scholarly journals Student teachers’ discourse about digital technologies and transitions between formal and informal learning contexts

2015 ◽  
Vol 22 (1) ◽  
pp. 317-335 ◽  
Author(s):  
Susanna Pöntinen ◽  
Patrick Dillon ◽  
Pertti Väisänen
Keyword(s):  
Informal Learning ◽  
Student Teachers ◽  
Digital Technologies ◽  
Learning Contexts ◽  
Formal And Informal Learning

Digital Technologies for a Quality School

2014 ◽  
Vol 5 (3) ◽  
pp. 44-58
Author(s):  
Orlando De Pietro ◽  
Maurizio De Rose ◽  
Antonella Valenti
Keyword(s):  
Informal Learning ◽  
Reference Model ◽  
School Context ◽  
Digital Technologies ◽  
Educational Process ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Web Forums ◽  
Teachers And Parents ◽  
Quality School

The work focuses on the use of digital technologies for a quality school, through the description of a significant educational experience carried out in a school context and supported by web forums. The aim of the present work is to verify whether through digital technologies, both in school and extra-school moments, it is possible to foster meaningful learning experiences. The reference model is based on the integration among the formal, non-formal and informal learning contexts and on the participation of all actors involved in the educational process: students, teachers and parents. At the end of the experience the authors, referring to the methodology of sentiment analysis, have analysed the process of communication in web forums, and we present the results.

How Digital Gaming Enhances Non-Formal and Informal Learning

2011 ◽  
pp. 395-412 ◽  
Author(s):  
Daniel Aranda ◽  
Jordi Sánchez-Navarro
Keyword(s):  
Public School ◽  
Video Games ◽  
Informal Learning ◽  
Leisure Activities ◽  
Digital Technologies ◽  
Social Significance ◽  
Digital Gaming ◽  
Formal And Informal Learning

This study presents the results of three investigations on the use of digital gaming in non-formal (leisure institutions) and informal (household context) education. These are: (1) an empirical enquiry on the uses and perceptions of Spanish teenagers in relation to digital technologies as tools for leisure and socialization, (2) an intervention in a public school in Barcelona, in which this chapter analyzes the introduction of video games in the context of leisure activities, and (3) a workshop for families to discuss the cultural and social significance of the use of video games in the household. The results of these experiences have allowed for observation of the youth in their environment and verification that their uses of technology and attitudes towards digital gaming have a great potential for non-formal and informal learning.

scholarly journals Using Neuro-oncology to teach GCSE students STEM-subjects

2019 ◽  
Vol 21 (Supplement_4) ◽  
pp. iv6-iv6
Author(s):  
Lillie Shahabi ◽  
Golnaz Shahabi ◽  
Emma Wilcox ◽  
Catarina Campos ◽  
Zahra Shah ◽  
...  
Keyword(s):  
Secondary School ◽  
Informal Learning ◽  
Stem Education ◽  
Brain Tumours ◽  
Genetic Disorder ◽  
Feedback Form ◽  
Local School ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Biological Teaching

Abstract Background The profile of brain tumours in the wider community has recently been raised. In this project we explored whether we could link brain tumour awareness with STEM education for secondary school pupils. We aimed to inspire the next generation by bringing research into formal and informal learning contexts. Method We worked with a local school to co-design and co-create a set of blended learning sessions. Each session consisted of some “biological” teaching and a practical activity. These included using IDH, MGMT and 1p/19q as models of varying genetic disorder and a Jenga-based game to teach radiobiology. Sessions were delivered every 1–2 weeks using a multidisciplinary team. We assessed impact through informal weekly feedback, a structured feedback form and linkage to GCSE curriculum items. We assessed costs using a staff-free FEC model. Results We delivered a total of 12 hours over 10 sessions. Feedback was overwhelmingly positive from the students – “The project has been very enlightening and rewarding”. We were able to link 60% of taught material to GCSE curriculum items. We estimated costs (materials) at £260. Students presented their work at the Imperial Science Festival and an additional conference. Discussion We have co-developed and piloted an innovative multi-disciplinary toolkit to use neuro-oncology as a way of teaching STEM subjects, though a pupil-centred approach. We are now seeking to pilot the materials with other neuroscience centres/ universities to support secondary schools and neuroscience centres/ universities in working collectively to create structured, strategic, and sustainable mechanisms for engagement.

