Academic literature on the topic 'Informal learning processes'
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Journal articles on the topic "Informal learning processes"
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Davis. "Informal Learning Processes in an Elementary Music Classroom." Bulletin of the Council for Research in Music Education, no. 198 (2013): 23. http://dx.doi.org/10.5406/bulcouresmusedu.198.0023.
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Roßnagel, Christian Stamov, Melanie Schulz, Michael Picard, and Sven C. Voelpel. "Older Workers’ Informal Learning Competency." Zeitschrift für Personalpsychologie 8, no. 2 (April 2009): 71–76. http://dx.doi.org/10.1026/1617-6391.8.2.71.
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Abstract. In a co-operation between Jacobs University and a German mail-order company, we explored age differences in informal learning competency. To reconcile the needs for practically relevant results and rigorous assessment, we relied on a two-step research strategy. First, we conducted an on-line survey of informal learning competency with employees from three age groups. Second, we followed up on the underlying processes in an experimental setting. The insights into the drivers of and barriers to learning competency inform the planning of tailored ”learning to learn” workshops that can fruitfully be integrated into the company’s T & D programme to promote sustainable career-long learning.
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Cunningham, John, and Emilie Hillier. "Informal learning in the workplace: key activities and processes." Education + Training 55, no. 1 (February 8, 2013): 37–51. http://dx.doi.org/10.1108/00400911311294960.
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Spaan, Nadia Roos, Anne R. J. Dekker, Alike W. van der Velden, and Esther de Groot. "Informal and formal learning of general practitioners." Journal of Workplace Learning 28, no. 6 (August 8, 2016): 378–91. http://dx.doi.org/10.1108/jwl-12-2015-0090.
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Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in various learning processes, semi-structured interviews were conducted with 19 GPs. These interviews were transcribed and analysed with a theory-based template, that had been defined beforehand, but with an open mind for emerging themes. Findings The web-based training was perceived by GPs to change their prescription behaviour, mostly as a result of informal learning processes. Being a research participant and being a supervisor appeared to create most opportunities for informal learning. Practical implications The current research shows that being a research participant and/or a supervisor enhance informal learning activities, for example, reflection and social interaction, and thereby formal training becomes more effective. It is recommended to remind GPs regularly to reflect on their prescribing behaviour and to stimulate them to reflect and seek social interaction besides participating in formal training. Originality/value Our study adds to the existing literature by considering informal learning processes in an evaluation of the perceived effects of formal training. Our findings have implications for the design and evaluation of formal trainings with the purpose of behavioural change of doctors.
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Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (July 16, 2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.
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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.
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Kastner, Julie Derges. "Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning." Research Studies in Music Education 42, no. 1 (July 23, 2018): 3–18. http://dx.doi.org/10.1177/1321103x18774374.
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The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning processes, and (c) broadened her community’s definition of school music. Nicole used the metaphor of a bruise to describe how she believed some in her undergraduate studies would judge her interest in popular music and creative musicianship, but as she became a music teacher she had agency to incorporate the informal learning she valued. Nicole exhibited a duality in her use of formal and informal learning processes, which were not integrated in her teaching. Ultimately, she developed a broadened definition of school music that she believed was beneficial for students but perceived negatively by other music teachers. Music teacher education should support teachers’ diverse identities and continue to explore the teaching strategies used in facilitating informal music learning experiences.
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Augustyniak, Sylvana. "The impact of formal and informal learning on students’ improvisational processes." International Journal of Music Education 32, no. 2 (October 31, 2013): 147–58. http://dx.doi.org/10.1177/0255761413502440.
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Brouns, Francis, Hubert Vogten, José Janssen, and Anton Finders. "E-Portfolios in Support of Informal Learning." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 18–32. http://dx.doi.org/10.4018/ijhcitp.2014070102.
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Nowadays, informal learning is very much part of everyone's life, even when individuals are not aware that they engage in informal learning. Therefore it is vital that individuals and organisations become aware of the value of informal learning. Not only that, but individuals need to take control of their informal learning and make it known to others. This article illustrates how e-portfolios, as a store of learning activities and resulting products, can support reflection on the learning process by allowing learners to monitor their learning behaviour. Findings indicate that ease of use is crucial. User interface design should accommodate the needs of the learner to promote uptake of the tool. The e-portfolio has to be an integral part of the learner's working and learning processes, and assist the learner by tracking and presenting his learning activities for easy inclusion into the e-portfolio.
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Cassidy, Alice. "11. Learning Portfolios: Creative Connections Between Formal and Informal Learning." Collected Essays on Learning and Teaching 3 (June 13, 2011): 60. http://dx.doi.org/10.22329/celt.v3i0.3241.
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How do you know what students in your course “took away” with them? Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map and a world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.
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Bishop, Daniel. "Firm size and workplace learning processes: a study of the restaurant sector." European Journal of Training and Development 44, no. 2/3 (January 2, 2020): 305–20. http://dx.doi.org/10.1108/ejtd-08-2019-0139.
