Blue Ocean Strategy Canvas For Game Zone Essay Sample For College

Please identify at least 6 competitive factors (factors that consumers consider in making their buying decision)

Add-on from multi-media is a major competitive factor that enables game console to perform varied functions like an entertainment box. It can act as Mp3 player, plays high definition (HD) video disks, CD player, as well as ripping and burning of CDs (Iacovoni 72).

Different companies work towards addressing this factor in order to be in line with the clients’ tastes and preferences. Simplicity of starting games is another fundamental factor offering competitiveness in the market. The length of the instruction manual and the language used determine the ease of launching gaming.

These parameters affect the time required to make connections, activate controllers, make connections to the visual presentation, and start the game. The hassle involved in beginning gaming makes consumers prefer a company to others.

Pricing is another competitive factor (Iacovoni 88). Companies compete based on pricing, but the factor depends on a company’s net worth and brand in the market. For instance, Game Zone will need to lower its prices in order to compete effectively with the market giants like Gamespot and Kotaku.

This is as opposed to the two giant gaming companies that dominate the market; they cannot be under pressure to lower their prices, as their loyal customers buy the brand name. Exertainment are controllers allowing gamers to move and exercise while playing the game (“Potential Product Competing Factors” par. 2).

Graphic sophistication involves the image quality and graphics that game console renders. Game Zone meets all the graphic requirements in the competition list, hence no need to make changes as opposed to other competitors (Kim and Mauborgne par. 5). The complexity of games must be considered to enhance mastery of content by gamers.

Please identify 3 different competitors. Rank yourself and each competitor for each of the competitive factors creating a strategy curve

The competitors include Gamespot, Kotaku, and Joystiq. The ranking of the three competitors against Game Zone are elaborated in excel sheet and shown in the table below.

blue ocean strategy

Apply the four-action framework of eliminate, raise, reduce, and create

Game Zone needs to eliminate multi-media add-ons and unnecessary adverts, as the rating is 10 in both. With a rating of 8 for complexities and high resolution, Game Zone has to work on how to eliminate these factors in order to remain competitive.

For a company like Gamespot, the rating of 0 in all the four competitive factors shows that it has no factor to eliminate. Game Zone has to work on online support quality as well as ease and simplicity of starting games. Joystiq has to raise all the factors noted. On the reduce aspect, Game Zone being lower than the three companies in terms of net worth, pricing should not be a major factor to reduce – it has a rating of 0. Game Zone should include exertainment in its consoles to compete the major market controllers (Yip par. 7).

Please identify the value innovation that you will be creating to move your business into a Blue Ocean market space

Being a relatively smaller company among the market controllers like Gamespot, Kotaku, and Joystiq, Game Zone has to apply the product differentiation strategy for different games in order to move from Red Ocean to Blue Ocean. The approach will enable customers to differentiate its products from those of the competitors (“Strategy Notes: Blue Ocean Strategy Simulation Game” par. 5).

Notably, the company should employ different strategies from those of the existing competitors. The unique approach will be quite innovative and helps in capturing new demand in the market (Layton par. 3). In addition, the strategy taps into the uncontested market, and not continues competing in the already existing market space with the aim of making the existing competition in the market irrelevant.

Works Cited

Iacovoni, Alberto. Game Zone: Playgrounds between Virtual Scenarios and Reality. Basel: Birkhäuser, 2004. Print.

Kim, Chan, and Renée Mauborgne. Boss Presentation Games. 2012.

Layton, Sarah. Blue Ocean Strategy Tools: The Four Actions Framework and ERRC Grid. 6 July 2009.

Potential Product Competing Factors. 2015.

Strategy Notes: Blue Ocean Strategy Simulation Game. 2015.

Yip, Khai Biau. Blue Ocean Strategy – Summary and Examples. 21 Apr. 2010.

Addressing Bullying In Elementary And Middle School Classrooms

Nature of Study

The study mainly focuses on teachers’ lack of knowledge on how to deal with the issue of bullying in the classroom in an effective manner; it also suggests some of the effective ways that they can rely on to address this problem. There will be a total of 20 participants who will be interviewed in this study.

