Dorota Ciechanowska

Intencją tekstu jest zwrócenie uwagi na fakt indywidualnego zróżnicowania procesów uczenia się. Dotyczy ono zarówno wieku uczących się i związanej z tym sprawności uczenia się, jak i środowiska, w którym zachodzi uczenie się oraz doświadczeń i nawyków uczenia się. Duże zainteresowanie neurodydaktyki dostosowaniem metod pracy edukacyjnej do możliwości mózgu uczących się skupia się głównie na dzieciach i młodzieży. W czasach całożyciowego uczenia się istotnym jest odniesienie zainteresowań neurodydaktyki także do uczenia się osób dorosłych we wszystkich etapach dorosłości. Wydaje się to tym bardziej zasadne, gdyż w wypadku dorosłych należy brać pod uwagę nie tylko specyfikę procesu uczenia się ale także uwarunkowania uczenia się dorosłych, do których należy sprawność intelektualna osoby dorosłej, jej nawyki uczenia się przyswojone w szkole obciążonej tradycyjnych podejściem do nauczania oraz cyfryzację wszystkich sfer życia i dostępu do informacji, które bardzo wpływają na charakter współczesnego uczenia się.
The intention of the text is to draw attention to the fact of individual variation in learning processes. It concerns both age learners and associated learning efficiency and the environment in which there is learning and experience and habits of learning. Neurodidactics is strong interested in adjustment methods of educational work to the capabilities of the brain learners focuses mainly on children and youth. In an era of lifelong learning it is important to refer neurodidactics interest also to adult learning in all stages of adulthood. This seems all the more justified, since in the case of adults should be taken into account not only the specifics of the learning process but also the conditions of adult learning, which include intellectual abilities of an adult, her study habits assimilated in school encumbered traditional approach to teaching and digitization all walks of life and access to information, which affect the very nature of modern learning.

Global Education is an educational perspective resulting from the fact that contemporary people live and
interact with each other in an increasingly globalized world. With global education, we can build a global
consciousness. This makes the key task of education to provide learners not only with an opportunity but also
the competence to reflect and share their own point of view. The tasks of kind of education include making
learners aware of the complex relations between social, political, environmental and economic issues.
Understanding the complexity of the relations in a globalized world is not possible in linear education. Only a
comprehensive grasp of the issues will allow the learner to simultaneously recognize the many issues in their
complexity which will contribute to new knowledge forming and the creating the ability to act in a global world.
Concept maps are a way to adopt a comprehensive approach that allows you to graphically represent complex
relationships and dependencies.

Adult education is the central question of andragogy. Its mission is to assist in
understanding the problems of the growing number of adult learners in the perspective of
lifelong learning. Currently, the key skill of an adult human is the ability to find a new reality
and updating their competence. Studying of extramural students is an active participation in
the lifelong learning, which is their conscious choice, leading to the realization of the objective.
According to the Mezirow theory, ability to reject frames of reference and self-assigned
meaning it is a feature transformative adult learning. Autonomy in theory transformative
learning is an expression of responsible thinking, which is regarded as the central issue of
adult learning.

Studiowanie wiąże się z wejściem w nowe środowisko społeczne, z uczestniczeniem oraz współtworzeniem kultury akademickiej. Studiowanie polega w dużej części na samodzielnej pracy uczącego się i na jego autonomii wyrażającej się w odpowiedzialności za swój rozwój, za swoje wybory, za jakość uczenia się oraz za jego efekty. To również pełnienie pewnej roli społecznej, w której normy postępowania, styl bycia, wartości prezentowane przez studiującego wynikają z identyfikowania się przynależności do społeczności akademickiej. Niestety wraz z umasowieniem studiów elitarność studiowania zanika, a obyczaj akademicki nie stanowi niezawodnego wyróżnika tej grupy społecznej.

The modern university was shaped by the centuries-old tradition of European universities. The idea established in the last century thanks to Humboldt, where the university is a community of professors, in which knowledge is created and teaching is done in equal measures, has been criticized by postmodernists, who accused the university of violent action towards its stakeholders. Under the influence of economic transformations, the contemporary university is forced to serve a third mission and to become the technological university competing in the market economy on par with other entities. Students, who are digital natives, cannot learn deeply or seek knowledge. The university, occupied with soliciting its position in international statistics does not develop the autonomy of learners that could prevent them from the need to memorize superficial information and from thoughtless participation in the society.

