Informal Learning: Reflections on Theory and Practice

2013 ◽  
pp. 5-10
Author(s):  
Marie Volpe
Keyword(s):  
Informal Learning ◽  
Theory And Practice

On the Definition and Impact of Virtual Communities of Practice

2009 ◽  
Vol 1 (4) ◽  
pp. 73-88 ◽  
Author(s):  
Antonios Andreatos
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Informal Learning ◽  
Learning Theory ◽  
Social Impact ◽  
Virtual Communities ◽  
Theory And Practice ◽  
The Internet ◽  
Virtual Communities Of Practice ◽  
To Come

The evolution of the Internet has made several Communities of Practice to go online and has brought into life numerous Virtual Communities of Practice. The purpose of this article is: to define and categorize Virtual Communities of Practice; to examine their social impact in general and specifically in knowledge and technology management; also, to examine the contribution of Communities of Practice to informal learning and to relate them to Connectivism and collaborative learning. Several case studies are presented to clarify the presentation. It is expected that Virtual Communities of Practice will play an important role in both learning theory and practice as well as knowledge management during the years to come.

Integration of Informal Learning Theory and Practice into the Study of Implementation in Healthcare Contexts

2015 ◽  
pp. 250-272
Author(s):  
Patrick R. Walden
Keyword(s):  
Literature Review ◽  
Informal Learning ◽  
Learning Theory ◽  
Theory And Practice ◽  
Evidence Based ◽  
Implementation Framework ◽  
Evidence Based Practices ◽  
Case Examples ◽  
Healthcare Settings ◽  
Active Implementation

This chapter provides a workplace learning perspective that acknowledges informal learning with which to understand, research, and successfully foster implementation theory and evidence-based practice into the medical workplace. The methodology used includes literature review and use of case examples from this author's previous work in informal learning in healthcare settings. Specifically, a model of informal learning in medical workplaces is reviewed followed by a discussion of the Active Implementation Framework (Fixsen et al., 2005). Last, informal learning's role in implementing evidence-based practices is explored in light of the models presented. Financial implications of the model are briefly explored.

scholarly journals M-Learning: The New Horizon of Learning at SQU

2014 ◽  
Vol 11 (2) ◽  
pp. 15 ◽  
Author(s):  
Z. Al-Khanjari ◽  
K. Al-Kindi ◽  
A. Al-Zidi ◽  
Y. Baghdadi
Keyword(s):  
Informal Learning ◽  
Rural Areas ◽  
Theory And Practice ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Sultan Qaboos University ◽  
Formal And Informal Learning ◽  
E Learning ◽  
Almost All ◽  
Technological Methods

 M-learning extends the theory and practice of learning and mobility in converging technological environments. Developing a smart course in order to improve the standard of education at Sultan Qaboos University (SQU) is one of the main aims of the current authors. This proposal requires developing innovative applications for ubiquitous, mobile technologies for learning. This kind of development covers new educational and technological methods and concepts for supporting formal and informal learning. SQU is currently using Moodle as the open source e-learning management system to support and enhance traditional learning. Although elearning in SQU has proven its importance in enhancing traditional learning, it is limited to areas and locations where a personal computer exists. This constraint is a burden to many e-learning users who are staff or students, especially if they live in rural areas of Oman. To overcome this drawback, an investigative survey of the importance of m-learning was designed and distributed to SQU students. The results showed that almost all students favored and supported the idea and requested the implementation of a m-learning application. As a step forward, this paper proposes an extension for e-learning—a new m-learning tool to support learners who use mobile device technologies. Our goal in introducing m-learning at SQU is not to replace e-learning but to complement and improve it so both modalities are available, since each grants certain advantages to users. 

Theory and Practice of Informal Learning in the Knowledge Era

1999 ◽  
Vol 1 (3) ◽  
pp. 80-95 ◽  
Author(s):  
Victoria J. Marsick ◽  
Marie Volpe ◽  
Karen E. Watkins
Keyword(s):  
Informal Learning ◽  
Theory And Practice

scholarly journals Highlighting the value of impact evaluation: enhancing informal science learning and public engagement theory and practice

2015 ◽  
Vol 14 (03) ◽  
pp. Y05 ◽  
Author(s):  
Eric Jensen
Keyword(s):  
Informal Learning ◽  
Public Engagement ◽  
Impact Evaluation ◽  
Science Communication ◽  
Science Learning ◽  
Theory And Practice ◽  
Informal Science ◽  
Informal Science Learning ◽  
Engagement Theory

King et al. [2015] argue that ‘emphasis on impact is obfuscating the valuable role of evaluation’ in informal science learning and public engagement (p. 1). The article touches on a number of important issues pertaining to the role of evaluation, informal learning, science communication and public engagement practice. In this critical response essay, I highlight the article’s tendency to construct a straw man version of ‘impact evaluation’ that is impossible to achieve, while exaggerating the value of simple forms of feedback-based evaluation exemplified in the article. I also identify a problematic tendency, evident in the article, to view the role of ‘impact evaluation’ in advocacy terms rather than as a means of improving practice. I go through the evaluation example presented in the article to highlight alternative, impact-oriented evaluation strategies, which would have addressed the targeted outcomes more appropriately than the methods used by King et al. [2015]. I conclude that impact evaluation can be much more widely deployed to deliver essential practical insights for informal learning and public engagement practitioners.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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