scholarly journals Editorial: Cognitive Development in Informal Learning Institutions: Collaborations Advancing Research and Practice

2022 ◽  
Vol 12 ◽  
Author(s):  
Catherine A. Haden ◽  
Janet J. Boseovski ◽  
Thanujeni Pathman
Keyword(s):  
Cognitive Development ◽  
Informal Learning ◽  
Research And Practice ◽  
Learning Institutions

Learning through Immersive Virtual Environments

2014 ◽  
pp. 185-199
Author(s):  
Erastus Ndinguri ◽  
Krisanna Machtmes ◽  
John Paul Hatala ◽  
Mary Leah Coco
Keyword(s):  
Skill Development ◽  
Learning Technologies ◽  
Future Research ◽  
Organizational Setting ◽  
Organization Learning ◽  
Research And Practice ◽  
Immersive Virtual Environments ◽  
Workplace Setting ◽  
Learning Institutions ◽  
The Impact

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

Adult Music Learning in Formal, Nonformal, and Informal Contexts

2012 ◽  
pp. 242-256
Author(s):  
Kari K. Veblen
Keyword(s):  
Informal Learning ◽  
Skill Acquisition ◽  
Music Students ◽  
Music Learning ◽  
Research And Practice ◽  
Nonformal Learning ◽  
Learning Practices ◽  
Educational Structures ◽  
Informal Practices

This article examines current research and practice in formal, nonformal, and informal learning for adult music students. In a formal setting, the teacher controls the materials, pacing, and interactions in a structured environment. Nonformal learning practices involve systematic and deliberate but less regulated pursuits that occur outside of educational structures. Informal practices comprise aspects of knowledge and skill acquisition that are largely experiential.

scholarly journals Spatial inequalities leave micropolitan areas and Indigenous populations underserved by informal STEM learning institutions

2020 ◽  
Vol 6 (41) ◽  
pp. eabb3819
Author(s):  
Rachel A. Short ◽  
Rhonda Struminger ◽  
Jill Zarestky ◽  
James Pippin ◽  
Minna Wong ◽  
...  
Keyword(s):  
Informal Learning ◽  
Great Plains ◽  
Underserved Populations ◽  
The United States ◽  
Public Understanding ◽  
Indigenous Populations ◽  
Stem Learning ◽  
Stem Careers ◽  
Spatial Inequalities ◽  
Learning Institutions

Informal learning institutions (ILIs) create opportunities to increase public understanding of science and promote increased inclusion of groups underrepresented in Science, Technology, Engineering, and Math (STEM) careers but are not equally distributed across the United States. We explore geographic gaps in the ILI landscape and identify three groups of underserved counties based on the interaction between population density and poverty percentage. Among ILIs, National Park Service lands, biological field stations, and marine laboratories occur in areas with the fewest sites for informal learning opportunities and have the greatest potential to reach underserved populations, particularly in rural or high poverty counties. Most counties that are underserved by ILIs occur in the Great Plains, the southeast, and the northwest. Furthermore, these counties have higher Indigenous populations who are underrepresented in STEM careers. These unexpected geographic gaps represent opportunities for investments in ILI offerings through collaborations and expansion of existing resources.

Learning through Immersive Virtual Environments

2016 ◽  
pp. 223-237
Author(s):  
Erastus Ndinguri ◽  
Krisanna Machtmes ◽  
John Paul Hatala ◽  
Mary Leah Coco
Keyword(s):  
Skill Development ◽  
Learning Technologies ◽  
Future Research ◽  
Organizational Setting ◽  
Organization Learning ◽  
Research And Practice ◽  
Immersive Virtual Environments ◽  
Workplace Setting ◽  
Learning Institutions ◽  
The Impact