The participants will comprise 10 teachers from elementary school, 5 teachers from middle school, and 5 principals from both elementary and middle schools. It is believed that the insights and lived experiences of 15 teachers and 5 principals will provide new knowledge in relation to the bullying issue.

The objective of this study will be to suggest ways that elementary and middle schools can employ in dealing with bullying cases in schools. Many researchers have proved that a qualitative research functions best in cases where they do not have a prior knowledge of the variables to be investigated (Klenke, 2008).

In addition, the literature available does not adequately give a proper insight into the bullying problem, especially in the elementary and middle schools. For that reason, the best way of collecting the information is for researchers to extract the required data from participants by questioning them over the problem matter (Johnson & Christensen, 2011).

The sampling criteria that will be used in this study are random and purposive sampling methods. Random sampling, which entails picking participants without considering any qualification, will be used to select the teachers who will participate in the study.

Purposive sampling, which requires participants to be selected based on some set criteria, will be applied in selecting the school principals. The two sampling methods will definitely result in the selection of participants who will be able to provide the researcher with the best information regarding this bullying issue (Merriam, 2009).

Even though random sampling will be used to select teachers who will participate in the study, there are criteria that will be set for them. Firstly, the participating teachers will be required to have taught for at least one year. Secondly, they will have served in the panel that is responsible for the formulation of rules guiding students’ behavior in their respective schools.

Lastly, they will have to be teachers from Duval County, Florida. On the other hand, the principals will have been administrators for not less than two years. Like teachers, the participating principals will also be from Duval County, Florida. The participants will be selected from West Jacksonville Elementary School and John E Ford Middle School.

A qualitative method, which is designed in phenomenological format, is preferred for this study since it is the only method that can assist the researchers to come up with the most effective methods that teachers can use to address the problem of bullying in schools (Rubin & Babbie, 2010).

The main objective of the study, which will be to collect qualitative data through interviewing the participants and presenting the analyzed findings and proposals to the school administrators for action, will be conducted by gathering lived experiences of teachers and principals concerning the issue of bullying.

Due to the kind of information required for this research, a qualitative phenomenological study is preferred over other types of qualitative designs.

A qualitative phenomenological study is the only design, which allows the researchers to investigate aspects such as the interference of bullying on daily instruction, the class time used in resolving bullying issues in classroom, the common types of bullying that occur in classrooms, the effect of bullying on students’ performance, the effects of bullying on individual student progress, and the measures put in place to address bullying in classroom (Rubin & Babbie, 2010).

Assumptions, Scope, Limitations, and Delimitations of the Study

Assumptions

This qualitative phenomenological study will be carried out with three assumptions in mind. Firstly, since there is no way of assessing the honesty of the participants, it is assumed that they will be willing and ready to demonstrate the highest degree of frankness, sincerity and commitment in their responses (Litosseliti, 2009).

Secondly, it is assumed that the information collected will reflect on the various aspects of the lived experiences of the participants. Thirdly, it is assumed that the purpose of the study, which is to find ways of dealing with bullying problems in schools, will be achieved.

Scope

The scope of the study is to examine the lived experiences of the participants in relation to the effects of bullying using West Jacksonville Elementary and John E Ford Middle schools.

To establish the main scope, the study will investigate relevant factors such as the effect of bullying on daily instruction and student performance, types of bullying that occur in classrooms, measures that can be put in place to deal with the issue, and how the teachers and school heads can support victims of this vice among other aspects.

Limitations

Even though the study will be conducted in a way that will probably give data of very high quality, there are some aspects that cannot be avoided.

Some of the limitations that have been foreseen and which are common with qualitative studies include: the varied empirical levels possessed by each participant, which may adversely affect the data collection process, and the readiness and willingness of the participants, which could be a problem if they will not be ready to contribute freely.

Another possible limitation will be the small sample size of the participants that has been set for the interview. It would be difficult to use the information collected from the small sample size to come up with a comprehensive solution (Edwards & Skinner, 2012).

