Bridging Formal and Informal Learning with the Use of Mobile Technology

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

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Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

British Journal of Music Education ◽

10.1017/s0265051716000140 ◽

2016 ◽

Vol 33 (3) ◽

pp. 309-326 ◽

Cited By ~ 5

Author(s):

Pamela Costes-Onishi

Keyword(s):

At Risk ◽

Informal Learning ◽

Student Learning ◽

At Risk Students ◽

Experienced Teachers ◽

Formal And Informal Learning ◽

Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

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Someone Like Us: Trades identities and support for work/learning

Literacy and Numeracy Studies ◽

10.5130/lns.v19i1.2416 ◽

2011 ◽

Vol 19 (1) ◽

pp. 19-34

Author(s):

Chris Holland

Keyword(s):

Informal Learning ◽

Learning Experiences ◽

Learning Support ◽

Family Status ◽

Advantages And Disadvantages ◽

Formal And Informal Learning ◽

Emerging Themes ◽

Language Literacy ◽

Vocational Learning ◽

Learning Connections

This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

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