Multidisciplinary symmetry education with Poly-Universe toolkit in schools and informal learning context in Finland

2020 ◽  
Vol 31 (1) ◽  
pp. 23-34
Author(s):  
Kristóf Fenyvesi ◽  
Kerry Osborne ◽  
Matias Kaukolinna ◽  
Merja Sinnemäki ◽  
Leena Kuorikosi ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Context

scholarly journals Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Liping Deng ◽  
Nicole Judith Tavares
Keyword(s):  
Informal Learning ◽  
Teaching Practice ◽  
Formal Learning ◽  
Emotional Needs ◽  
Learning Context ◽  
Online Participation ◽  
Teaching Resources ◽  
Individual Interviews ◽  
And Control ◽  
Teaching Ideas

<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>

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.

scholarly journals Co-designing tools for workplace learning

2020 ◽  
Vol 121 (3/4) ◽  
pp. 175-205
Author(s):  
Sebastian Maximilian Dennerlein ◽  
Vladimir Tomberg ◽  
Tamsin Treasure-Jones ◽  
Dieter Theiler ◽  
Stefanie Lindstaedt ◽  
...  
Keyword(s):  
Health Care ◽  
Informal Learning ◽  
Health Care Professionals ◽  
Technology Enhanced Learning ◽  
Cognitive Tools ◽  
Formal Learning ◽  
Learning Context ◽  
Design Decisions ◽  
Content Type

Purpose Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice. Design/methodology/approach The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means. Findings By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight). Research limitations/implications The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this. Originality/value Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

scholarly journals A Comparison of Participation Patterns in Selected Formal, Non-formal, and Informal Online Learning Environments / Comparaison des modes de participation dans des environnements formels, non formels et informels d'apprentissage en ligne

2012 ◽  
Vol 39 (1) ◽  
Author(s):  
Richard Schwier ◽  
Jennifer Seaton
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Online Discussions ◽  
Transcript Analysis ◽  
Learning Context ◽  
Online Learning Environments ◽  
Analysis Tools ◽  
Formal And Informal Learning ◽  
Characteristic Features

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed. La participation des apprenants varie-t-elle en fonction du contexte d'apprentissage? Existe-t-il des caractéristiques de participation spécifiques aux environnements formels, non formels et informels d'apprentissage en ligne? Six environnements d'apprentissage en ligne ont été sélectionnés pour illustrer les contextes formels, non formels et informels d'apprentissage et ont été comparés. Les transcriptions des discussions en ligne ont été analysées et comparées à l’aide des Transcript Analysis Tools pour mesurer la densité, l'intensité et la réciprocité de la participation (Fahy, Crawford, et Ally, 2001), ainsi que la profondeur moyenne de réponse (John Wiley & Sons, nd). Cet article décrit et compare les modes de participation dans un environnement formel, non formel et informel d'apprentissage, et discute la portée des différences observées.

scholarly journals Persuasive Design in Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Reinhold Behringer ◽  
Peter Øhrstrøm
Keyword(s):  
Adult Learning ◽  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
International Workshop ◽  
Persuasive Technology ◽  
Theoretical Background ◽  
University Education ◽  
Learning Context ◽  
Specific Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

Enhancing Learner-Driven Informal Learning in a Virtual Practice Community

2018 ◽  
pp. 207-226 ◽  
Author(s):  
Chungil Chae ◽  
Boyung Suh ◽  
Seung-hyun Han ◽  
Heeyoung Han ◽  
Doo Hun Lim
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
New Technologies ◽  
Digital Content ◽  
Learning Needs ◽  
Learning Context ◽  
Massive Open Online Course ◽  
Modern Learning ◽  
Learning Platforms

Professional development is an individual's lifelong learning process. Accessing knowledge in an unfamiliar domain (however necessary for professional development) can be limited within traditional higher education and training settings because addressing immediate needs is expensive and time consuming. Active learners often seek new channels of information in order to fulfill learning needs. One example is the Massive Open Online Course (MOOC). Even though many research studies have emphasized the importance of understanding how technology and digital content lead to changes in the learning context, particularly with respect to informal learning and communities of practice (CoP), there is a notable gap about this issue in the professional development area. This book chapter aims to address this research void by exploring how emergent learning platforms are equipped with new technologies and digital content that may benefit modern learning environments in regards to professional development, such as informal learning in virtual CoPs.

Enhancing Learner-Driven Informal Learning in a Virtual Practice Community

2021 ◽  
pp. 267-286
Author(s):  
Chungil Chae ◽  
Boyung Suh ◽  
Seung-hyun Han ◽  
Heeyoung Han ◽  
Doo Hun Lim
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
New Technologies ◽  
Digital Content ◽  
Learning Needs ◽  
Learning Context ◽  
Massive Open Online Course ◽  
Modern Learning ◽  
Learning Platforms

Professional development is an individual's lifelong learning process. Accessing knowledge in an unfamiliar domain (however necessary for professional development) can be limited within traditional higher education and training settings because addressing immediate needs is expensive and time consuming. Active learners often seek new channels of information in order to fulfill learning needs. One example is the Massive Open Online Course (MOOC). Even though many research studies have emphasized the importance of understanding how technology and digital content lead to changes in the learning context, particularly with respect to informal learning and communities of practice (CoP), there is a notable gap about this issue in the professional development area. This book chapter aims to address this research void by exploring how emergent learning platforms are equipped with new technologies and digital content that may benefit modern learning environments in regards to professional development, such as informal learning in virtual CoPs.

Engineering play with blocks as an informal learning context for executive function and planning

2021 ◽  
Author(s):  
Zachary S. Gold ◽  
James Elicker ◽  
Carly D. Evich ◽  
Aura A. Mishra ◽  
Nina Howe ◽  
...  
Keyword(s):  
Executive Function ◽  
Informal Learning ◽  
Learning Context

scholarly journals Making Informal Adult Learning Visible. The Recognition of the Third Sector Professionals’ Key Competences

2020 ◽  
Vol 10 (9) ◽  
pp. 228
Author(s):  
Paolo Di Rienzo
Keyword(s):  
Informal Learning ◽  
Qualitative Data ◽  
Third Sector ◽  
Learning Context ◽  
The Third ◽  
Certification System ◽  
The Social ◽  
Points Of View ◽  
Key Competences ◽  
The Third Sector

The third sector represents a vast and heterogeneous universe that has a key role in society from both the social and civil points of view. It also represents an informal learning context where competence and knowledge are acquired, often in a tacit and indirect way. This research focuses on the key competences of the third sector professionals and on the pedagogical methods to make them visible and to encourage their recognition. The quantitative and qualitative data sources include: questionnaires, focus groups, and diaries. The results show that the informal learning of key competences by professionals is a primary result of their activities that should be given greater visibility. Six areas of expertise have been identified in order to classify the range of knowledge and competence. The pedagogical approach has highlighted the importance of the tutor who applies narrative tutoring methods to facilitate the recognition of competences and their enhancement for personal and professional development. The full enhancement of competences, considered as the strengthening of people’s reflection and planning potential, requires policies that can be effectively applied to the national competences certification system.

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