Expanding the boundaries through the use of technology in informal learning spaces

2006 ◽  
Author(s):  
Ari R. TenCate
Keyword(s):  
Informal Learning ◽  
Learning Spaces ◽  
Use Of Technology

scholarly journals Introduction Special Issue on Physical Spaces

2019 ◽  
Vol 8 (1) ◽  
pp. 3-4
Author(s):  
Anastasia S. Morrone
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Case Studies ◽  
Review Process ◽  
Special Issue ◽  
Learning Spaces ◽  
Use Of Technology ◽  
Integrate Technology ◽  
Physical Spaces ◽  
Active Exploration

JD Walker’s foreword to this special issue sets the context for the need for studies like those in this volume that explore innovative ways to integrate technology in physical learning spaces. We issued the call for abstracts for this special issue in September 2018 and expected a variety of different article types including empirical research, case studies, reflective essays, and critiques. We received 36 abstracts and it was interesting to me that the overwhelming majority were case studies. I didn’t know why. After all, much has now been written about the importance of active learning and the classrooms and informal learning spaces that support active learning. But as we began the review process, the reason became clear. The research on the use of technology in physical classrooms is still relatively new and we appear to be in a time of active exploration of creative and collaborative use of technologies in physical learning spaces.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Informal learning spaces

2017 ◽  
pp. 160-175
Author(s):  
Graham Matthews ◽  
Graham Walton
Keyword(s):  
Informal Learning ◽  
Learning Spaces

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.

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