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Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.
Dissertations / Theses on the topic "Informal learning processes"
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Mark, Sheron. "An Examination of the Processes of Student Science Identity Negotiation within an Informal Learning Community." Thesis, Boston College, 2012. http://hdl.handle.net/2345/bc-ir:101446.
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Thesis advisor: Michael BarnettScientific proficiency is important, not only for a solid, interdisciplinary educational foundation, but also for entry into and mobility within today's increasingly technological and globalized workplace, as well as for informed, democratic participation in society (National Academies Press, 2007b). Within the United States, low-income, ethnic minority students are disproportionately underperforming and underrepresented in science, as well as mathematics, engineering and other technology fields (Business-Higher Education Forum, 2011; National Assessment of Educational Progress, 2009). This is due, in part, to a lack of educational structures and strategies that can support low-income, ethnic minority students to become competent in science in equitable and empowering ways. In order to investigate such structures and strategies that may be beneficial for these students, a longitudinal, qualitative study was conducted. The 15 month study was an investigation of science identity negotiation informed by the theoretical perspectives of Brown's (2004) discursive science identities and Tan and Barton's (2008) identities-in-practice amongst ten high school students in an informal science program and employed an amalgam of research designs, including ethnography (Geertz, 1973), case study (Stake, 2000) and grounded theory (Glaser & Strauss, 1967). Findings indicated that the students made use of two strategies, discursive identity development and language use in science, in order to negotiate student science identities in satisfying ways within the limits of the TESJ practice. Additionally, 3 factors were identified as being supportive of successful student science identity negotiation in the informal practice, as well. These were (i) peer dynamics, (ii) significant social interactions, and (iii) student ownership in science. The students were also uncovered to be particularly open-minded to the field of STEM. Finally, with respect to STEM career development, specific behaviors were indicative of students' serious consideration of STEM careers and two major patterns in STEM career interests were uncovered. The findings are discussed in relation to existing research in science education, as are implications for future research and practice
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Svensson, Carl. "Kreativa processer inom organisationer : ur ett sociokulturellt perspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42516.
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In the current fast paced and competitive environment organizations are existing in, it is crucial so be innovative and creative. This empirical research addresses how organizations can stimulate creativity and innovation by understanding underlying factors and mechanisms. The research sample consisted of seven open interviews from seven different firms which could be described as creative. In analysis of the empirical material a model called meaning concentration have been used. Results have been analysed with support of sociocultural theory. The findings suggest that time, a structured process, gaining new perspectives and experiences by constant input and an open communication are keys to support innovation. The study also indicates that creative organizations uses informal learning systematically as a strategy in projects and developing the co-workers craftsmanship. Informal learning is used to gain knowledge about customers, social arenas and the surrounding world. New perspectives are considered to be crucial in creating innovation. The underlying factors of creative processes found in the empirical material are being discussed and how it connects to a social context and group dynamics.I en föränderlig och konkurrensutsatt värld är det essentiellt att organisationer utvecklas. Den här studien syftade till att utforska hur organisationer kan stimulera kreativa processer och innovation, genom att förstå dess underliggande faktorer. Det insamlade materialet bestod av sju öppna intervjuer från sju olika kreativa organisationer. Empirin analyserades med hjälp av meningskoncentrering och ur ett sociokulturellt perspektiv. Resultatet visade att kreativa organisationer använder sig av informellt lärande som en medveten strategi i syfte att tillägna sig nya kunskaper. De nya kunskaperna om kunder, sociala arenor och omvärlden anses av organisationerna avgörande för att lyckas skapa kreativa produkter. Organisationerna skapade avsiktligt situationer och möten där delandet av nya perspektiv och associationer ledde till ny kunskap genom diskussioner och intryck. Organisationer är enligt resultatet beroende av att inhämta nya perspektiv och kunskaper för att lyckas med innovationsprocesser. De underliggande faktorerna i de kreativa processerna diskuteras med koppling till den sociala kontext organisationerna verkar inom.
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Bäckström, Åsa. "Spår : Om brädsportkultur, informella lärprocesser och identitet." Doctoral thesis, Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-330.