Delimitations

There are a number of delimitations that have been set to guide this study. The researchers in this study will confine themselves to only the question that is relevant to the scope of the study, which is to examine the aspect of bullying in schools. The researcher will interview only the 20 participants that have been set for the interview. Lastly, the research will be a qualitative study with a phenomenological design.

Research Method and Design Appropriateness

Research Method

The method that will be used to collect data in this study is qualitative research. This type of research method mainly entails exploring and observing social issues, understanding situations and suggesting the most effective remedies (Hartas, 2009). A qualitative research is a common phenomenon at work places, learning institutions and in other fields of study.

A qualitative research method is most appropriate for the collection of data in studies that do not involve figures and numbers. The research method is also appropriate in examining areas in which just a few or no studies have been conducted. The method is equally easier to work with as it does not require any scientific skills and knowledge (Flick, 2009).

A qualitative research that involves the examination of lived experiences of the participants in relation to their knowledge of bullying in schools is quite appropriate for this study.

The focus of the study mainly involves observing and making inquiries about bullying, which is a common social aspect in the lives of students at elementary and middle schools. There two important aspects that make a qualitative method the most suitable approach to this study: the social nature of the scope of the study and the social set up.

The research method will be appropriate for the study since it does not require any scientific skills and applications. The study will only require an examination of social aspects such as types of bullying and remedies used to stop it. The responses to such inquiries will not be required to be in figures in any way, but just in words and statements.

It is recommended that a qualitative research method be used in studies in which the researcher cannot transform the data collected into numbers.

A qualitative research method is also appropriate for this study since very few studies have been conducted on the issue of bullying in these schools; on the other hand, there are only few or no cases of bullying in the higher learning institutions (Alan, 2012).

The data collected in the study will be of great importance to institutions that also suffer from the same social problem. The recommendations, which will be made from the study, will help many schools overcome this problem.

Use of a quantitative approach, which involves the use, analysis and interpretation of scientific figures, would not be appropriate for this study. A quantitative method also involves comparing different groups of data collected. A quantitative method involves a precise measurement of variables that must be known to the researcher.

It also includes testing of hypotheses, which have to be formulated before the commencement of the data collection (Polonsky & Waller, 2011). None of these aspects will form part of the study and so a quantitative approach cannot be applied to it.

Research Design

For this research, the most appropriate research design will be the phenomenological design. The phenomenological design is used for studies that are intended to examine shared experiences and commonalities on a social issue among individuals, mostly professionals, in a group.

The phenomenological design is appropriate for this research since individuals who will be participating in the interviews are professionals and the subject matter is social in nature (Cresswell, 2013). The focal point of the study will be to examine the shared experiences of these individuals that concern bullying in the schools where they teach.

Another reason that makes the phenomenological design the most appropriate qualitative design for this study is the researchers will have a prior knowledge of the variables that will be involved in the study.

Secondly, the study will have a broad focus, which will include examining the lived experiences of the participants on the subject matter and finding ways of controlling the problem matter. Thirdly, the study will be using a small sample size, which will consist of only 20 participants. Lastly, the information will be exclusively gathered in speech form (Merriam, 2009).

Apart from the phenomenological design, there are other forms of qualitative designs. These other ones include narrative, case study research, ethnographic, and ground theory (Allen & Babbie, 2010). However, all these other forms do not seem to suit the nature of the study that will be carried out.

For instance, an ethnographic design is meant for studies that are intended to develop a portrait of people’s culture, behavior and beliefs, but not their lived experiences regarding an issue. On the other hand, the grounded theory is suitable for studies that are intended to give explanations regarding actions, processes and interactions among individuals, but not lived experiences, which is the scope of the study to be carried out (Cresswell, 2013).

Population, Sampling, and Data Collection and Rationale

Population

The main focus of this study is to examine the lived experiences of the elementary and middle school teachers and principals on the issue of bullying in their respective institutions. The purpose of the research is to generate the most effective ways that can be used to minimize or to completely eradicate the bullying problem from schools.

