Deconstructing Formal and Informal Learning Spaces with Social Networking Sites

2011 ◽  
pp. 219-238 ◽  
Author(s):  
Joannah Portman Daley
Keyword(s):  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Learning Spaces ◽  
Formal And Informal Learning

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2016 ◽  
pp. 1150-1172
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2015 ◽  
pp. 1123-1144
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

The Use of Web 2.0 Technologies in Formal and Informal Learning Settings

2014 ◽  
pp. 1-22 ◽  
Author(s):  
Lisa A. Best ◽  
Diane N. Buhay ◽  
Katherine McGuire ◽  
Signe Gurholt ◽  
Shari Foley
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Informal Learning ◽  
Social Networking Sites ◽  
Empirical Studies ◽  
Community Sample ◽  
Specific Class ◽  
Personal Lives ◽  
Face To Face ◽  
Formal And Informal Learning

It is often assumed that because the current generation of students is more technologically competent than previous generations, they would prefer to use technology for both formal and informal learning. The results of a series of empirical studies indicated that students in formal settings preferred face-to-face contact with their instructors and used Web 2.0 tools for communication and to complete specific class assignments; in their personal lives, these technologies were used for communication, music and video downloads, and online gaming. Although students did not use social networking in their classes, the use of these tools may provide educators with an alternative to course management systems. Results from a community sample indicated a preference towards using the Internet for information gathering, and even though respondents reported that the incorporation of social networking sites in informal education settings would be nice, it was not expected. Overall, both student and community participants utilized technology that was familiar to them. Thus, assuming technological competence in our students and implementing various technological applications in the classroom may be counterproductive if guidance and training are not provided.

Equity, Literacies, and Learning in Technology-Rich Makerspaces

2020 ◽  
pp. 150-173
Author(s):  
Wen Wen ◽  
Jill Castek
Keyword(s):  
Informal Learning ◽  
Literacy Practices ◽  
Driving Forces ◽  
Community Building ◽  
Review Of The Literature ◽  
Learning Spaces ◽  
Learning Engagement ◽  
Formal And Informal Learning ◽  
Innovative Learning ◽  
Equity And Inclusion

This chapter uses an equity lens to examine learning in makerspaces with a focus on the role that literacies and technologies play in these spaces. The authors examine ways that makerspaces bridge formal and informal learning and serve as important contexts for community building and mentorship. This stance on makerspaces centers equity and inclusion as driving forces that must become central to the design of these innovative learning spaces. The piece includes a review of the literature aimed at building a deeper understanding of the principles that underlie literacy practices, collaboration, and learning engagement. The authors offer principles and recommendations for designing, organizing, expanding, and sustaining learning-through-making opportunities for all learners.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

Off-campus informal learning spaces selection: A Bangkok private university case study

2019 ◽  
Vol 6 (5) ◽  
pp. 17-27
Author(s):  
Sonthya Vanichvatana
Keyword(s):  
Informal Learning ◽  
Undergraduate Students ◽  
Private University ◽  
Learning Preferences ◽  
Grade Point Averages ◽  
Learning Spaces ◽  
Grade Point ◽  
Formal And Informal Learning ◽  
Questionnaire Surveys

Informal learning spaces (ILS) include both inside and outside library spaces and university’s borderline. A university has its duty to provide classrooms and other supporting spaces for formal and informal learning. Nevertheless, the arrangement of such spaces might not logically and functionally match learning preferences and behaviours of students, who are prime users. The deficiency of on-campus ILS might drive students to use off-campus ILS. The understanding of why students select offcampus ILS can reflect any absence and inadequacy of on-campus ILS. The objective was to study where and why undergraduate students of business school select off-campus ILS. This research used students of a Bangkok private university as a case study. The research method was through quantitative analysis and descriptive data analysis, using questionnaire surveys conducted during March 2018. Students with any levels of grade point averages and undergraduate levels had similar preferences for using and not using off-campus ILS. Keywords: Informal learning, learning spaces, ILS, HEI, off-campus, Bangkok.

