scholarly journals Digital Media Meets Informal Learning: Opportunities for Generating New Participatory Roles

2012 ◽  
Vol 5 (2) ◽  
pp. 145-161
Author(s):  
Kathryn Hayes ◽  
Angela Booker ◽  
Beth Rose Middleton ◽  
Jesikah Maria Ross
Keyword(s):  
Informal Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Production Medium ◽  
Learning Spaces ◽  
Community Media ◽  
Formal Curriculum ◽  
The Rich ◽  
Media Project

This paper explores the rich learning that happens between defined learning spaces, such as that between formal curriculum and informal projects. Here we apply the notion of "hybrid space," to understand how such in-between learning spaces can facilitate a shift in participatory roles for college students engaged in a community media project. This study also highlights the ways in which media as a production medium can further transform the learning experience.

scholarly journals Mobile blogs in language learning: making the most of informal and situated learning opportunities

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 96-112 ◽  
Author(s):  
Anna Comas-Quinn ◽  
Raquel Mardomingo ◽  
Chris Valentine
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Situated Learning ◽  
Learning Experience ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Language And Culture ◽  
Educational Environments ◽  
Formal And Informal Learning

AbstractThe application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

scholarly journals Coach approaches to practice design in performance tennis

2021 ◽  
pp. 174795412110272
Author(s):  
Emma Anderson ◽  
Joseph Antony Stone ◽  
Marcus Dunn ◽  
Ben Heller
Keyword(s):  
Informal Learning ◽  
Reflective Practice ◽  
Thematic Analysis ◽  
High Performance ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Design Practice ◽  
Job Experience ◽  
Pedagogical Research ◽  
Information Processing Approach

Research demonstrates the benefits of a more contemporary, ecological-dynamics led approach in sport coaching; however, traditional methods of practice design persist. Few studies have explored the intentions of performance tennis coaches as they design practice. This study explored performance tennis coach philosophies and approaches to practice design. Interviews took place with ten high performance coaches who worked within a national tennis performance network. A thematic analysis revealed that coach approaches to practice design were informed by 1) their experiential knowledge and 2) their beliefs regarding player development. Coaches emerged as learners, who developed their knowledge through unmediated, informal learning opportunities, for example reflective practice and ‘on the job' experience. Six coaches had played tennis professionally, valuing this as a learning experience that informed their own practice. Three common beliefs regarding player development emerged between participants: repeatable players, performing under pressure, and individualised practice. These beliefs formed practice design principles, which translated into a uniform implementation of drills (serial, blocked, repeated patterns of play) and the intuitive inclusion of representative practice designs and constraints manipulation. The findings from this study suggest that, although performance tennis coaches are aware of contemporary approaches to practice design, a traditional, information-processing approach to skill development dominates their design of practice tasks. This study documents approaches to practice design in elite tennis and contributes to a growing body of pedagogical research in performance sport.

scholarly journals ExCEL: A Unique Approach to Providing Experiential Learning Opportunities

2013 ◽  
Author(s):  
Kelton Friedrich
Keyword(s):  
Experiential Learning ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Academic Experience ◽  
Diverse Range ◽  
Unique Approach ◽  
The Rich ◽  
Work Integrated Learning ◽  
Collaboration Project

McMaster University’s proposed Engineering Centre for Experiential Learning (ExCEL) is a novel example of providing a deep student learning experience outside of the traditional academic experience, and one in which experiential learning opportunities are intended to drive the development of additional learning opportunities. The ExCEL Initiative has students engaged in goal setting and fundraising, and actively involved in the design, construction and management of an engineering student centre building that will support future experiential learning opportunities for students. This integrates a diverse range of engineering pedagogical topics including open ended design, multi-disciplinary collaboration, sustainability, work-integrated learning, industry-academic collaboration, project-based learning and professional development. This learning opportunity will be analyzed on how it was leveraged and integrated to address this host of pedagogical topics through a real world project. Detailing this unique example will allow the rich learning aspects of it to be implemented by other educators in other engineering education institutions.

scholarly journals Language learning with Netflix: from extensive to intra-formal learning

2021 ◽  
Vol 29 (1) ◽  
pp. 81
Author(s):  
Antonie Alm
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Opportunities ◽  
German Language ◽  
Formal Learning ◽  
Learning Spaces ◽  
Personal Learning ◽  
Mainstream Media

<p>This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.</p>

EXPLORING THE ICE AGE PERIOD AT THE RUTGERS GEOLOGY MUSEUM: AN INFORMAL LEARNING EXPERIENCE

2018 ◽  
Author(s):  
Camryn Kozachek ◽  
◽  
Lauren Neitzke Adamo ◽  
Patricia Irizarry-Barreto ◽  
Julia Criscione
Keyword(s):  
Informal Learning ◽  
Learning Experience ◽  
Ice Age

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Examining the Design of Microlearning for Korean Adult Learners

2020 ◽  
Author(s):  
Hyo-Jeong So ◽  
Hyeran Lee ◽  
Seak-Zoon Roh
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Content Areas ◽  
Learning In Context ◽  
Computer Based Learning ◽  
Korean Adult ◽  
E Learning ◽  
Computer Based ◽  
Increasing Demand

Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

scholarly journals Reading Spaces

2021 ◽  
Author(s):  
Susan La Marca
Keyword(s):  
Learning Experience ◽  
School Library ◽  
School Libraries ◽  
Learning Opportunities ◽  
Library Design ◽  
Pleasure Reading ◽  
Student Views ◽  
Formal Presentation ◽  
Temperature Levels ◽  
Furniture Layout

This paper will explore briefly what research tells us about library design and, more specifically, the design of reading spaces for the provision of pleasure reading in school libraries. Acoustics, lighting and temperature levels, amongst other factors, all have an impact upon the learning experience that takes place in any school space. How we approach the creation of library reading spaces will be discussed with a particular focus on student views and opinions. Furniture, layout, colour, display and ambience will all be considered in light of how they affect comfort and learning opportunities. A number of illustrative examples of school library reading spaces and the views of students will be shared with the audience during the formal presentation.

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