For that reason, the target population comprises of teachers and principals who teach and head these schools respectively. Most teachers have experienced bullying in their classrooms and are best placed to give appropriate responses during the interviews that will be conducted in this study.

The target population is set to come from teachers working in Duval County in Florida State. The decision to pick the target participants from this county is based on the fact that this location records the highest number of bullying cases.

It is assumed that the information extracted from the participants will be of great value and will probably reflect on the real situation on the ground. Such information can help come up with workable solutions that can see bullying in schools halted or controlled.

Sampling

Sampling will be done through the random and purposive procedures. The teachers who are to participate in the interview will be selected through a random sample. However, since the resources and time allocated for this study are limited, the teachers will be picked only from two schools. These schools are West Jacksonville Elementary and John E Ford Middle.

Although the selection of the teachers will be randomly done, the target group from which they will be selected will consist of instructors who have had at least one year experience in schooling. In the case of principals, a purposive sampling will be used. The principals forming the sample will have served as administrators for a period not less than two years.

It is assumed that for the study, a sample size of 20 teachers and principals is adequate and sufficient in achieving the focus and the purpose of the study (Yin, 2011). The twenty participants will be constituted by 5 principals from the two schools, 10 teachers from West Jacksonville Elementary and 5 teachers from John E Ford Middle.

Since it is known that cases of bullying are more common in elementary schools than in the middle ones, the highest number of participants will come from the elementary school.

Data Collection Procedures and Rationale

The possible instruments for data collection during this research may include audio-visual materials, documents, direct observations, note taking, and interviews; these are the most common tools that are used in a qualitative research (Babbie, 2010).

However, for a phenomenological qualitative research, an interview is the most appropriate data collection tool (Alder & Clark, 2011). Since this study is a phenomenological qualitative study, interviews will be preferred.

The interviews will comprise a set of questions that are relevant to the topic of research. The participants will then be required to answer each of the questions that will be formulated by the researcher. Some of the questions which will appear in the interview include:

  1. In your opinion, how does bullying affect student performance and learning?
  2. What types of bullying occur in your classroom?
  3. How often do you think behaviors related to bullying interfere with daily instruction?
  4. How does your school policy work toward decreasing student bullying?
  5. What is the process for handling student complaints regarding bullying?
  6. How do administrators support students who present a complaint regarding bullying?

The questions will be administered to the participants on a face-to-face interview and their responses will be noted down. None of the questions will be closed-ended as the study seeks to determine the most effective ways of dealing with bullying in schools.

Although closed-ended questions are known to give the most accurate answers, they are at times suggestive and the responses for such questions may not reflect the situation on the ground (Denscombe, 2010).

The researcher will ensure that a favorable environment is created during the interview to encourage the participants to talk freely. Open-ended questions require that the researcher creates an environment in which the participants will be willing to talk (Wheeler & Holloway, 2010).

The researcher of the study will also be required to keenly observe the participants to see if the responses they give reflect their lived experiences. The data collected will then be compiled and simple comparisons done on the responses of the participants to see any similarity before analysis commences.

Validity and Reliability

The validity and reliability of a phenomenological study are very important aspects in a qualitative research since it does not apply any scientific skills (Gratton & Jones, 2010). The internal validity of a qualitative study is mainly controlled by the variables that the researcher seeks to include in the data collection process.

On the other hand, eternal validity is determined by other studies conducted before the current one. It is determined by making a close comparison of the findings of the current study to those of previous studies (Smith, Flowers, & Larkin, 2009).

Validity in the current study will be assessed by merely comparing the data obtained from the two groups of the participants: teachers and the principals. The responses given by the teachers from the elementary school will be compared to determine the significance of bullying in elementary schools.

The information collected from the five participants from the middle school will also be studied and closely compared to verify the intensity of bullying in elementary school. The data collected from the principals will assist in determining what can be done to control bullying and the validity of such data will be assessed by comparing the information given by different school heads.