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Today’s society is subject to an increased importance of aesthetics and an increasing individualism. New trends are adopted early by young people, which make it interesting to focus on how identity is formed and meanings are constructed in a youth culture context and in relation to ongoing societal processes of change. The purpose of this dissertation is to interpret and analyse the construction of meaning within the skateboard and snowboard communities in the social and cultural contexts. In particular, this dissertation is about the relationship between three levels, cultural, practice and individual. The title “Traces” alludes to four analytical themes taking different tracks in the book; consumption, gender, place and identity that are reflected in different chapters. However, the individual leaves traces in culture as culture does in the individual. Furthermore, skaters and snowboarders leave actual tracks in their local geography. Theoretically the study has a culture analysis approach with a semiotic base where five theories are intertwined. Johan Fornäs contributes with his interpretation on culture as system of signs and signifying practices, Stuart Hall adds the concept of representations, Kirsten Drotner provides her argumentation regarding aesthetic practices whilst Ulf Hannerz enriches the dissertation with his discussion on transnational culture-flows and the social diffusion of culture. Roger Säljö proposes a socio-cultural perspective of learning where learning is about participation in knowledge and skills. The method used is ethnographical. The multifaceted empirical material, from field studies and interviews, Swedish skateboard and snowboard magazines between 1978 to 2002, skateboard and snowboard videos, press articles, and websites, has been triangulated. In addition, there are three personal albums of skateboarder, snowboarder and surfer Ants Neo. The study shows that there are stereotyped notions about what boarding means and what it means to be a boarder. These notions both create and are created by the boarders themselves but are also used by advertisers for products not related to board sports at all. These notions, based as they are on ideas of resistance and radicalism, serve to emphasise that boarding is masculine. Resistance takes concrete form in its attitude to organized sports and to multinational brands and in the unusual use of places in the urban environment. To be a boarder is, apart form the boarding skills required, to be also part and parcel of these attitudes. The study explains how meaning and identity are created through informal learning processes in youth culture contexts. In these group-forming processes, both the individual and the community are formulated in social, cultural and aesthetic terms.
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Andersson, Cecilia. "Rådjur och raketer : Gatukonst som estetisk produktion och kreativ praktik i det offentliga rummet." Doctoral thesis, Stockholms universitet, Institutionen för undervisningsprocesser, kommunikation och lärande (UKL), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1314.
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The purpose of this thesis is to describe and analyse the visual expressions of Street Art that occurs in the public space, and by doing so, to study this specifi c practice, and also elucidate the relation between public space as a democratic idea, a place for freedom of speech and as a planned, aesthetically shaped place. The intention is to throw light upon a central part of many young peoples lives in a didactic aspect. In this thesis I discuss Street Art as an informal image making in public space that young people use as tools to make meaning, but also as a form of resistance. The methodologies used in the study are ethnography and visual ethnography, where observational studies of Street Art as practice, interviews and interpretation of photographs (my own, and my informants) are performed and analysed. Theoretically, the study has a didactic and semiotic approach but I also rely on Cultural Studies as a research fi eld in order to be able to pick up different kinds of theories. From three platforms; public space and public place and places for Street Art, aesthetic learning processes within this specifi c practice, and fi nally the expanded fi eld of Art and the similarities and differences between formal Art and Street Art I have outlined four themes; ephemerality, the criteria for Street Art practice, how the work is being done, as a collective and individual practice, the struggle of space in public space, and fi nally high and low in Art and culture. By describing and analysing this informal image making light is thrown upon the aesthetic learning process that occurs, the didactic aspect of this practice and the communication that the images articulate. As a result, the study shows that Street Art, in spite of its illegal mark, points out that it is an aesthetic production and a creative practice that consists of resistance, meaning making, achieving knowledge through practice, and above all a way to use the city, to become a part of the city. The thesis contributes with the suggestion that this informal aesthetic learning process is a way to form identity, make meaning, take part of public space, and through symbolic resistance demand ones rights of expression.
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Morshedi, Yousef. "Den egyptiska revolutionen och informella lärandeprocesser : Den egyptiska revolutionen och informella lärande om mänskliga värderingar, demokrati och fred. En etnografisk studie baserad på intervju med taxichaufförer, tjänstmän och fredsaktivister." Thesis, Södertörns högskola, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17023.
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This thesis aims at studying representatives from three groups in the Egyptian society with an ethnographic method and with regards to their experiences, reflections and stories of the Egyptian revolution. The material of the thesis is based on ethnographic fieldwork and on interviews. The purpose of the study is to explore different themes in the informants’ stories related to society, freedom, social justice, human values, peace and civility. The purpose is also to examine the informants' stories with emphasis on various informal learning processes that occurred in the Egyptian social change. The study finds that according to the informants a society should be characterized, among other things, by human values, social justice, non-violence and peaceful methods and approaches. Various informal learning processes involving both individual citizens and active members of civil society and NGO groups were found to be practiced to be able to accomplish these changes in the Egyptian society to create a better future. The degrees of involvement of the various learning processes not only reflect differences between informants regarding the social and cultural background. Although informants' involvement in the ongoing development of society and how different informal learning processes have affected the informants.
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Ciobanu-Gout, Varvara. "Devenir entrepreneur : la place de l'histoire personnelle dans le processus d'apprentissage de l'entrepreneuriat." Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20074.
