Model of information system for recognition of non-formal and informal learning in higher education

2015 ◽  
Author(s):  
M. Balkovic ◽  
G. Dambic ◽  
Z. Jancic
Keyword(s):  
Higher Education ◽  
Information System ◽  
Informal Learning ◽  
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.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

scholarly journals Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

2015 ◽  
Vol 5 (1) ◽  
pp. 255
Author(s):  
Ana Paula Marques ◽  
Ana Isabel Couto ◽  
Paula Rocha
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Best Practice ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Collaborative Work ◽  
Added Value ◽  
Entrepreneurial Learning ◽  
Entrepreneurial Spirit ◽  
Formal And Informal Learning

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

scholarly journals Enacting Smart Pedagogy in Higher Education Contexts: Sensemaking through Collaborative Biography

2021 ◽  
Author(s):  
Vicente Reyes ◽  
Katherine McLay ◽  
Lauren Thomasse ◽  
Karen Olave-Encina ◽  
Arafeh Karimi ◽  
...  
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Formal And Informal Learning ◽  
Methodological Tool ◽  
Information And Communication ◽  
Australian Case ◽  
Definition Of

AbstractScholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students’ learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

scholarly journals Toward a Transnational Framework: Aligning Internal and External Quality Assurance Processes

2012 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
William Plater
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Informal Learning ◽  
Cultural Differences ◽  
External Quality Assurance ◽  
Best Interest ◽  
External Quality ◽  
New Era ◽  
Societal Value ◽  
Formal And Informal Learning

This article explores the tensions between internal and external quality assurance processes, making a case for the preeminence of internal actions to ensure the capacity of institutions to respond quickly and effectively to the rapidly evolving global conditions affecting all of higher education. As the forms and means of formal and informal learning evolve more rapidly than quality assurance and accrediting bodies can adapt, institutions themselves will have to take the steps necessary to ensure that students are actually learning at levels represented by a new array of credentials and to offer credible evidence to employers and others that the credentials are indeed accurate reflections of competence. There is a place for quality assurance bodies, but these agencies will find it in their best interest to operate in the areas where they can offer the greatest societal value by articulating the standards that define integrity and quality. Both institutions and quality assurance bodies alike must join forces to recognize that expectations for what actually constitutes quality, competence, and integrity transcend national borders, cultural differences, the ages, occupations or locations of learners, and outmoded notions of prestige. It is a new era where bold ideas and strong ideals can reshape our understanding of what it means to learn throughout life at demonstrable levels of quality and competence.

scholarly journals Building major competencies for enhancing higher education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07002
Author(s):  
Alexander Ivanov ◽  
Svetlana Tolstikova ◽  
Larisa Ovcharenko ◽  
Tatiana Morozova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Sustainable Development ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Environmental Responsibility ◽  
Teaching Process ◽  
Factors Affecting ◽  
Formal And Informal Learning

This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

scholarly journals ACREDITACIÓN DE APRENDIZAJES POR EXPERIENCIA COMO FACTOR DE CALIDAD EN UNED. LA EXPERIENCIA DE LA ESCUELA CIENCIAS DE LA ADMINISTRACIÓN. THE ACCREDITATION OF LEARNING EXPERIENCE AS QUALITY FACTOR OF UNED. THE SCHOOL OF MANAGEMENT SCIENCES EXPERIENCE

2014 ◽  
Vol 5 (1) ◽  
pp. 64-83
Author(s):  
Adrián Solano-Castro
Keyword(s):  
Higher Education ◽  
Costa Rica ◽  
Experiential Learning ◽  
Informal Learning ◽  
Inclusive Education ◽  
Learning Experience ◽  
Academic Progress ◽  
Quality Of Education ◽  
Formal And Informal Learning

Este artículo trata sobre el proceso de acreditación de aprendizajes por experiencia en la Escuela de Ciencias de la Administración de la Universidad Estatal a Distancia de Costa Rica. Se realizó una investigación de tipo documental con carácter descriptivo. El objetivo de la investigación fue analizar el proceso de acreditación del aprendizaje por experiencia para el período 1999-2011. Se concluyó que la acreditación del aprendizaje por experiencia ha favorecido el avance académico de los estudiantes y constituye un mecanismo de mejora de la calidad y fortalecimiento de la educación permanente e inclusiva en la UNED.Palabras claves: calidad en educación, acreditación de aprendizajes, educación permanente, aprendizaje no formal e informal, educación superiorAbstractThis article is about the process of accreditation of experiential learning in the Escuela De Ciencias de la Administración de la Universidad Estatal a distancia de Costa Rica. Documentary research was conducted in a descriptive way. The objective was to analyze the process of accreditation of experiential learning in the period 1999-2011. It was concluded that the accreditation of experiential learning has favored students in terms of academic progress, besides, it provides a mechanism for quality improvement and strengthening of permanent inclusive education at UNED.Keywords:  quality of education, accreditation of experiential learning, permanent education, non- formal and informal learning, higher education

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

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