The reliability of the data collected from the current study will be determined by comparing its findings to those of other previous studies. Although, not many studies have been conducted on this subject matter, the few that exist will help in doing the comparison. The researcher will ensure that his findings and recommendations on how to address bullying in elementary and middle schools conform to what other studies suggest.

Data Analysis

A qualitative data is generated by open ended questions (Boeije, 2009; Yin, 2011). The two broad questions that have been designed for this study include: what is the extent of bullying in elementary and middle school classrooms, how do teachers and administrators currently deal with bullying in the classroom, and what training and administrative support is needed to decease bullying in the classroom?

The first question is intended to generate information regarding the kinds and effects of bullying in schools. The first question will also help to determine the behavior of victims of bullying, their performance in class and the amount of classroom time that is spent in addressing issues of bullying.

The second question will assist in generating the most effective ways that schools can put in place to eradicate bullying problem. The information gathered from the question will also assist in finding the best ways in which teachers and school administrators should handle the bullies and their victims.

The findings from the study will then be compiled and recommendations generated. The recommendations will outline the ways through which schools can eradicate bullying and how the school principals should to handle the bully students and their victims. The findings of this proposed study will be of great benefit to the wellbeing of elementary and middle schools.

References

Alan, B. (2012). Social research methods. Oxford: Oxford Univ. Press.

Alder, E. S., & Clark, R. (2011). An invitation to social research: How it’s done. Belmont, CA: Wadsworth.

Allen, R., & Babbie, E. R. (2010). Essential research methods for social work. Belmont, CA: Cengage Learning.

Babbie, E. R. (2010). The practical of social research. Belmont, CA: Cengage Learning.

Boeije, H. (2009). Analysis in qualitative research. London: Sage Publisher.

Cresswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage Publications.

Denscombe, M. (2010). The good research guide: For small-scale social research projects. Maidenhead: Open University Press.

Edwards, A., & Skinner, J. (2012). Qualitative research in sport management. San Francisco, CA: Routledge.

Flick, U. (2009). An introduction to qualitative research. London: Sage.

Gratton, C., & Jones, I. (2010). Research methods for sports studies. New York, NY: Routledge.

Hartas, D. (2009). Educational research and inquiry: Qualitative and quantitative approaches. New York, NY: Contuum.

Johnson, B., & Christensen, L. B. (2011). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Thousand Oaks, CA: Sage Publications.

Klenke, K. (2008). Qualitative research in the study of leadership. Bingley: Emerald Group Pub.

Litosseliti, L. (2009). Research methods in linguistics. London: Continuum.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.

Polonsky, M. J., & Waller, D. S. (2011). Designing and managing a research project: A business student’s guide. Thousand Oaks, CA: Sage Publications.

Rubin, A., & Babbie, E. R. (2010). Essential research methods for social work. Belmont, CA: Cengage Learning.

Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage Publications.

Wheeler, S., & Holloway, I. (2010). Qualitative research in nursing and healthcare. Chichester: Wiley-Blackwell.

Yin, R. K. (2011). Qualitative research from start to finish. New York, NY: Guilford Press.

Concept Of Lifelong Learning

Welcome to our lifelong learning essay sample! Here, you’ll find a lifelong learning example from personal experience. Get some inspiration for your lifelong learning essay with the help of our essay sample.

Lifelong Learning Essay Introduction

Teenagers share many things in common in their learning experiences as they grow up. Among this, is the long school life in which they are taught many life’s lessons on how to react to different situations that confront them at later stages of life.

They are forced to read different books from various writers so are to relive the experiences these writers had in mind and avoid making similar blunders. The books act as forerunners who inform them of the road ahead and help make appropriate choices.

However, I consider this not only misleading but obstruction from valuable lessons that one would never have learnt through their personal experiences. Unlike the ordinary classroom learning, lifelong learning conveys its lessons firmly and articulately. Through this form of learning the students have to plan their study topics and learn to assess themselves besides learning different uncorrelated lessons at the same time and in informal settings.

This is completely opposite to the normal classroom learning. Just as the learning process is different so are the lessons. Participation in a single activity in life could offer a range of lessons and deliver them in better a manner than any book would ever do (Knapper & Cropley, 2000).

