each of LSE's new MicroBachelors® programs includes four university-level courses from leading LSE faculty. Learners who successfully complete a MicroBachelors® program from LSE and are admitted into select online undergraduate degree programs from the University of London, with academic direction provided by LSE

The Flatirons pathway also includes “electives,” such as the CliftonStrengths Assessment, CU Boulder’s own Conference on World Affairs, as well as capstone projects that ask users to apply what they’ve learned to example scenarios. Those capstone projects have an added purpose — they mirror a common component of higher education

For psychological purposes there are two major changes in recent ideas of nervous function. One concerns the single cell, the other an "arousal" system in the brain stem. The first I shall pass over briefly; it is very significant, but does not bear quite as directly upon our present problem. Its essence is that there are two kinds of activity in the nerve cell: the spike potential, or actual firing, and the dendritic potential, which has very different properties. There is now clear evidence (12) that the dendrite has a "slow-burning" activity which is not all-or-none, tends not to be transmitted, and lasts 15 to 30 milliseconds instead of the spike's one millisecond. It facilitates spike activity (23), but often occurs independently and may make up the greater part of the EEG record. It is still true that the brain is always active, but the activity is not always the transmitted kind that conduces to behavior. Finally, there is decisive evidence of primary inhibition in nerve function (25, 14) and of a true fatigue that may last for a matter of minutes instead of milliseconds (6, 9). These facts will have a great effect on the hypotheses of physiological psychology, and sooner or later on psychology in general. Our more direct concern is with a development to which attention has already been drawn by Lindsley (24): the nonspecific or diffuse projection system of the brain stem, which was shown by Moruzzi and Magoun (34) to be an arousal system whose activity in effect makes organized cortical activity possible. Lindsley showed the relevance to the problem of emotion and motivation; what I shall attempt is to extend his treatment, giving more weight to cortical components in arousal. The point of view has also an evident relationship to Duffy's (13). The arousal system can be thought of as representing a second major pathway by which all sensory excitations reach the cortex, as shown in the upper part of Fig. 1; but there is also feedback from the cortex and I shall urge that the psychological evidence further emphasizes the importance of this "downstream" effect. In the classical conception of sensory function, input to the cortex was via [p. 249] the great projection systems only: from sensory nerve to sensory tract, thence to the corresponding sensory nucleus of the thalamus, and thence directly to one of the sensory projection areas of the cortex. These are still the direct sensory routes, the quick efficient transmitters of information. The second pathway is slow and inefficient; the excitation, as it were, trickles through a tangled thicket of fibers and synapses, there is a mixing up of messages, and the scrambled messages are delivered indiscriminately to wide cortical areas. In short, they are messages no longer. They serve, instead, to tone up the cortex, with a background supporting action that is completely necessary if the messages proper are to have their effect. Without the arousal system, the sensory impulses by the direct route reach the sensory cortex, but go no farther; the rest of the cortex is unaffected, and thus learned stimulus-response relations are lost. The waking center, which has long been known, is one part of this larger system; any extensive damage to it leaves a permanently inert, comatose animal.

pas nécessaire d'établir de? séquences à l'intérieur d'un ensemble

LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

Can Education Keep Up with Technology?

Angela suffers from bouts of depression related to childhood memories of abuse.

Silvia’s father went to prison when she was a baby, and served 10 years for selling drugs. Without his support, her mother struggled to provide financially for her and her brother. Her mother also suffered from a mental disorder for which she received SSI. While Silvia was growing up, the family relied on public assistance and ate mostly cheap food such as canned ravioli and Ramen noodles. Silvia remembers being hungry often and recalls that her mother often ignored Silvia and her brother.

adversity and traumatic events that occur in childhood have a decisive impact on behaviors, choices, and social relationships that extend into adulthood. In such contexts, adults may seek out violent relationships, may constantly be in a state of heightened aggressive arousal, may withdraw and experience social isolation, or may struggle to keep boundaries associated with normal social and professional behavior related to intimacy, safety and security, and job stability.

There are also instances where students in our program participate in the programs of other Hive organizations

I know Mozilla has initiatives for education and open internet and code-learning initiatives and stuff like that. Hearing about all those initiatives and all the people who have made those initiatives would just open me up to more opinions and more backgrounds and more ways of thinking.

It definitely fosters a community, especially for people who weren’t originally in the technology community. They’re now open to new pathways that they probably hadn’t seen before. They’re opened up to new communities on social media and to other hackathons and stuff where — even if they don’t necessarily interact with the people they met at def hacks() — they’re interacting with more people in the community because of def hacks().

The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.

If there’s one standout global trend pertaining to today’s young people, it is an embrace of entrepreneurship as both a career path and a way a life.

give a student an individually-controlled space for reflection and growth

Learning paths allow you to assemble two or more courses into a path that students must complete to trigger completion actions.

Could different co-teaching and collaborative course approaches or more modern pedagogical practices move the needle more than the latest LMS features? 

Assessment tends to be where courses differ the most

adaptive paths available for different learner profiles

The most obvious pathway is the stepping stones aproach. Sequential in nature, it involves doing one step at a time in a prescriptive manner. See for example, Doug Belshaw’s kanban badges using Trello. Another option is where badges are a part of a collection. Like the game Trivial Pursuit, this is where several achievements are grouped together in a non-linear manner. Perscriptive in nature, collections can be linked with the completion of standards or levelling up. In contrast to perspective badge ecosystems, constellations offer a more open-ended approach where users can choose from a range of possibilities, carving out any number of pathways. This is conducive to life-long learning and offers the potential to write your own learning story. Open to borrowing from different providers, it is for this reason that it is descriptive rather than prescriptive.

What is important about learning pathways, is that any individual can learn what they want, when they want, how they want. In professional development and conference planning, we would talk about a common assured/shared experience. Basically, what is the one thing that someone will definitely get from this their time with us. Learning pathways takes this a step further and tries to document how and what you should learn. The purpose is that a learner might want to some guidance on what this all means, but not want a scripted curriculum.

a more dignified and humanizing analysis of young people, particularly those explicitly or implicitly framed from a cultural-deficit perspective

L e a r n i ng pat hway s a l so re su lt f rom persona l or sha red concerns , challenges or desires (e.g., in relation to a pressing circumstance, threat, or opportu-nity). Such concerns are broad and varied, from working to improve the academic achievement of youth in specific subjects, to protecting one’s community from envi-

Learners need to figure out how to adapt their abilities, interests, and identities across a diverse set of locations on a routine basis as they attempt to accomplish their goals or respond to the interests of other social ac-tors.

The life-long, life-wide, and life-deep learning concepts allow us to better un-derstand the learning opportunities and impediments faced by learners.