scholarly journals The Learning Continuum: formal and informal learning experiences – enabling learning and creation of new knowledge in an organization.

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Amitabh Sinha
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Formal And Informal Learning ◽  
New Knowledge

scholarly journals Someone Like Us: Trades identities and support for work/learning

2011 ◽  
Vol 19 (1) ◽  
pp. 19-34
Author(s):  
Chris Holland
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Learning Support ◽  
Family Status ◽  
Advantages And Disadvantages ◽  
Formal And Informal Learning ◽  
Emerging Themes ◽  
Language Literacy ◽  
Vocational Learning ◽  
Learning Connections

This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

scholarly journals Re/Claiming Agency: Learning, Liminality and Immigrant Service Organizations

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
Tara Gibb ◽  
Evelyn Hamdon ◽  
Zenobia Jamal
Keyword(s):  
Informal Learning ◽  
Participant Observation ◽  
Service Organizations ◽  
Learning Activities ◽  
Service Organization ◽  
Support Programs ◽  
Liminal Spaces ◽  
New Immigrants ◽  
Formal And Informal Learning ◽  
New Knowledge

To facilitate the settlement of new immigrants, immigrant service organizations provide a range of services and opportunities for both formal and informal learning. These organizations, however, also act as liminal spaces in which the women who access their services may renegotiate identities, create new knowledge and forge new conceptions of community. The purpose of this article is to present an analysis of the data from two organizations which were sites for a larger research project designed to explore the formal and informal learning processes in immigrant service organizations. The data for this study was collected through client interviews and participant observation of formal and informal learning activities at two immigrant service organization that provide settlement, educational and support programs and services for immigrant women.

Language and Experience Influence Children's Biological Induction

2010 ◽  
Vol 10 (1-2) ◽  
pp. 171-187 ◽  
Author(s):  
Florencia Anggoro ◽  
Sandra Waxman ◽  
Douglas Medin
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Natural World ◽  
Biologically Relevant ◽  
Formal And Informal Learning ◽  
Biological Concepts ◽  
The Way ◽  
Naming Practices

AbstractChildren's reasoning about biological concepts is influenced not only by their experiences in the natural world and in their classrooms, but also by the way that these concepts are named. In English, 'animal' can refer either to (a) exclusively non-human animals, or (b) all animate beings (human and non-human animals). In Indonesian, this category of animate beings has no dedicated name. Here, we ask whether this difference in naming has consequences for children's reasoning about humans and non-human animals. Results from English- and Indonesian-speaking children reveals differences in reasoning at age 6, differences that become attenuated by age 9. These results suggest that not only naming practices, but also biologically-relevant formal and informal learning experiences, influence children's reasoning about biological concepts.

scholarly journals Exploiting the Web of Data to bridge formal and informal learning experiences

2019 ◽  
Author(s):  
Adolfo Ruiz-Calleja ◽  
Miguel L. Bote-Lorenzo ◽  
Guillermo Vega-Gorgojo ◽  
Sergio Serrano-Iglesias ◽  
Juan I. Asensio-Pérez ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Formal And Informal Learning ◽  
Web Of Data ◽  
The Web

Internet vs. Matter

2012 ◽  
Vol 2 (4) ◽  
pp. 60-72
Author(s):  
Zheng Yan ◽  
Xiufeng Liu
Keyword(s):  
High School ◽  
Growth Rate ◽  
Informal Learning ◽  
Learning Experiences ◽  
Scientific Concept ◽  
Formal Learning ◽  
Rasch Modeling ◽  
Interval Scale ◽  
Daily Lives ◽  
Formal And Informal Learning

Internet is an emerging complex scientific concept that children have not yet systematically learned in schools but continuously experience in their daily lives. In contrast, matter is a classic complex scientific concept that children systematically study from elementary through high school in addition to continuous everyday experiences. In this study, with two independent samples of grades 4-12 students, the authors deliberately compared these two concepts to understand the effects of formal and informal learning experiences. Understandings of Internet and matter were measured and then converted into a same interval scale through Rasch modeling. Results show that the development of Internet understanding has a much lower rate than that matter and the development of Internet understanding shows more heterogeneous than that of matter. These findings suggest that formal learning helps increase the students’ understanding growth rate while reduce variation in understanding among students.

scholarly journals VALIDATION OF LEARNING OUTCOMES GAINED OUTSIDE ACADEMIA: A LITHUANIAN CASE OF PORTFOLIO TRAINING

2017 ◽  
Vol 2 ◽  
pp. 397
Author(s):  
Nijolė Burkšaitienė ◽  
Jolita Šliogerienė
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Mixed Method ◽  
Writing Skills ◽  
Relevant Information ◽  
Metacognitive Strategies ◽  
Mutual Understanding ◽  
Formal And Informal Learning ◽  
New Knowledge ◽  
Validation Procedure

The article reports the results of the investigation into adults’ views of the portfolio training provided to them by a university before validation of their non-formal and informal learning. This is a mixed-method investigation conducted with the participation of 70 adults with the main aim to establish effectiveness and usefulness of the portfolio training from the adults’ perspective. The research results showed that the training was effective and useful. The participants considered that due to the training their CV writing skills improved, the awareness of the process of validation of non-formal and informal learning and of the participation requirements increased, as well as the ability to develop one’s portfolio of non-formal and informal learning was developed. The results of the participants’ feedback responses revealed five major categories of usefulness, including relevant information, abilities developed during the training, new knowledge gained during the training, the use of metacognitive strategies, and practical value of the training. The research contributes to the literature in that it increases our understanding of what adults view as relevant with regard to institution-provided support before the validation procedure of their non-formal and informal learning, which may lead to a better mutual understanding and result in adult success.

scholarly journals Statewide Professional Development Conference

2000 ◽  
Vol 8 ◽  
pp. 13 ◽  
Author(s):  
Paul V. Bredeson ◽  
Jay Paredes Scribner
Keyword(s):  
Professional Development ◽  
Performance Assessment ◽  
Informal Learning ◽  
Significant Role ◽  
Financial Support ◽  
Large Scale ◽  
Formal And Informal Learning ◽  
New Knowledge ◽  
Critical Issues ◽  
K 12

In an environment increasingly skeptical of the effectiveness of large-scale professional development activities, this study examines K-12 educators' reasons for participating and beliefs in the utility in a large-scale professional development conference. Pre- and post-conference surveys revealed that while financial support played a significant role in educators' ability to participate, they were drawn to the conference by the promise to learn substantive issues related to, in this case, performance assessment—what it means, how to implement it, and how to address community concerns. In spite of the conference's utility as a means to increase awareness of critical issues and to facilitate formal and informal learning, well conceived linkages to transfer new knowledge to the school and classroom were lacking.

Sign in / Sign up

Export Citation Format

Share Document