Australia's Response to a UN Decade in Education for Sustainable Development

2006 ◽  
Vol 22 (1) ◽  
pp. 77-81 ◽  
Author(s):  
Daniella Tilbury
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Decision Makers ◽  
Learning Spaces ◽  
Formal And Informal Learning ◽  
The United Nations ◽  
Learning And Change ◽  
Business As Usual

AbstractThe United Nations Decade of Education for Sustainable Development (DESD) 2005-2014 provides a significant platform to enhance the profile of Education for Sustainable Development (ESD) in formal and informal learning spaces and ultimately to assist in transforming our future into a more sustainable one. The article presents a brief summary of Australia's response to the DESD since its announcement in 2003. It argues that if stakeholders interpret the Decade as “business as usual”, rather than as a chance to reflect on how to be more strategic and reach out to key decision-makers or how to be more effective in involving a greater number of stakeholders in learning and change for sustainability, then the opportunities presented by the DESD will be missed.

scholarly journals Educational heterotopia and students’ use of Facebook

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Andrew Hope
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Learning Communities ◽  
Social Relations ◽  
Social Networking Sites ◽  
Social Practice ◽  
Academic Work ◽  
Flow Time ◽  
Learning Processes ◽  
Learning Spaces

<p><em>Facebook</em> use in higher education has grown exponentially in recent years, with both academics and students seeking to use it to support learning processes. Noting that research into educational cyberspace has generally ignored spatial elements, this paper redresses this deficiency through using Foucault’s (1986) discussion of <em>different spaces</em> to examine <em>Facebook</em> use. Recognising that more than simple façade space is also social practice, Foucault’s heterotopian principles are used to explore spatial notions of difference (deviance and divergence), relational aspects (conflicts and connections) and flow (time and thresholds). It is argued that social networking sites offer possibilities for creative deviations, can foster learning communities and help to develop social relations. Yet they also distract students, allowing them to <em>escape</em> seminars, whilst giving rise to damaging, rigid definitions of work and study. Ultimately, if universities are to be architects of the future, rather than its victims, the inherent differences of such learning spaces need to be recognised and traditional notions of academic work challenged.</p>

scholarly journals English Informal Language Learning through Social Networking Sites Among Malaysian University Students

2019 ◽  
Vol 15 (3) ◽  
pp. 211
Author(s):  
Izaham Shah Ismail ◽  
Nurul Hidayu Shafie
Keyword(s):  
University Students ◽  
Social Networking ◽  
Language Learning ◽  
Informal Learning ◽  
Social Networking Sites ◽  
English Language ◽  
Formal Education ◽  
Ict In Education ◽  
Daily Lives ◽  
The Social

The use of ICT in education has benefitted both students and educators in the education field. Currently, social networking sites are being used widely by university students in their daily lives for various purposes such as entertainment, networking, as well as educational purposes. There are many studies conducted to figure out whether the social networking sites benefit the students in formal education but there are not many studies done to investigate whether they are beneficial to students’ informal learning, especially in English language. Therefore, this study aims to investigate the contribution of social networking sites to the university students' English informal language learning. This quantitative study was conducted on Malaysian public university students in Selangor and Negeri Sembilan. A descriptive quantitative survey research was conducted in order to answer the research questions of this study. The results of this study revealed that most of the respondents learned English informally by saving interesting English quotes or images posted on social networking sites as well as by paying attention to the sentence patterns and accent while watching videos on those sites. The respondents of this study also perceived that they informally learned listening skills and vocabulary the most from the social networking sites. To conclude, social networking sites are not only useful for entertaining purposes, but they could also be used to informally learn and improve one’s English language skills.   KEYWORDS: Language Learning, English Informal Learning, Social Networking Sites, Millennials, English In Social Networking Sites, ICT In Education

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