scholarly journals VINGT MILLE LIEUES SOUS LÊS MERS: ADDRESSING FOUR CHALLENGES OF INFORMAL LEARNING1

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Daniel Schugurensky Schugurensky
Keyword(s):  
Informal Learning ◽  
Tacit Knowledge ◽  
Informal Education ◽  
Community Organizations ◽  
Knowledge Elicitation ◽  
Educational Institutions ◽  
Jules Verne ◽  
Key Issues

Informal learning has always been part of humankind. However, like an iceberg, most of it is submerged and invisible. Only recently has it started to be noticed by researchers, employers, community organizations and educational institutions. Paraphrasing Jules Verne, we are now in the fi rst twenty leagues of a long journey that may be as long as twenty thousand. In this quest for knowledge about informal learning, we have to address four mainchallenges. Th is article discusses key issues in relation to these challenges.K e y w o r d s : Informal Learning, Informal Education, Tacit Knowledge, Elicitation, Recognition, Validation.

scholarly journals Current Practices and Future Pathways towards Competencies in Education for Sustainable Development

2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Model Building ◽  
Education For Sustainable Development ◽  
Project Based Learning ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Group Model ◽  
Recent Developments ◽  
Competencies Development

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.

scholarly journals Pembaharuan Pendidikan Islam dalam Bangunan Sistem Pendidikan Nasional

2021 ◽  
Vol 13 (1) ◽  
pp. 54-73
Author(s):  
Muhammad Abrar Parinduri ◽  
◽  
Zuliana Zuliana ◽  
Keyword(s):  
Education System ◽  
Community Organizations ◽  
Research Data ◽  
Islamic Education ◽  
Educational Institutions ◽  
National Education ◽  
Library Research ◽  
National Education System ◽  
The World ◽  
Research Type

The presence of modernization in the world of Islamic education seems to be a necessity that cannot be avoided. The birth of reformer figures in the Islamic world who came from the Middle East and Indonesia became a separate impetus to accelerate the pace of renewal of Islamic education. This research uses library research type (library research) which is carried out using literature (literature) in the form of books, notes, and research reports from previous research. Sources of data can be obtained from documents or document studies. Document study, namely looking for data about things or variables in the form of notes or transcripts, books, newspapers, magazines, and other documents needed for research data. This research proves that the flow of renewal in Islamic education finds momentum when the Indonesian government is able to synergize with Muslim figures. Likewise, the accommodative and cooperative attitude displayed by some Indonesian Muslim leaders and Islamic community organizations has contributed to the government's belief that advancing Islamic educational institutions is not something that is scary but will add stability to the condition of government and politics in Indonesia. It is at this stage that the reform of Islamic education is ultimately integrated into the national education system.

scholarly journals Innovation projects in the area of formal, non-formal and informal education for sustainable development

2021 ◽  
pp. 63-75
Author(s):  
Liudmila Sokolova ◽  
Dmitrii Sergeevich Ermakov
Keyword(s):  
Sustainable Development ◽  
Informal Education ◽  
Education For Sustainable Development ◽  
Educational Institutions ◽  
Complex Nature ◽  
Environmental Aspects ◽  
Award Winning ◽  
Positive Individual ◽  
Innovation Projects ◽  
Societal Changes

Education for sustainable development (ESD) has been one of the priority vectors in the activity of international organizations since 1990s. The UNESCO-Japan Prize on Education for sustainable development has been awarded since 2015. This article is dedicated to the analysis of innovation projects in the area of formal, non-formal and informal education for sustainable development that have received this award over the period from 2015-= to 2019. The subject of this research is the content of projects and programs of the winner countries in the corresponding areas of ESD. The systemic approach demonstrates that the initiatives that equally affect social, economic and environmental aspects of ESD and lead to positive individual and societal changes become the winners. It is determined that the share of projects and programs in the area of formal and informal education is insignificant  (7 and 13%, respectively). Despite a considerable number for informal ESD (33%), most of the initiatives (47%) are of complex nature. The advanced experience of the award-winning countries complement the existing representations on the opportunities of studying the questions of sustainable development in the area of non-formal and informal education, as well as indicates the benefits of continuous ESD throughout life. For the implementation of ESD, the authors employ general institutional approach that reveals the strategy of activity of the educational institutions oriented towards sustainable development, which results in subsequent “ESD-transformation” of the traditional model of education.