Koło Naukowe Dydaktyków działające w WSH TWP w Szczecinie zaprasza studentów do wzięcia udziału w Ogólnopolskim konkursie plastycznym Koło Naukowe Dydaktyków działające w WSH TWP w Szczecinie zaprasza studentów do wzięcia udziału w Ogólnopolskim konkursie plastycznym
"Światy studenta- światy studiowania"

D.Ciechanowska, Uczenie się głębokie jako efekt studiowania [w]: D.Ciechanowska (red.), Uwarunkowania efektów kształcenia akademickiego, Pedagogium, Szczecin 2012, s.111-129
Abstract: Dynamic economic and political changes influence the task of academic education.  It undergoes profound changes. Economic needs and the resulting government policy affect the reduction of nature of knowledge transferred or constricted on college campuses. Massification of education significantly contributed to lowering academic standards. Deep learning  as the effect of academic adult learning is a prerequisite for the functioning of the university. There is justified concern that due to the progressive evolution of higher education, deep learning in higher education is rare and elite.

The main objective of modern education is providing learners with an opportunity of fair participation in the society, preparing them for life-long learning and equipping them with competence for continued growth. Avid engagement of educational theoreticians and practitioners alike as well as action towards organizational solutions are aimed at making the modern school accept the constructivist educational model, which follows the learner’s subjective development. Self-directedness is an approach which focuses on individual development. The development may be realized by means of self-directed learning (SDL). In order to be self-directed, the learner must embrace the feeling of freedom expressed by their autonomy, whose consequence is learner responsibility for their actions. As autonomy, responsibility and self-directedness are interdependent; it is actually difficult to determine which of these three phenomena is a source, and which – the consequence of the remainder.

Academic education nowadays is facing challenges which arise from economic premises and its social obligations rather than an autonomous pursuit of truth. Academic freedom has been replaced with the effectiveness of educating and degree of market demand implementation. The new university requires an autonomous, self-directed and creative student. Self-learning should be replaced as well, by self-directed learning understood as an autonomous attitude of an individual directed by their own growth. The academic teacher is responsible not only for the curriculum and methods of its implementation, but also for shaping the attitudes of students. Academic teachers’ responsibility for the effects of educating should also be focused on developing self-direction in students. Teachers’ readiness to change student attitudes is one of the components of academic tuition effectiveness.

Academic education in Poland is undergoing major changes. One of the dimensions of these changes is the commercialization of academic education. It manifests itself in a focus on usability and withdrawal from theoretical academic foundations of learning science. Mass higher education is leading to lower academic standards both in terms of organization and teaching. Lower comfort of studying and universal access to digitized sources of knowledge has consequently led to lower moral standards of studying. Academic dishonesty, plagiarism and cheating have become a way for students to quickly and easily access ready-to-use information and practical solutions. The mass occurrence of academic dishonesty of students has led to the blurring of the line between the moral sense of integrity and cheating.

Modern academic tuition does not go along the academic lines of mass schooling. Tuition at universities sets up different objectives. It is crucial for the economic growth of countries. Therefore, significant attention is paid to the utilitarian character of academic knowledge. The effects of academic tuition are perceived as focusing on the student individuality. Being a university student implies playing a certain role, where norms of conduct, lifestyle, and professed values result from identification with the academic community, a sense of belonging to the elite of youth, characterized by an autonomy of its activity. Autonomous approach to the students’ own development is expressed by self-directedness, self-directed learning and choosing methods which facilitate constructing one’s own knowledge instead of its non-reflective acquisition. Employing concept maps is a method which facilitates subjective building of cognitive personal knowledge structures. The method uses visual techniques of learning, where the structure, or – more precisely – elements of a phenomenon are recorded, in order to grasp relationships and dependencies existing between them. Becoming conscious of these relations allows understanding them, which is a necessary condition of knowledge.

Universities are faced with the necessity of redefining their educational goals in relation to the newly-defined tasks posed to the academic education. The outcomes of university education defined in the language of competence will not be achieved, unless the university ceases to continue the transmission strategies of teaching. Activation of students in the process of education means a shift in emphasis from teaching to make students responsible for their learning process. Autonomy in learning leads one to self-directedness and deep learning, which involves critical analysis of new information and combining it with the existing memory concepts, building the personal knowledge of the student.

Higher education has always served the public by educating its top leaders. Historically shaped the functions and tasks of the universities are subject to change due to changes in civilization. Nowadays academic training is not just elites but to move towards specialized and professional preparation. Social and technological transformations influenced the generation Y. Gen Y Students shaped by digital technologies and the commercial market pre¬sents different characteristics than their older colleagues. Higher education teaching and learning process in its transformation must take into account the offer educational and training programs to the expectations and needs of this generation.

In recent years groves the importance of competence in the process of seeking employment and to adapt education systems. Competence of employees builds and improves the organization. In the knowledge-based economy, intellectual ability of workers in particular tacit knowledge is necessary to build the company's capital. Tacit knowledge, in contrast to explicit knowledge is knowledge of individual people, not the organization as a whole. It is practical knowledge stems from an understanding of explicit knowledge. It is a key strategic factor in determining the competitiveness of the organization in the market. The ability to build tacit knowledge as practical knowledge is necessary competence in the economy of the future. The market of educational services and employment cannot operate in isolation from each other, they complement each other.