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L'entrepreneur, grand absent du paysage économique pendant une grande partie du vingtième siècle, est de retour. Le profil de l'entrepreneur contemporain est étroitement lié aux caractéristiques de l'individu hypermoderne : un sujet mobile, qui exige sa liberté, qui construit ses propres réseaux, qui a ses propres aspirations. La motivation dans l'acte entrepreneurial n'est pas uniquement le profit, elle peut varier entre la recherche d'épanouissement, et la création de son propre emploi. Les dispositifs d'accompagnement à la création d'entreprise se sont multipliés et l'enseignement de l'entrepreneuriat est devenu une priorité. L'objectif de cette recherche est l'étude du processus d'apprentissage de l'entrepreneuriat dans une approche biographique, mettant l'accent sur les apprentissages informels. Le groupe des entrepreneurs n'étant pas une catégorie sociale homogène, l'échantillon a été construit à partir d'un seul domaine d'activité, la cosmétique biologique. La recherche repose sur l'étude de récits de vie de six entrepreneurs spécialisés dans ce secteur. Cette étude met en évidence trois types de phénomènes qui apportent un éclairage sur le processus d'apprentissage de l'entrepreneuriat : des phénomènes spécifiques au monde de la cosmétique biologique, des phénomènes communs à tous les entrepreneurs mais qui prennent une forme différente en fonction de l'histoire personnelle de celui-ci, et des phénomènes spécifiques à chaque entrepreneur, qui montrent l'influence biographique sur la manière d'entreprendre. Cette thèse ouvre, en conclusion, des perspectives sur l'utilisation des histoires de vie comme méthode de soutien à la création d'entrepriseThe entrepreneur, who has been missing from the economic landscape for the majority of the twentieth century, is back. The profile of the contemporary entrepreneur is closely linked to the characteristics of the hypermodern individual : a mobile person demanding their freedom, and constructing their own network, with their own ambitions. The motivation behind the creation of a business is not only making profit; it can vary from the pursuit of personal fulfilment to the necessary creation of one’s own job. Mechanisms to support setting up new businesses have proliferated, and teaching entrepreneurship nowadays has become a priority.The goal of this research is to study the entrepreneurial learning process within a biographical approach, stressing informal learning. As the entrepreneurs do not form a homogenous social category, the sample was created from one activity domain : organic cosmetics. This research is based on the study of life-stories of six entrepreneurs specialising in this domain. This study shows three types of phenomena, shedding light on the entrepreneurial learning process: phenomena that are specific to the biological cosmetics domain, phenomena shared by all entrepreneurs but taking different shapes according to their personal story, and phenomena specific to each entrepreneur showing the biographical influence on the learning method. This thesis opens new perspectives on the possible uses of accounts of life as a method to assist in setting up new businesses
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Reatto, Diogo Luís. "Os processos de aprendizagem informal no local de trabalho: um estudo com técnicos-administrativos numa faculdade pública estadual." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/628.
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Previous issue date: 2014-08-15This research is a basic interpretative and qualitative study underpinned by an interacionist and interpretative epistemological approach that aims to understand how technical - administrative employees learning experiences occur in the workplace of Araçatub a School of Dentistry/UNESP. The research question is: how do technical - administrative employees experience learning throughout their professional tasks in the workplace? . There are three big aims: (a) identify, describe and understand the informal processes used for individuals to learn their professional tasks; (b) describe and analyze the role of the social interactions that occur in the workplace, as well as the influe nce of the organizational context in informal learning; (c) analyze how the workplace context of the studied Faculty supports or raises difficulties to informal learning. The theoretical frame joins the literature about Informal Learning in the workplace with Social Learning Theory by Elkjaer, in order to understand how learning occurs in social environments. It was conducted 16 semi - structured interviews with technical - administrative employees from Academic and Administrative Technical Divisions of Araçat uba School of Dentistry/UNESP. The collected data was analyzed through qualitative data analyses strategy proposed by Flores (1994). I t was concluded that employees learn their tasks informally, by their experience and daily practice in the workplace, during the work process, making questions and exchang ing ideas with their bos ses and colleagues from the own Faculty or from other UNESP faculty , with whom they build a contributive network for informal learning. Facing new and challenging tasks in other jobs is a trigger to informal learning, such as knowing the way as the organization works and studying its internal and external set of laws . The technical - administrative employee proactive behavior encourage s these actions. The employees interactions with the social worlds and subworlds identified in the interviews evoked emotions like gratefu lness, commitment, pleasure and love in the job and by the job, which sometimes support and raise difficulties at times to informal learning. The context factors that influence informal learning in the studied organization are organizational climate, culture and layout, as well as job development expectation and the relationship between newcomers and experienced employees.