On Informal Learning, Informal Teaching, and Informal Education

2015 ◽  
pp. 18-36 ◽  
Author(s):  
Daniel Schugurensky
Keyword(s):  
Informal Learning ◽  
Critical Analysis ◽  
Informal Education ◽  
Methodological Challenge ◽  
Pedagogical Challenge

Informal learning has always been part of humankind, but only in recent decades has it attracted the attention of educational researchers. This chapter examines four challenges (conceptual, methodological, institutional, and pedagogical) related to informal learning. The section on the conceptual challenge addresses the distinctions between informal learning, informal teaching, and informal education, and identifies three forms of informal learning: self-directed, incidental, and tacit. The section on the methodological challenge discusses the difficulties of researching informal learning (particularly incidental and tacit forms), describes an approach to elicit informal learning, and presents a critical analysis of its strengths and limitations. The section on the institutional challenge discusses issues related to the assessment and recognition of informal learning. Finally, the section on the pedagogical challenge highlights the potential of informal education to nurture informal learning.

Technology-Enhanced Learning in the Corporate Context

2011 ◽  
pp. 306-323
Author(s):  
Anoush Margaryan ◽  
Betty Collis
Keyword(s):  
Informal Learning ◽  
Opportunity To Learn ◽  
Technology Enhanced Learning ◽  
Learning Resources ◽  
Learning Context ◽  
Corporate Learning ◽  
Corporate Context ◽  
Formal And Informal Learning ◽  
Key Issues ◽  
Enhanced Learning

This paper focuses on tools and strategies to integrate the strengths of formal and informal learning in the corporate context via the use of work-based activities within courses. The following proposition is argued: An effective course in the corporate context becomes a blend of formal and informal learning, a guided opportunity to learn from and share experiences gained through work-based activities, and to contribute one’s own experiences as learning resources for others, for use in both formal and informal learning settings. Examples from practice in a multinational corporate learning context where a number of courses have been redesigned to allow integration of formal and informal learning are given. Key issues and challenges arising from this experience are discussed.

Supporting Enterprise Systems Across the Business Curriculum

2011 ◽  
pp. 327-338
Author(s):  
Janelle Daugherty ◽  
Sandra B. Richtermeyer
Keyword(s):  
Enterprise Systems ◽  
Educational Institutions ◽  
Business Curriculum ◽  
Higher Educational Institutions ◽  
Business Educators ◽  
Business Courses ◽  
Key Issues ◽  
Higher Educational

This chapter discusses how enterprise systems supported by the Microsoft Dynamics™ Academic Alliance can be used by higher educational institutions in their business courses. The content is designed to be useful for both business educators and administrators as they plan and implement technology into their curricula. The chapter discusses the history and development of the Microsoft Dynamics Academic Alliance, a pro?le of its members, and key issues and challenges related to enterprise solutions use in the classroom.

scholarly journals Eliciting experts’ knowledge in emergency response organizations

2014 ◽  
Vol 3 (2) ◽  
pp. 118-130 ◽  
Author(s):  
Justin Okechukwu Okoli ◽  
Gordon Weller ◽  
John Watt
Keyword(s):  
Tacit Knowledge ◽  
Expert Knowledge ◽  
Knowledge Elicitation ◽  
Content Type ◽  
Elicitation Study ◽  
Structured Knowledge ◽  
Fire Stations ◽  
The Uk ◽  
Practical Implications ◽  
Fire Ground