Changes on how the workforce is learning/training today are evident in many organizations. Discussions about how Immersive Virtual Learning (IVL) is a part of the skill development process and outcomes in the workplace have increased (Salmon, 2009). There is an abundance of literature on the application of virtual and other learning technologies within learning institutions (Hew & Cheung, 2010); however, there is a paucity of literature on IVL organization learning. This chapter discusses the existing research and understanding of IVL and the application within an organizational setting. Further, this chapter explores the connection between knowledge transfer and the impact IVL has on the workforce. This exploration attempts to create a link between global connectivity, changing cultures, and changing technologies. In addition, this chapter examines the benefits of IVL in a workplace setting and offers suggestions for future research and practice.

scholarly journals Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

2021 ◽  
Vol 12 ◽  
Author(s):  
Tida Kian ◽  
Puneet K. Parmar ◽  
Giulia F. Fabiano ◽  
Thanujeni Pathman
Keyword(s):  
Informal Learning ◽  
Summer Camp ◽  
Dynamic Environment ◽  
Controlled Study ◽  
Memory And Learning ◽  
Coding Schemes ◽  
Dynamic Events ◽  
Children's Memory ◽  
Learning Institutions ◽  
Autobiographical Event

School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.

scholarly journals On the Relation between Task-Variety, Social Informal Learning, and Employability

2021 ◽  
Author(s):  
Dominik Emanuel Froehlich
Keyword(s):  
Informal Learning ◽  
Empirical Evidence ◽  
Future Research ◽  
Direct Effects ◽  
Research And Practice ◽  
Job Requirements ◽  
Task Variety

Fluctuating demands and fast changing job-requirements require organizations to invest in employees so that they are able to take up new tasks. In this respect, fostering employees’ employability is high on the agenda of many organizations. As a prerequisite for creating employability, many scholars have focused on the role of social informal learning. In this study, we extend this perspective and examine the relationships between task variety, social informal learning, and employability. We hypothesized that task variety is a catalyst for social informal learning, which in turn enhances employees’ employability. We contribute empirical evidence for this mechanism. However, while task variety leads to social informal learning and, subsequently, the competences needed for employability, task variety also may have negative direct effects on employability. We discuss the implications of these findings for future research and practice.

scholarly journals Highlighting the value of evidence-based evaluation: pushing back on demands for ‘impact’

2015 ◽  
Vol 14 (02) ◽  
pp. A02 ◽  
Author(s):  
Heather King ◽  
Kate Steiner ◽  
Marie Hobson ◽  
Amelia Robinson ◽  
Hannah Clipson
Keyword(s):  
Informal Learning ◽  
Development Programme ◽  
Evidence Based ◽  
Site Specific ◽  
Rigorous Research ◽  
Science Centres ◽  
Teacher Professional ◽  
Learning Institutions ◽  
Future Practice ◽  
Specific Evaluation

This paper discusses the value and place of evaluation amidst increasing demands for impact. We note that most informal learning institutions do not have the funds, staff or expertise to conduct impact assessments requiring, as they do, the implementation of rigorous research methodologies. However, many museums and science centres do have the experience and capacity to design and conduct site-specific evaluation protocols that result in valuable and useful insights to inform ongoing and future practice. To illustrate our argument, we discuss the evaluation findings from a museum-led teacher professional development programme, Talk Science.

scholarly journals Youth and New Media

2013 ◽  
Vol 221 (2) ◽  
pp. 67-71 ◽  
Author(s):  
Fran C. Blumberg ◽  
Mark Blades ◽  
Caroline Oates
Keyword(s):  
Cognitive Development ◽  
New Media ◽  
Children And Adolescents ◽  
Digital Media ◽  
Media Use ◽  
Digital Game ◽  
Game Play ◽  
Research And Practice ◽  
New Research ◽  
The Impact

The prevalence of digital media use among children and adolescents is indisputable. One medium to which children and adolescents dedicate a sizeable portion of their time is that of the digital game. Accordingly, digital game play continues to grow as a context for cognitive development. We showcase new research and practice addressing the impact of this very popular activity on children’s and adolescents’ learning. Our goal is to stimulate new research and interest in examining the positive ramifications of digital play for development among today’s youth.

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