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Lifelong learning (LLL) is a focal point of Dutch policy in relation to innovation, economic growth and social-cohesion. Prerequisite for LLL policy and implementation is knowledge of LLL participation of the working age population (18–64 years). Problem is that policy makers, government agencies and learning institutions only know the extent for formal LLL and not informal LLL. This contribution represents the first large-scale study of participation in barriers for and benefits of LLL in the Netherlands. It presents data from an on-line survey which yielded 520 qualified responses from the Dutch labour force. Results show that younger workers make more use of LLL than older workers and those with higher levels of formal education participate more than those with lower levels. Perceived outcomes include better job performance, keeping up with new knowledge, and better performance of new, job-related tasks. Barriers include lack of time, inconvenient time and place of LLL activities, cost of LLL activities, and a lack of employer support.

In this chapter we consider the use of external representations in a CSCLenvironment in which learners collaboratively solve ‘wicked’ problems (e.g. how can we reduce school drop-out?) or analyze proposed solutions to these problems (did this anti-corruption program work?). Solving these problems or analyzing proposed solutions obviously requires analysis of the causes of the problem as well as considerations about which actions are likely to be successful and acceptable. The nature of these ill-structured problems is such that neither analysis nor solutions are ‘true or ‘false’: they are the result of an argumentative process in which participants eventually reach an agreement on a common analysis and a solution, that may be ‘good’ or ‘bad’.

The work reported here is an attempt to validate a representational notation for collaboratively solving problems. Using the notation an external representation of the argumentation underlying analysis and proposed solutions can be construed. As a first check on the applicability of the notation we analyzed dialogues of students (beginning experts in different areas) engaged in collaborative problem solving using a coding scheme based on the notation. The groups followed different problem solving approaches each leading to suboptimal solutions. We conclude with suggestions on how to adapt the notation to offer more process support.

The base for this chapter is a large scale project, set-up at the Dutch Open University (OUNL) to re-design the current approach to design, produce and exploit distance education learning materials. The project has been influenced by two major paradigm shifts in the educational approach of the OUNL. These paradigm shifts are being described in the chapter of Kirschner, Valcke and Sluijsmans (see chapter 7 of this book).

Distance education is going through a paradigm shift from the second to the third generation. In the first generation (correspondence education) teachers were craftsmen who coupled traditional learning materials to self-made personalised lessons that they mailed to their students at a distance. In the second generation new, pedagogically enhanced materials were designed and developed via an industrial model specifically for distance education, but the accent remained on a traditional learning paradigm. In the third generation personal, competence based, interactive materials for learning communities are being designed and developed.