First Steps in the Development of a Model for Integrating Formal and Informal Learning in Virtual Environments

Educational technologists are currently researching how to enhance education through integrating the different aspects of individuals’ learning. People learn by different means and contexts, so formal learning is only a part of the whole process of their learning. In this chapter, the authors present current progress in developing a methodological strategy model that aims to integrate formal and informal learning at university. For this purpose, they start with the foundations of this study and a description of its design and initial rollout in an undergraduate course, “Primary Teacher Training,” at the University of the Balearic Islands in Spain. Although the study is currently still being carried out, it is worth highlighting some insights and reflections of the on-going implementation and future research directions of the study.

Complex Learning

This chapter presents Complex Learning, a pedagogical approach based on personalization, hybridization of learning environments, tools and codes, and participatory learning. In this approach, students are supported to become active users and co-producers of learning sources, within the paradigms of complexity, transactional theory, and ubiquitous learning. Its innovative connotation rises up from the pedagogic literature that defines it as a new pedagogical model and from the experiences realized by the authors during the recent years. Complex Learning is able to face the challenge of rethinking teaching and learning, empowering and renewing adult learners’ and trainers’ competences, attitudes, expectations, and effort. Here are described the theoretical foundations, the methodological issues, the practices, and the future perspectives of application of the Complex Learning approach. The practices carried out demonstrate that Complex Learning, with its characteristics of openness, dynamism, and flexibility, can be successfully applied to the fields of vocational training and adult education; they also indicate that, in order to have tangible results, it is necessary to work towards a change in the educational perspective and toward the acquisition and consolidation of specific competences of trainers and tutors.

Moving from Theory to Practice

While higher education grapples with new and emerging technologies that are changing the way courses and degree programs are delivered, as well as how students and faculty communicate with each other, the field of student affairs has been relatively slow to adapt to this changing landscape. The purpose of this case study is to describe the integration of technological skills and competencies into a graduate-level education course for future student affairs professionals, a relatively new phenomenon for graduate preparation courses. A brief overview of the field student affairs and student development theory is followed by an in-depth description of the adapted course, course assignments using technology, and the results of those activities. Recommendations for graduate preparation programs are provided at the conclusion of the case.

Street Poetry in Augmented Reality

Mobile device and augmented reality facilities may represent access points to navigate the city, to observe different layers of reality, to redraw the urban geography, and to explore the real environment. It is an emotional journey to observe familiar places from different perspectives and angles: a continuous sliding between two worlds (real and virtual), an invitation to participation, reflection, and rediscovery of public spaces. “Street Poetry in Augmented Reality” exhibitions are urban paths to engage citizens, students, and visitors with local heritage, memories, and art. In this chapter, the format “Emotional Mapping of Museum Augmented Places” is discussed using the evaluation of the experiences that were implemented in two different Italian towns: L’Aquila and Macerata.

Participatory Barriers to the Informal Learning of Older Australians using the Internet and Web 2.0 Technologies

This chapter aims to explore the real and perceived barriers that exist for older Australians when engaging with informal eLearning. The chapter has two main areas of focus: first, an examination of some of the challenges faced by older Australians engaging in informal eLearning, and second, an overview of two Australian initiatives designed to break down the barriers between older Australians and technology. The chapter commences with a review of the international literature to define informal learning before considering the intersection that exists between informal learning and online learning. The emerging social issues of the ageing Australian population are then presented to provide context to the main exploration within this chapter – the real and perceived barriers that exist for older Australians as they attempt to engage in eLearning. After discussing two community initiatives and introducing a model for surmounting the identified obstacles, the chapter discusses possible solutions making relevant recommendations and suggesting directions for future research.

LingoBee Mobile App

This chapter describes case studies conducted in five European countries, where language learners were invited to use “LingoBee,” a mobile app, as a means of supporting their language learning. Assuming that today's language learners are mobile savvy and “Digital Natives” and that they should be able to engage in language learning autonomously using technology, initial studies were conducted with little or no intervention by the language teachers. However, the support and guidance provided within a teacher-led context can impact positively on learner engagement. The case studies confirm this hypothesis. This chapter addresses the research question: Does the level of the support and guidance and pedagogical approach impact on learners’ engagement and the synergy between formal and informal learning? Based on the experiences from the five case studies, recommendations are provided for teachers and designers of educational technologies.

Adapting Informal and Formal Learning Skills for Success in the Virtual Learning Environment

Learning in itself is not done in a vacuum. In today’s competitive worlds of academia and business, students and current workers struggle daily to compete and remain competitive in a vastly changing world, market, and technological evaluation. What one prepared for prior to joining the job market has probably changed greatly in only a matter of a few years, and technology is still evolving. However, two items have remained constant over the past several centuries, the use of formal and informal learning. While not all people have the luxury attending college and university, informal learning has served as a tool in which a variety of stakeholders have helped others to learn and grow from each other. The key emphasis of this chapter is to focus on these two types of learning, but with a concentration on their relevance in the virtual learning environment. The topics of time management, group interaction, communication skills, and social media are examined in terms of how these skill sets can be useful to the virtual learner.

Towards an Adult Learning Architecture of Participation

This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.

Google Apps as a Cloud Computing Solution in Italian Municipalities

The Agenda Digitale Italiana, the strategic plan for the implementation of the Digital Agenda for Europe 2020 in Italy, aims to help citizens and businesses to get the most out of digital technologies, in order to deliver smart, sustainable, and inclusive growth. One of the pillars of this strategic plan is cloud computing, which a growing number of Italian public administrations have been activating. Different solutions have been adopted. Among these, Google Apps has been chosen for its integrated tools, low cost, and steep learning curve. This chapter aims to investigate the ongoing change in the technological architecture for eGovernment in Italian municipalities and the implications of the shift towards Google Apps as a cloud computing solution on their personnel’s empowerment. On the basis of the analysis of the best practices, recommendations will be provided for an effective implementation of Google Apps as a cloud computing solution to foster staff’s continuing professional and personal development in Italian municipalities.

Capturing the Semantics of Simulation Learning with Linked Data

Knowledge-rich learning environments like simulation learning sessions call for the adoption of knowledge technologies to effectively manage information and data related to the learning supply and to the observation analysis. In this chapter, the authors illustrate the benefits and the challenges from the adoption of Linked Data and Semantic Web technologies to model, store, update, collect, and interpret learning data in simulation environments. The experience gained in applying this approach to a Simulation Learning system based on Serious Games proves the feasibility and the advantages of knowledge technologies in addressing and solving the issues faced by trainers and teachers in their daily practice.