Esta pesquisa é um estudo qualitativo interpretativo básico apoiado numa postura epistemológica interpretacionista e interacionista que visa a compreender como ocorrem as experiências de aprendizagem vivenciadas pelos funcionários técnico-administrativos da Faculdade de Odontologia de Araçatuba/UNESP em seus locais de trabalho. A pergunta de pesquisa é: "como os funcionários técnico-administrativos de uma faculdade pública vivenciam a experiência da aprendizagem no exercício de suas tarefas profissionais desenvolvidas no local de trabalho? ", e se desdobra em três grandes objetivos: (a) identificar, descrever e compreender os processos informais que esses indivíduos utilizam para aprender suas tarefas profissionais; (b) descrever e analisar o papel das interações sociais que ocorrem no ambiente de trabalho, bem como a influência do contexto na aprendizagem informal; (c) analisar em que medida o ambiente de trabalho da faculdade objeto de estudo favorece e/ou dificulta a aprendizagem informal. O referencial teórico articula a literatura sobre Aprendizagem Informal nos locais de trabalho com a Teoria da Aprendizagem Social de Elkjaer, para compreender como a aprendizagem ocorre em ambientes sociais. Conduziram-se 16 entrevistas semi-estruturadas com servidores técnico-administrativos das Divisões Técnicas Acadêmica e Administrativa da Faculdade de Odontologia de Araçatuba/FOA-UNESP. As informações coletadas foram analisadas pela estratégia de análise de dados qualitativos proposta por Flores (1994). Concluiu-se que os servidores aprendem suas tarefas informalmente, por meio da experiência da prática cotidiana no local de trabalho, no processo de trabalho, perguntando e trocando ideias com o superior e com os colegas da própria ou de outra unidade da UNESP, com quem constroem uma rede de relacionamentos contributiva para ações de aprendizagens informais. Enfrentar tarefas novas e desafiadoras em outros cargos ou funções é um gatilho para a aprendizagem desses funcionários, bem como conhecer o funcionam ento da estrutura organizacional e estudar a legislação interna e externa pertinentes à sua função e à organização. Essas ações são incentivadas pelo comportamento proativo do funcionário, o qual carrega consigo e o aplica no local de trabalho. As interaçõ es com os mundos e submundos sociais identificados também despertam emoções como gratidão, comprometimento, prazer e amor no trabalho e pelo trabalho, as quais ora apoiam ora suprimem a aprendizagem. Os fatores de contexto ambiental que influenciam a AI são o clima, a cultura e a estrutura física organizacionais, bem como as expectativas de crescimento no trabalho e a relação entre novatos e experientes.
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Hawkins, P. "Living the learning : An exploration of learning processes in primary learning communities and the development of a learning perspective to inform team development." Thesis, University of Bath, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376325.
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Ahmed, Hassan Suleiman. "An analytical understanding of how external sources inform and impact upon Somaliland’s national education and teacher education policy making processes." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/3986.
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This thesis investigates how external sources inform and impact Somaliland’s national teacher education policy making processes. In this research, external factor is mainly constituted by INGOs that are helping Somaliland’s education and teacher education re-construction which are considered to be part of wider global-national interactions. The conceptual frameworks of policy making processes, policy transfer, lesson drawing and policy learning are used to develop the theoretical perspectives that inform the research question. Constructivist’s qualitative research approach which utilises critical discourse analysis as the principle methodology has been used to gain an understanding of the discursive construction of meaning about Somaliland’s education reforms and analyse the discourses of teacher education and teacher professionalism that are evident in three contemporary education reform policy documents and interview data. This thesis considered policy making processes as a contested, dynamic and multidimensional phenomena and has acknowledged the centrality of power and resources in policy making processes. The analysis of the research data constructed Somaliland’s education reforms as a discourse of human capital. This had implications for the strategies for managing change, quality and improvement perception, and reconceptualisations of teacher education and teacher professionalism. The thesis concludes with concerns about the contextual visibility to implement the new discourses of education and teacher education and calls for increased policy learning, capacity building, resource increase and modernisation of institutions as well as change of the culture of work.
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Ahlbom, Adam, and Johan Backlund. "Var det bra så? : En kvalitativ studie om arbetsrotation och lärande i ICA-butiker." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254339.