Purpose – Experienced fire ground commanders are known to make decisions in time-pressured and dynamic environments. The purpose of this paper is to report some of the tacit knowledge and skills expert firefighters use in performing complex fire ground tasks. Design/methodology/approach – This study utilized a structured knowledge elicitation tool, known as the critical decision method (CDM), to elicit expert knowledge. Totally, 17 experienced firefighters were interviewed in-depth using a semi-structured CDM interview protocol. The CDM protocol was analysed using the emergent themes analysis approach. Findings – Findings from the CDM protocol reveal both the salient cues sought, which the authors termed critical cue inventory (CCI), and the goals pursued by the fire ground commanders at each decision point. The CCI is categorized into five classes based on the type of information each cue generates to the incident commanders. Practical implications – Since the CDM is a useful tool for identifying training needs, this study discussed the practical implications for transferring experts’ knowledge to novice firefighters. Originality/value – Although many authors recognize that experts perform exceptionally well in their domains of practice, the difficulty still lies in getting a structured method for unmasking experts’ tacit knowledge. This paper is therefore relevant as it presents useful findings following a naturalistic knowledge elicitation study that was conducted across different fire stations in the UK and Nigeria.

The Israeli Diaspora in Berlin

2019 ◽  
Vol 34 (1) ◽  
pp. 88-109 ◽  
Author(s):  
Larissa Remennick
Keyword(s):  
Participant Observation ◽  
Community Organizations ◽  
German Society ◽  
Present Condition ◽  
Community Networks ◽  
Educational Institutions ◽  
Small Minority ◽  
German Speaking ◽  
Life Journey

In this ethnographic essay, I reflect on the origins and present condition of the new (post-2010) Israeli diaspora in Berlin. Based on 10 months of participant observation, I map out the main sub-streams of this emigration; elicit the economic, professional, and political reasons for leaving Israel; and explore these émigrés’ initial encounter with German society. My observations suggest that many Israeli residents of Berlin (mostly secular) rediscover their Jewishness along diasporic lines and forge ties with the local religious and community organizations. Being a small minority in the German-speaking milieu, Israelis invest in building their own Hebrew-based community networks, including media outlets and cultural and educational institutions. Lastly, I explore these émigrés’ ties with Israel and conclude that many Israelis in Berlin are sojourners rather than immigrants and that Berlin is but one phase in their life journey.

The effect of informal learning environment upon students’ understanding of science-technology-society-environment

2018 ◽  
Vol 4 (9) ◽  
pp. 22-37 ◽  
Author(s):  
Merve Cansu Ince ◽  
Bayram Costu
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Learning Environments ◽  
Informal Education ◽  
Structured Interviews ◽  
Informal Learning Environments ◽  
Science Technology Society ◽  
Science Technology ◽  
Informal Learning Environment ◽  
Out Of School

It is known that an informal learning environment (i.e., out-of-school) increases the quality of teaching and learning activities. Informal environments also provide many advantages such as enriching the content of learning. Moreover, it is emphasised that the science-technology-society-environment (STSE) learning does not effectively involve in the Turkish education system. From this point of view, informal learning environments should be considered in order to enable students’ understanding of the STSE relation. Within the scope of this study, it was aimed to determine the effectiveness of study visit on students’ understanding of STSE. The research was conducted with 14 male students in the 5th-grade level in the 2016– 2017 academic year. This research, which used a recycling-solid waste collection centre, a botanic garden, a planetarium, a science centre and a zoo, a few informal learning environments, was conducted according to the case study design method. In the study, views on science-technology-society questionnaire, semi-structured interviews, observation forms and diaries were used as data collection tools. The data indicated that the informal learning environments were inadequate to promote conceptual change; however, it was effective to comprehend newly learnt concepts. In addition, it was also concluded that informal learning environment provided students to capture the understanding of STSE relations. Keywords: Science-technology-society-environment (STSE), informal education, out-of-school environment.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

Sign in / Sign up

Export Citation Format

Share Document