I grew up in a military family and developed hatred for the profession due to the kind of life it drove us to. However, I served two years as a sergeant in Iraq before resuming civilian employment. Through amazing circumstances, I met my present wife with whom we have a charming daughter.

In each of these stages of life there were challenges that were faced but the most important were the lessons learnt in the process. The minor day to day experiences, I believe, have shaped my life to what it is today.

Lessons from the military

In my early teenage years, my father came home to a great celebration.He had just gotten a promotion as the military commander in a nearby barrack. This was great news but as he always said: with authority came responsibility. Later years of his career would be marked by a few technical appearances at home. This made me hate being a soldier.

However, when I enlisted for two years as an army officer, I began to appreciate the lessons that came with this line of work. The frequent change of residence that marked my life and of which I was now part of, taught me that goodbyes were a necessary and inevitable part of life.

Every time we changed location, I had to begin making new friends as well as get used to the new surroundings. This taught me that no matter how good things maybe in any particular situation, they were bound to change. No circumstance is permanent and all that matters in the end is the lesson we take as we go through the different stages of life.

Secondly, I learnt of the importance of blooming wherever one is and at whatever circumstance. One should do the best of every situation presented before them. There were several lives I had saved in the short period I served in the army.

Each time I recall them, I realise that every second life offers you a chance to shape history. Some of us are too engrossed in lamenting in our present circumstances that we hardly notice these opportunities. Being positive in whatever circumstance one is trapped in is often the best way to handle life.

Every day, a soldier’s life is different and comes with new things. There are great expectations and there are big disappointments. One minute we would be having fun and a second later we would be mourning a friend. This taught me to expect surprises from life and ensure we express our love to those we treasure whenever possible.

Procrastination of our feelings does not always pay and could cause us to live heavy-hearted for a larger part of our lives. When contemplating any investment, am usually prepared for any outcome and thus do not hesitate to make the right choices. Many of the times, I have ended up losing greatly but have equally succeeded in numerous other ventures due to this daring spirit.

There is no greater sacrifice than putting your life on the line for the sake of someone we love or have an obligation to protect. As a soldier, such judgment calls arise every once in a while. Moreover, life is often difficult with very few basic amenities. Therefore, soldiers basically survive. This taught me how to handle life when am hardest hit. I learnt that even with the little I have I can still share with a needy person and still live pretty much the same as before.

If I could risk my life for another then so can I risk my wallet. It is from these experiences that I made it an unwritten rule to make at least two contributions annually to a children’s home. This will help the children feel more appreciated and face life more courageously. Nothing is as fulfilling as a smile of gratitude from a soul that desperately needed one’s help. The feeling is wonderful.

In addition, life as soldier instilled the importance of respect, order and teamwork. There is no single battle that is worn by a single soldier. All battles are as result of careful planning under the stewardship of the leader and the contributions of each soldier no matter how small. I learnt how to respect those in authority as their decisions often bordered on life and death.

Moreover, every single thing must be assessed in detail without ignoring any information. Every detail is important even if not presently. This has helped me in my various business ventures as I maintain a keen eye for details. This shields me from property loss.

Lessons from employment

Once I completed service in the army, I took up a job as an insurance company manager. Here, new life lessons began to unfold. First was the how to handle people while remaining in authority. I learnt how to motivate workers to work harder without having to force them.

These are vital skills I apply in my personal businesses to date. Despite being entitled to a basic salary, I had to arrive first at work and leave the last. This were sacrifices I learnt came with management. Sometimes people work for a greater cause than just the monetary remuneration. It is more about how many people depend on you to make the right decision than it is about the money.

Moreover, one various occasions I made the right decisions but offended the greater majority. Later, the same people who were against my decision would come to congratulate me on the same if things turned out positively. From this, I learnt the importance of sticking by the right decision irrespective of the opinion of the majority.