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Denna studie görs inom det arbetslivspedagogiska fältet och behandlar arbetsrotation på ICA-butiker. Syftet är att undersöka hur arbetsrotation sker hos medarbetare inom olika ICA-butiker och vilken betydelse det får för lärandet. Lärandet som undersöks är hur individer kan tillgodogöra sig yrkeskunskap utifrån de läroprocesser och lärandesituationer som uppstår i samband med arbetsrotation. De teoretiska verktyg som används grundar sig i Ellströms feed-forward och feed-back faser, de tre regleringsnivåerna av lärande samt en teori om subjektiva och objektiva handlingsutrymmen. Studien använder sig även av Börnfelts teori om en formell och informell organisation. Den metod som använts är kvalitativ och grundar sig i öppna intervjuer med åtta anställda från ICA-butiker med olika butiksformat, med det syftar vi till ICAs butiksformat; Nära, Supermarket, Kvantum och Maxi. Intervjuerna har transkriberats och analyserats ner till fyra olika teman; Arbetets innehåll, Avvikande situationer, Formellt Medarbetarskap och Informella Relationer. Resultatet visar att om anställda roterar mellan avdelningar eller ställs inför utmaning öppnar det upp individers handlingsutrymme, vilket leder till feed-forward faser som i sig genererar lärosituationer där anställda kan lära sig på en begreppslig- och intellektuell nivå. I flertal butiker bestämmer den formella organisationen det objektiva handlingsutrymmet men studien visar att den informella organisationen kan skapa sitt eget objektiva handlingsutrymme. Detta ställer visserligen krav på att det förekommer ett subjektivt handlingsutrymme i form av kunskap eller erfarenhet. I de butiker där ett tydligt objektivt handlingsutrymme ges tenderar anställda att hjälpa varandra inom och över avdelningar i högre utsträckning. I studien konstateras också att arbetsrotation gynnas av kollegiala relationer. Resultatet av studien kan användas för att vidare studera arbetsrotationens inverkan på lärande. Studien kan med fördel användas av yrkesverksamma inom ICA-butiker i syfte att få ökad förståelse för vilka konsekvenser som kan förbindas med införandet av arbetsrotation.This paper examines job-rotation in ICA-stores within the pedagogy of working life. The purpose of this study is to determine how job-rotation works in ICA-stores and its relevance to learning from a employee perspective. The area of learning that we are investigating is how individuals assimilate knowledge from their professions through learning processes and situations during a job-rotation. The theoretical tools used in this study are based on Ellströms views on the feed-forward and feed-back phases, on Ellströms three levels of learning to conceptualise the act of learning, and finally on the theory of the subjective and objective spaces of action in regards to the learning situation. The paper mentions Börnfelts theories of formal and informal organisation as well. We used a qualitative method based on open interviews with eight employees from different ICA-stores, varied in both location and size. All interviews have been transcribed and analysed into four themes: The Content of the Work, Daily Obstacles/everyday situation, Formal Teamwork, and Informal Relations. The results of these interviews show that if employees rotate between departments, so called “revolving work tasks,” or face challenges within their own work tasks, the individuals acting space is opened up. This results in feed-forward and feed-back phases, which in turn generate the learning situations where the employees can learn on a conceptual and intellectual level. In several stores, the formal organisation creates an objective space of action for the employees, but the study shows that an informal organisation can also create their own objective space of action. If this is going to happen, employees must acquire a subjective space of action in the form of knowledge or experience. In a store with a clear objective space of action, employees tend to help each other more within and over departments. The study also states that a good relation between coworkers facilitates job-rotation. The results of the study can be used as a basis for further study of the way job-rotation affects learning. The study lends itself well to be used by people now working at ICA-stores, in order to get a better understanding of the consequences that can be connected to the introduction of job-rotation.
Books on the topic "Informal learning processes"
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Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.
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Arefi, Mahyar. Learning from Informal Settlements in Iran: Models, Policies, Processes, and Outcomes. Palgrave Macmillan, 2018.
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Arefi, Mahyar. Learning from Informal Settlements in Iran: Models, Policies, Processes, and Outcomes. Palgrave Macmillan, 2018.
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Smart, Tim, and Lucy Green. Informal learning and musical performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0007.
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If the adage ‘You live and learn’ reflects any truth, then the vast majority of living and learning must take place informally. This can range from unintentional and nonconscious processes such as enculturation, to intentional and conscious self-teaching. While the study of informal learning in music has tended to focus on popular and other vernacular musicians, this chapter adopts a wider approach, considering the perspectives of a range of musicians across several musical contexts, styles and genres. The authors review key sources of knowledge, skills and abilities relevant to these musicians and to their performance, and consider examples of how informal learning practices are valued in underpinning their work. They also examine the characteristics and prevalence of informal learning, how it interfaces with other practices, and how research in the field of informal music learning may serve to promote and champion a richer perspective on the learning of music for the benefit of all learners, intentional or not.
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Welch, Graham, and Adam Ockelford. The role of the institution and teachers in supporting learning. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0029.
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This article discusses how learning and teaching in music are shaped by processes outside the individual, not least because of the influences of group membership (allied to age and gender), performance expectations and practices, and professional and institutional cultures. The process of individual induction into the characteristics of a particular musical culture by teachers and institutions influences the formation of identities in music, for better or for worse, at least in terms of dominant models within the culture. Indeed, the development of music teachers themselves can be seen within an activity system, i.e. the teacher's understanding of their role is developed both by informal personal reflection of the experience of performance and their own learning, and, more systematically, through their own induction process by attendance at a specialist, pedagogically focused institution.
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Hardt, Heidi. Conclusion: Toward Total Recall in International Organizations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0008.
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Chapter 8 offers a summary of the findings discussed in earlier chapters and directions for future research. The chapter first reiterates the argument that institutional memory develops in international organizations (IOs) from elites’ reliance on informal processes, such as networks, because formal learning infrastructure can disincentivize reporting. The chapter then identifies the book’s theoretical and empirical contributions to scholarship on IOs, organizational learning and organizational change. Subsequent sections proceed to discuss how the book’s argument can be applied to explain institutional memory in other IOs beyond NATO. The chapter then presents a series of policy recommendations to strengthen institutional memory. Examples include realigning incentives in the institutional design of organizations’ formal learning infrastructure and means of supporting existing informal learning processes. The chapter then provides concluding remarks about the importance of transnational interpersonal networks for protecting IOs’ institutional memory of the past to prevent future failures.
