Connecting formal and informal learning in Smart Learning Environments

2021 ◽  
Author(s):  
Sergio Serrano-Iglesias ◽  
Eduardo Gomez-Sanchez ◽  
Miguel L. Bote-Lorenzo
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Formal And Informal Learning

Integrating Formal and Informal Learning Opportunities of Technology in Higher Education

2019 ◽  
pp. 379-400 ◽  
Author(s):  
Emine Şendurur ◽  
Hatice Gökçe Bilgiç ◽  
Polat Şendurur
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Learning Environments ◽  
Learning Opportunities ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Formal And Informal Learning ◽  
Recent Developments ◽  
Roles Of Teacher ◽  
Technology In Higher Education

Along with the recent developments in technology, the paradigm of learning and teaching has changed with the changing demands of society and learners. A new learner-centered paradigm enforces the changes in the roles of teacher, learner, and the environment. Learning is not restricted with a place or time. Especially with the advance of technology-based environments including www, social networks, and online learning environments, people can reach information anytime/anywhere, which brings about various experiences for informal learning. The aim of this chapter is to present a guideline for the integration of formal and informal learning opportunities of technology in higher education. As a result of the study a guideline is presented for higher education. The guideline is focused on eight issues including (1) know your students, (2) update yourself, (3) be online, (4) provide sharing opportunities, (5) provide discussion opportunities, (6) keep information alive, (7) use learning analytics, and (8) support interdisciplinarity.

Open Learner Models in Smart Learning Environments

2019 ◽  
pp. 346-368 ◽  
Author(s):  
Angeliki Leonardou ◽  
Maria Rigou ◽  
John D. Garofalakis
Keyword(s):  
Learning Environments ◽  
Adaptive Learning ◽  
Real Life ◽  
Self Reflection ◽  
Learner Model ◽  
Self Regulated Learning ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Navigation Support ◽  
Adaptive Learning Systems

Smart learning environments (SLEs), like all adaptive learning systems, are built around the learner model and use it to support a variety of interventions such as mastery learning, scaffolding, adaptive sequencing, and adaptive navigation support. Open learner models (OLMs) “expose” the learner data to users through easily perceivable visual representations aiming to improve student self-reflection and self-regulated learning and also increase user motivation and even foster collaboration. This chapter presents the evolution and current state of OLMs, summarizes related research in the field emphasizing on OLM types, locus of control between the system and the user and visualizations categorized on the basis of quantized/continuous and structured/unstructured representations. OLM cases implementing typical SLEs features are described, along with representative real-life scenarios of incorporating OLMs in SLEs. Moreover, the chapter provides guidelines for designing effective OLMs and discusses current research trends in this active scientific field.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

Sign in / Sign up

Export Citation Format

Share Document