This has formed the basis of my success in the stock market investments where public influence can easily cloud one’s judgment. It has also helped me forge better relationships with people when they realize I have their interests at heart in whatever decision I take.

Lessons from family life

Due to unfortunate or fortunate circumstances, I became a father at an early age. It was unfortunate because it happened when I did not have any source of income to support myself. However, today I view it as fortunate because of the lessons I learnt early in life.

Having a child and wife to look after made me responsible at a tender age. Despite having no meaningful job at the moment, I had to be creative enough to come ensure the two people in my life were comfortable enough. I started a small restaurant as my source of income long before I joined the army.

Though it did not succeed as I expected, the lessons I learnt from its failure formed the basis for the start of my successful chain of hotels, Beef inn. My first lessons in learning a business were acquired at the restaurant.

The difficult times forced me to halt any meaningful studies and look for means to survive. During this time, my dad succumbed to cancer leaving behind two teenage boys and the jobless mother. The responsibility of the whole family fell on my shoulders.

However, the smile on my daughters face (then barely two years) and my wife’s constant encouragement, taught me the importance of family in times of crisis. I also learnt skills of juggling work and family during this period. These are lessons that have served me all my life and will continue to do so all my life.

Lifelong learning versus book reading

Taking a look at how much application I have made of the book-acquired knowledge compared to lifelong lessons, I realize the importance of this form of learning. First, lifelong learning helps discover and apply one’s natural talents. For instance, it is only through life’s experiences stated above that I discovered my business acumen that has ended up becoming an integral part of me.

Books only relate to us other people’s lives (sometimes fictional characters) rather than mould us into the people we should be. Secondly, lifelong experiences open up our thinking to help us exploit different options available.

Having a daughter at an early age and without any source of income forced me to think up alternatives of solving my problems. First I opened the restaurant and when this failed to kick off, I joined the army where I had a chance to learn numerous lessons.

Having undergone various challenging times and emerged victorious does not only make us stronger, but also wiser. Wisdom is being able to discern right or wrong by predicting the possible outcomes of each action.

Having a personal experience of a situation equips one with the relevant wisdom to evaluate similar life occurrences and make the best decision. Books cannot equip one with such amazing knowledge. A personal encounter is not comparable to a simple familiarization though a book.

In addition, lifelong learning assists us in finding purpose in our lives. Before my daughter was born, all that mattered to me was attending lavish parties and drinking alcohol with a bunch of friends. However, all that changed when the little bundle of joy came. I had to stay home with the mother and her or go find a reliable source of income. I now had a duty to dedicate myself to rather than waste my life.

When at the battle field, I had to ensure I came out alive every time as someone depended on me. She had added meaning to my otherwise meaningless life. No matter how many books I had read on the similar experiences, not a single one moved me enough to change. However one lifelong experience altered all that (Kember, 1997).

Optimization of lifelong learning

The best place to optimize lifelong learning is at the learning institutions. Universities and colleges dedicated to research avail the best platforms for promotion of lifelong learning. Students should be allowed to plan their research, determine the scope of this research and carry it out in informal places. The research topics should involve the integration of several topics so as to emulate life in all aspects.

However, if this has to happen, then the teaching format in these institutions has to take a different angle. For instance, students should be taught how to plan and assess their own research (Angelo & Cross, 1993). They should cease from being passive learners and become active learners who are conversant with the proceedings of the research. Peer assessment should also be encouraged greatly.

Lifelong Learning Essay Conclusion

Lifelong learning does not take any definite sequence. It, instead, varies from person to person. Since all people are also different, the dissimilar experiences become the mostly appropriate in bringing out differences in our talents and abilities. This sets apart lifelong learning from ordinary literature studies that only impart the same knowledge and expected different results.

References

Angelo, T. & Cross, K. (1993). Classrooom Assement Technique. Sanfrancisco, Jossey-Bass,1993.

Kember, D. (1997). A reconceptualization of the research into the university academics’ conceptions of teaching. Learning and Instruction, 7, 255-275.

Knapper, C. & Cropley, A. (2000). Lifelong learning in higher education. London: Kogan Page.

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