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Hardt, Heidi. A Reactive Culture. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0007.
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Chapter 7 explains why NATO’s institutional memory continues to develop in the way that it does – despite formal learning processes being underutilized. Findings in this chapter draw on the author’s survey-based interviews with 120 NATO elites. The chapter begins by arguing that NATO’s organizational culture locks-in elites’ preference for relying on informal processes and avoiding formal processes. Key characteristics of NATO’s culture posed challenges for identifying and reporting strategic errors. The organization’s norm of consensus made formal agreements on past strategic errors difficult. Moreover, NATO’s focus on reaction over retrospection and a broader culture of blame aversion provided elites with little incentive to break the tradition of reliance on informal processes for memory development. Elites described feeling continuous pressure to react to the crisis at hand and treat past crises as unique – leaving little reason to invest in learning from past failures.
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Rink, John, Helena Gaunt, and Aaron Williamon, eds. Musicians in the Making. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.001.0001.
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Musicians are continually ‘in the making’, tapping into their own creative resources while deriving inspiration from teachers, friends, family members and listeners. Amateur and professional performers alike tend not to follow fixed routes in developing a creative voice; instead, their artistic journeys are personal, often without foreseeable goals. The imperative to assess and reassess one’s musical knowledge, understanding and aspirations is nevertheless a central feature of life as a performer. Musicians in the Making explores the creative development of musicians in both formal and informal learning contexts. It promotes a novel view of creativity, emphasizing its location within creative processes rather than understanding it as an innate quality. It argues that such processes may be learned and refined, and furthermore that collaboration and interaction within group contexts carry significant potential to inform and catalyze creative experiences and outcomes. The book also traces and models the ways in which creative processes evolve over time. Performers, music teachers and researchers will find the rich body of material assembled here engaging and enlightening. The book’s three parts focus in turn on ‘Creative learning in context’, ‘Creative processes’ and ‘Creative dialogue and reflection’. In addition to sixteen extended chapters written by leading experts in the field, the volume includes ten ‘Insights’ by internationally prominent performers, performance teachers and others.
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McPherson, Gary, and Susan Hallam. Musical potential. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0024.
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An ongoing controversy persists regarding the extent of individual variability in musical potential and the extent to which observable differences in acquiring musical skills result from social contexts that facilitate learning, genetic factors, or interactions between the two. This article outlines key elements of these debates and considers how ‘musical potential’ has been assessed. It argues that what children are born withenablesrather thanconstrainswhat they will eventually be able to achieve. While a range of generalized abilities may come into play when learning music, a host of environmental and personal catalysts work in combination with teaching and learning processes to develop particular types of talent. These talents form the basis of the many professional, amateur, and informal forms of meaningful engagement that individuals can have with music.
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Hardt, Heidi. Tête-à-Tête. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.003.0002.
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Chapter 2 describes what institutional memory is and provides an overview of the book’s theoretical argument. The chapter begins by conceptualizing institutional memory. The subsequent section introduces the book’s theoretical argument, which builds on assumptions from rationalist institutionalist theories. Depending on an IO’s design, formal learning infrastructure can inadvertently deter IO elites from sharing their knowledge about strategic errors. Elites respond by choosing instead to socially construct memory through three informal processes: transnational interpersonal networks, private documentation and socializing during crisis management exercises. The chapter then identifies key premises of the book’s argument. These four premises concern the impact of the design of formal learning processes, elites’ built-in incentives to share, the role of an active secretariat and sources that motivate elites to act. The chapter concludes by identifying predictions, based on the book’s argument and by describing conditions under which the argument should hold.
Book chapters on the topic "Informal learning processes"
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Pang, Guofei, and George Em Karniadakis. "Physics-Informed Learning Machines for Partial Differential Equations: Gaussian Processes Versus Neural Networks." In Emerging Frontiers in Nonlinear Science, 323–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44992-6_14.
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"Metacognitive Processes Inventory: An Informal Instrument to Assess a Student’s Developmental Level of Metacognition." In Metacognition in Literacy Learning, 187–202. Routledge, 2006. http://dx.doi.org/10.4324/9781410613301-19.
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Camacho, Mar. "Making the Most of Informal and Situated Learning Opportunities through Mobile Learning." In Social Media in Higher Education, 355–70. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2970-7.ch018.
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Mobility and networking are two important emerging issues that affect educational practices nowadays. Learners and teachers are continuously involved in ubiquitous relationships with other people on the Internet, swapping information and sharing knowledge and skills. However, in the Mobile Learning area, a great deal of emphasis has been placed on mobile technologies and the transfer of content, whereas the potential to support community building processes and collaboration through their integration within social networks has tended to be underemphasized. With the advent of Mobile Learning, a certain growth in its practice and research has been activated by technological innovation and progress. Mobile technologies offer potentiality for the exploitation of contextual learning and have unbound learners and technologies out of the limitation of classrooms at the time that enhance collaborative processes in informal contexts. The emergence of mobile gadgets has democratized the access to technology, changed the concept of user-generated content, and allowed learners and technologies to experiment with technologies outside the classroom, although it has posed challenges to educational stakeholders on how to match the nature of their practice for both life and learning with those traits that educators would like to heighten.
