scholarly journals The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics

10.28945/3088 ◽  
2007 ◽  
Author(s):  
Bill Davey ◽  
Arthur Tatnall
Keyword(s):  
Information Systems ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Large Scale ◽  
Academic Staff ◽  
Academic Support ◽  
Real Life ◽  
University Environment ◽  
Formal And Informal Learning ◽  
The University

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.

THE CONNECTION MACHINE IN A UNIVERSITY ENVIRONMENT: GESAMTHOCHSCHULE WUPPERTAL

1993 ◽  
Vol 04 (01) ◽  
pp. 137-141
Author(s):  
KLAUS SCHILLING
Keyword(s):  
Parallel Computing ◽  
Computer Science ◽  
Large Scale ◽  
Early History ◽  
Short Account ◽  
University Environment ◽  
Connection Machine ◽  
The University

A short account is presented on the early history, the intentions and the development of large scale parallel computing at the University of Wuppertal. It might serve as an illustration how common activities between computational and computer science can be stimulated, in the university environment.

scholarly journals “Weary for the Heather and the Deer”: R. L. Stevenson Depicts the Scottish Diasporic Experience

2015 ◽  
Vol 40 ◽  
Author(s):  
Christy Danelle Di Frances
Keyword(s):  
Large Scale ◽  
Real Life ◽  
Direct Result ◽  
University Of Wisconsin ◽  
Collective Experience ◽  
Scale Network ◽  
Wide Scale ◽  
Eighteenth And Nineteenth Centuries ◽  
Scottish Independence ◽  
The University

Robert Louis Stevenson is well known as a writer of popular Victorian adventures, yet much of his fiction is steeped in the cultural and historical preoccupations of Scotland. Texts such as Kidnapped (1886), The Master of Ballantrae (1889), and Catriona (1893) hinge upon culturally significant events such as the Jacobite Rising of 1745 and the Appin Murder. These works also allude to the Highland Clearances of the eighteenth and nineteenth centuries and the Battle of Culloden with its ensuing disarming acts—all occurrences which contributed to or comprised significant catalysts for the large-scale expulsion of Scots from their homeland. Certainly, themes of exile pervade Stevenson’s Scottish work and maintain a more liminal presence in his later South Seas fiction, and many of the author’s finest characters can be read as enactments of temporary or permanent expatriates whose real-life counterparts form a fascinating cross-section of the diasporic movement. This paper focuses on several of these characters, whose adventures are encoded into their corresponding texts as fictional re-constructions of a broader experience common to displaced Scots in the eighteenth and nineteenth centuries. Some are driven from Scotland as a direct result of economic hardship or domestic conflict, while others leave (at least temporarily) as a means of avoiding the political corruption and intrigue characteristic of the historical struggle for Scottish independence. Through characters like David Balfour, Alan Breck Stewart, James Durie, and Archie Weir, Stevenson explores the psychological ramifications of politically enforced and self-imposed exile, thus providing fictional extrapolations of the Scottish diasporic experience. These portrayals, infused with a the author’s own experiences abroad, offer fascinating microcosms which gesture towards the collective experience of a wide-scale network of displaced Scots in the Victorian world. An early version of this paper was presented at the NAVSA 2012 “Victorian Networks” conference hosted by the University of Wisconsin at Madison.

First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments

2014 ◽  
pp. 142-164 ◽  
Author(s):  
Victoria I. Marín ◽  
Jesús Salinas
Keyword(s):  
Informal Learning ◽  
Balearic Islands ◽  
Primary Teacher ◽  
Future Research ◽  
Research Directions ◽  
Whole Process ◽  
Strategy Model ◽  
Formal And Informal Learning ◽  
Future Research Directions ◽  
The University

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals’ learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments

2016 ◽  
pp. 391-413
Author(s):  
Victoria I. Marín ◽  
Jesús Salinas
Keyword(s):  
Informal Learning ◽  
Balearic Islands ◽  
Primary Teacher ◽  
Future Research ◽  
Research Directions ◽  
Whole Process ◽  
Strategy Model ◽  
Formal And Informal Learning ◽  
Future Research Directions ◽  
The University

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes

2021 ◽  
pp. 959-970
Author(s):  
Aras Bozkurt ◽  
Hasan Ucar
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Educational Experiences ◽  
Learning Processes ◽  
Web 3.0 ◽  
Blockchain Technology ◽  
Distributed Ledger ◽  
Distributed Ledger Technology ◽  
Educational Processes ◽  
Formal And Informal Learning

Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.

scholarly journals The Concordance between EFL Learners’ Linguistic Sequential Development and the Curricula of Formal and Informal Learning Settings: An Analytical Study

2016 ◽  
Vol 9 (3) ◽  
pp. 167
Author(s):  
Jalal H. Albaqshi
Keyword(s):  
Informal Learning ◽  
Analytical Study ◽  
Real Life ◽  
Efl Learners ◽  
College Of Technology ◽  
Formal And Informal Learning ◽  
Functional Simulation ◽  
Real Life Situation ◽  
Authentic Environment ◽  
Technical Terms

<p>This research explores the sequence of content in ESP curricula to our learners’ linguistic development and to authentic situations. This study has been conducted in Alahsa College of Technology, Saudi Arabia. Methodology used was an analysis of an ESP textbook in corpus-based approach and matching the units of the textbook to students' needs analysis of observed real life situation in a car workshop. Results show that the content of the textbook, to some extent, meet the course objectives and students' needs in technical terms with some shortage in expanding the activities to be a functional simulation of an authentic environment regarding conversational and written skills. <strong></strong></p>

scholarly journals Los organismos internacionales como sistemas marcadores de tendencias en la Universidad global

2020 ◽  
pp. 26
Author(s):  
Soledad Rappoport ◽  
Bianca Thoilliez ◽  
Tania Alonso-Sainz
Keyword(s):  
Social Responsibility ◽  
Lifelong Learning ◽  
International Organizations ◽  
Screening Process ◽  
Global Trends ◽  
University Environment ◽  
Competency Based ◽  
Emerging Themes ◽  
The University

Different authors report a deep transformation of the classic mission of the University which this article proposes to identify as new paradigms (lifelong learning and learning based competencies), new perspectives (internationalization and employability), and new values (social responsibility and sustainability). Different international organizations account for and promote this trend. In order to delve into the characteristics and scope of the changes, a study has been carried out. It examines documents published in the last 10 years by three international organizations in the field of education: UNESCO, OECD and OEI. To achieve this goal, a systematic document screening process was carried out. The following aprioristic dimensions were identified in the selected materials: lifelong learning, competency-based learning, internationalization, employability, social responsibility and sustainability. In addition, associated emerging themes were sought. The result of the study allows us to provide evidence on the issue and make a useful documentary classification available to continue investigating global trends in the university environment. 

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments

2018 ◽  
pp. 265-288
Author(s):  
Victoria I. Marín ◽  
Jesús Salinas
Keyword(s):  
Informal Learning ◽  
Balearic Islands ◽  
Primary Teacher ◽  
Future Research ◽  
Research Directions ◽  
Whole Process ◽  
Strategy Model ◽  
Formal And Informal Learning ◽  
Future Research Directions ◽  
The University

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals' learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

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