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.

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.

Formal and Informal Learning Flows Cohesion in Web 2.0 Environment

2012 ◽  
pp. 109-123
Author(s):  
Malinka Ivanova ◽  
Anguelina Popova
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Exploratory Study ◽  
Management System ◽  
Learning Management System ◽  
Point Of View ◽  
Learning Support ◽  
Learning Enhancement ◽  
Formal And Informal Learning ◽  
New Generation

This paper presents the results of an exploratory study examining bachelor degree students’ experiences of learning with a new generation learning management system Edu 2.0 combined with Web 2.0 applications. The authors discuss students’ perceptions of formal and informal activities within this environment as captured through a collection of surveys, activities’ tracking, and assessment. The main functional characteristics and available social tools of Edu 2.0 are examined in the context of students learning support. A model of Learning area is developed to analyze the formal and informal learning flows from the point of view of learning enhancement.

Formal and Informal Learning Flows Cohesion in Web 2.0 Environment

2012 ◽  
pp. 1-16
Author(s):  
Malinka Ivanova ◽  
Anguelina Popova
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Exploratory Study ◽  
Management System ◽  
Learning Management System ◽  
Point Of View ◽  
Learning Support ◽  
Learning Enhancement ◽  
Formal And Informal Learning ◽  
New Generation

This paper presents the results of an exploratory study examining bachelor degree students’ experiences of learning with a new generation learning management system Edu 2.0 combined with Web 2.0 applications. The authors discuss students’ perceptions of formal and informal activities within this environment as captured through a collection of surveys, activities’ tracking, and assessment. The main functional characteristics and available social tools of Edu 2.0 are examined in the context of students learning support. A model of Learning area is developed to analyze the formal and informal learning flows from the point of view of learning enhancement.

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.

Formal and Informal Learning Flows Cohesion in Web 2.0 Environment

2011 ◽  
Vol 2 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Malinka Ivanova ◽  
Anguelina Popova
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Exploratory Study ◽  
Management System ◽  
Learning Management System ◽  
Point Of View ◽  
Learning Support ◽  
Learning Enhancement ◽  
Formal And Informal Learning ◽  
New Generation

This paper presents the results of an exploratory study examining bachelor degree students’ experiences of learning with a new generation learning management system Edu 2.0 combined with Web 2.0 applications. The authors discuss students’ perceptions of formal and informal activities within this environment as captured through a collection of surveys, activities’ tracking, and assessment. The main functional characteristics and available social tools of Edu 2.0 are examined in the context of students learning support. A model of Learning area is developed to analyze the formal and informal learning flows from the point of view of learning enhancement.

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