The Convergence of Informal Learning and Formal Education in a Ubiquitous Environment

2015 ◽  
Author(s):  
Heeok Heo ◽  
Il-Hyun Jo ◽  
Kyu Yon Lim ◽  
Hyeon Woo Lee ◽  
Soonshik Suh
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
Ubiquitous Environment

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

How the Crowd Can Teach

2011 ◽  
pp. 42-58
Author(s):  
Jon Dron ◽  
Terry Anderson
Keyword(s):  
New Media ◽  
Social Organization ◽  
Informal Learning ◽  
Formal Education ◽  
Global Network ◽  
Internet Connectivity ◽  
Learning And Teaching ◽  
Learning Contexts ◽  
Multiple Contexts ◽  
Effective Use

Understanding the affordances, effectiveness and applicability of new media in multiple contexts is usually a slow and evolving process with many failed applications, false starts and blind trails. As result, effective applications are usually much slower to arise than the technology itself. The global network based on ubiquitous Internet connectivity and its uneven application in both formal education and informal learning contexts demonstrates the challenges of effective use of new media. In this chapter the authors attempt to explicate the effective use of the Net for learning and teaching by differentiating three modes of networked social organization. These are defined as the Group, the Network and the Collective. The chapter explores the consequences of this perspective, observing that each has both strengths and weaknesses in different contexts and when used for different applications.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

Adult Learners’ Informal Learning Experiences in Formal Education Setting

2014 ◽  
Vol 21 (3) ◽  
pp. 181-192 ◽  
Author(s):  
Jeltsen Peeters ◽  
Free De Backer ◽  
Tine Buffel ◽  
Ankelien Kindekens ◽  
Katrien Struyven ◽  
...  
Keyword(s):  
Adult Learners ◽  
Informal Learning ◽  
Formal Education ◽  
Learning Experiences

scholarly journals Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View

2015 ◽  
Vol 5 (1) ◽  
pp. 255
Author(s):  
Ana Paula Marques ◽  
Ana Isabel Couto ◽  
Paula Rocha
Keyword(s):  
Higher Education ◽  
Informal Learning ◽  
Best Practice ◽  
Formal Education ◽  
Higher Education Institutions ◽  
Collaborative Work ◽  
Added Value ◽  
Entrepreneurial Learning ◽  
Entrepreneurial Spirit ◽  
Formal And Informal Learning

In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.

scholarly journals Developing financial competence about mortgage loans by informal learning using banks’ online calculators

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Bärbel Fürstenau ◽  
Mandy Hommel
Keyword(s):  
Informal Learning ◽  
Prior Knowledge ◽  
Financial Literacy ◽  
Formal Education ◽  
Self Regulation ◽  
Financial Education ◽  
Mortgage Loan ◽  
The Internet ◽  
Control Group ◽  
Mortgage Loans

Abstract Background and aim Financial literacy (or financial competence) has become an internationally relevant and highly regarded topic. Since people often lack sufficient financial competence, in many countries efforts have been made to foster formal financial education. Less attention, however, has been paid to whether informal learning using information available on the Internet can also support the development of financial competence. However, this seems to be an important question because the Internet has expanded the opportunities for informal learning. In addition, people need to acquire financial competence on their own because not every financial topic relevant in one’s lifetime is covered in formal education syllabi. Against this background, in this study we tested whether people are able to develop financial competence by learning informally using information available on the Internet. We focused on mortgage loans, as they are comparatively complex financial products. Mortgage loans have the potential to significantly influence an individual’s financial situation. In addition, society might carry the burdens of risky and uninformed decisions about mortgage loans—as the financial and real estate crisis has shown. Method 45 students of economics and business studies in their final undergraduate year participated. They were randomly assigned to an experimental or a control group. The experimental group explored information about mortgage loans using the loan calculator of a German bank. The control group did not explore webpages. Before the intervention, students from both groups completed knowledge tests and self-assessed their financial knowledge and behaviour. After the intervention, students had to work on a case and to decide whether a small family should take out a mortgage loan for financing a house. The decision had to be justified. In addition, students were administered an immediate and delayed knowledge test. Results and conclusions Students of both groups did not differ in knowledge acquisition, decision making about taking a mortgage loan and argumentation quality. However, prior knowledge can be referred to in order to explain the results. Therefore, informal learning using the Internet did not seem to be effective if people did not have sufficient prior knowledge. This result underlines, on the one hand, the necessity of financial education—be it prior to informal learning or in the course of informal learning. On the other hand, the results can be interpreted as a hint to consider how to improve informal learning activities, e.g. by supporting self-regulation or by improving information material.

scholarly journals Informal Learning: Contributions of Technology in a Digital Society

2019 ◽  
pp. 490-498
Author(s):  
Iris Estevez ◽  
Alba Souto-Seijo ◽  
Mercedes Gonzalez-Sanmamed ◽  
Veronica Iglesias
Keyword(s):  
Informal Learning ◽  
Information Society ◽  
Formal Education ◽  
Educational Institutions ◽  
Formal Training ◽  
Continuous Learning ◽  
Expiration Date ◽  
Time Activity ◽  
Digital Revolution ◽  
Training Models

We live in a complex society, with multiple questions and challenges. Since computers and the Internet invaded our lives, our way of communicating and relating has changed drastically. The digital revolution is causing continuous changes in different contexts, and education is one of them. Nowadays, knowledge has expiration date, for this reason citizens have to assume that training is not a one-time activity that takes place at a certain time, but that life consists of a continuous learning. This fact, perhaps, in the case of teachers, has a greater importance, because they not only have the need to learn, but also the responsibility to teach in a changing environment. Different educational institutions must respond to the new challenges posed by the information society, but this formal education is not enough. According to González-Sanmamed, Sangrà, Souto-Seijo, Santos, and Estévez (2018), learning does not take place linearly or in specific spaces; nor can it be limited to the closed parameters of the formal training proposals. Nowadays, there are many possibilities to train and learn. For this reason, informal training models are becoming increasingly important, in addition to the classical formal training models.

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