Automatic creation of Moodle activities out of the Web of Data to link formal and informal learning contexts

2020 ◽  
Author(s):  
Adolfo Ruiz-Calleja ◽  
Miguel L. Bote-Lorenzo ◽  
Juan I. Asensio-Pérez ◽  
Guillermo Vega-Gorgojo ◽  
Yannis Dimitriadis ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Web Of Data ◽  
The Web

Research on a Design Framework for Blended Learning

2011 ◽  
Vol 271-273 ◽  
pp. 1185-1188
Author(s):  
Lu Yi Li ◽  
Yan Lin Zheng ◽  
Fang Lin Zheng
Keyword(s):  
Social Support ◽  
Blended Learning ◽  
Informal Learning ◽  
Collective Learning ◽  
Traditional Classroom ◽  
Learning Resources ◽  
Individual Group ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
E Learning

This paper proposes a framework for the design of blended learning that consists of three key considerations: what to blend, how to blend and effects of blending. “Blending (what to blend)” involves four aspects: the blending of traditional classroom-based, e-learning and real learning contexts, the integration of various learning resources (contents, tools and social support), the combination of formal and informal learning, and the convergence of different learning methods (individual, group, class-based collective learning).

scholarly journals Playing with Complex Systems? The Potential to Gain Geographical System Competence through Digital Gaming

2020 ◽  
Vol 10 (5) ◽  
pp. 130 ◽  
Author(s):  
Joelle-Denise Lux ◽  
Alexandra Budke
Keyword(s):  
Complex Systems ◽  
Informal Learning ◽  
Geography Education ◽  
Simulation Games ◽  
Digital Gaming ◽  
System Complexity ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
And Migration ◽  
Selection Of

The current socio-ecological challenges and phenomena that are major topics of geography education, like climate change and migration, are highly complex. Maturity in these contexts requires a networked way of thinking, and a systemic competence that is difficult to develop in geography classes alone. Digital games that simulate complex systems which include the pressing issues of today’s challenges may be a useful supplement to foster systems thinking. In this study, we develop a framework to assess the complexity of in-game systems. A subsequent analysis of a selection of current commercial strategy and simulation games shows how system complexity is designed differently in the various games. Based on these results, we make recommendations for the selection and use of different games in formal and informal learning contexts.

scholarly journals Ethnographic "Experimental Collaborations" As Practitioner Methodology

2021 ◽  
Author(s):  
David Poveda ◽  
Marta Morgade ◽  
Ines Cruz ◽  
Natalia Pineiro ◽  
Rebeca Gallego
Keyword(s):  
Informal Learning ◽  
Educational Intervention ◽  
Educational Interventions ◽  
Work Design ◽  
Professional Identities ◽  
Participatory Action ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
The Common ◽  
Process Product

In this paper we discuss emergent cross-cutting themes across a series of educational intervention projects in which practitioners-in-training adopted and adapted in their proposals and work design the logic of ethnographic experimental collaboration (XCOL) and participatory action research (PAR) (Clark, 2010; Estalella & Sánchez-Criado, 2018) perspectives. We were involved in three interventions developed in Madrid (Spain) across formal and informal learning contexts as part of the internship/practicum of future educational psychologists. Our work was designed in response to the identified needs and demands of the internship sites. Yet, as educational interventions, they were explicitly conceptualized and implemented in ways that depart substantially from the common expectations of process-product educational intervention and dominant ways, at least in Spain, of constructing educational accountability (cf. Berliner, 1989; Gage & Needels, 1989). We unpack four themes relevant across the three projects, which emerged from our joint discussions of the three interventions: (a) how "outcomes/results" are reconstructed in XCOL/PAR educational interventions, (b) the transformations in our emergent professional identities, (c) the place of different materialities and expressive media in the work we planned (d) how space-time constraints were construed in our unfolding projects.

scholarly journals Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

2015 ◽  
Vol 5 (2) ◽  
pp. 95-113
Author(s):  
Maja Lebeničnik ◽  
Ian Pitt ◽  
Andreja Istenič Starčič
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Student Teachers ◽  
Universal Design For Learning ◽  
Learning Resources ◽  
Inclusive Learning ◽  
Formal And Informal Learning ◽  
Design For Learning ◽  
Study Programs ◽  
Online Learning Resources

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools) facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138), comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers toperform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake  activities that involve interaction with others. Among the sampleof student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to plan and organize their own learning processes.

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