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Huang, Wen-Hao David, and Eunjung Oh. "Retaining Disciplinary Talents as Informal Learning Outcomes in the Digital Age." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 402–20. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch018.
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Considering the national need for developing a variety of professional talents through higher education, this chapter proposes an exploratory conceptual framework, to allow educators and parents to harness informal learning opportunities afforded by virtually endless resources on the Internet, in order to engage undergraduate students with necessary career decision-making processes early on in their college experience. The thesis of this chapter asserts that we must consider students' career decision-making processes as a relevant higher education learning outcome. The proposed Digital Informal Learning Resources for Career Decision-Making (DILR-CDM) framework is grounded in the Social Cognitive Career Theory and the Self-Determination Theory to identify attributes of informal learning resources manifested by digital game-based environments and social media environments. These attributes, in turn, afford informal learning opportunities to scaffold and facilitate career decision-making processes among undergraduate students.
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Cranton, Patricia, Olúfẹ́mi Táíwò, and Olutoyin Mejiuni. "Looking Back and Looking Forward." In Measuring and Analyzing Informal Learning in the Digital Age, 274–94. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch018.
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This chapter reviews the common themes that run through the volume. The authors review the relationship between informal learning and adult and higher education and how the research and writing on informal learning contributes to adult and higher education. They pay attention to how informal learning plays a role in independent learning projects, self-directed leaning, and transformative learning. The common themes that run through this chapter include learning experiences, contexts of learning, processes and strategies, outcomes of informal learning, and to a lesser extent, critical perspectives and cultural issues. The authors describe how the chapters contribute to each of these themes. They also speculate on the future directions of research, theory development, and practical applications related to informal learning.
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Dyer, Gordon. "Changing Roles and Processes in Online Tuition for Higher Education." In Usability Evaluation of Online Learning Programs, 283–98. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-59140-105-6.ch015.
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The case study examines a Level 1 undergraduate course delivered totally online to 8,500 students of the UK Open University (OU). Context, philosophy, design and learning outcomes are described. The author compares personal experience of tutoring the course to normal OU distance teaching methods and argues that computer-mediated conferencing (CMC) has a major impact on student learning styles and in changing roles within the teaching team; a learning community develops, triggering co-learning, co-tuition and co-counseling. The CMC also enables efficient academic and administrative information flow, and fast feedback for informal evaluation. The evaluation cycle is completed by reference to student feedback via a Web-site questionnaire and institutional change action. The study shows that technology to support global delivery is adequately robust, and success rates on the programme are similar to other OU courses. Pre-entry and online educational guidance is identified as an area needing further consideration.
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"The Emergent Learning Model." In Digital Learning, 38–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4333-7.ch003.
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This chapter synthesises the earlier work on modelling learning and tries to create a design toolkit for anyone who wants to design for learning. However, the conceptual starting point for this chapter is the desire expressed in the EU Bologna Process to integrate “informal,” “non-formal,” and “formal” learning. The authors believe that the process the EU carried out, which led to the Horizon 2020 funding programme, was mistaken. The critical dimension of this lies in whether one examines these three dimensions of learning by starting with the existing formal structures of education or if one starts with the largely unexamined processes of learning. Education assumes that learning is an automatic by-product, an epiphenomenon, of the education system and so does not need to be defined separately. As has been seen in the chapters based on an ethnographic study of learning in digital environments and on learner-modelling (Chapters 1 and 2), learning has not been sufficiently discussed or described in much academic literature focused on education.
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Bozkurt, Aras, and Hasan Ucar. "Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes." In Blockchain Technology Applications in Education, 1–15. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9478-9.ch001.
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Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
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Bozkurt, Aras, and Hasan Ucar. "Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes." In Research Anthology on Adult Education and the Development of Lifelong Learners, 959–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch047.
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Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.
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Marsick, Victoria J., Miren Fernández-de-Álava, and Karen E. Watkins. "Valuing and Evaluating Informal Learning in Workplace Communities of Practice." In Measuring and Analyzing Informal Learning in the Digital Age, 215–32. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch015.
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Informal and incidental learning are pervasive, organic, and managed by learners themselves. Communities of Practice (CoPs) rely on this intrinsically motivated learning for their vibrancy. Yet organizations have increasingly sought to set up, support, and leverage CoPs to meet performance goals. This chapter describes a model of CoPs in Catalan Public Administration and examines research in two departments to portray the tensions that may emerge when informal learning is mandated and credentialed. Specifically, the purpose of the chapter is to examine how CoPs can be designed to support organic learning and how such learning can be evaluated. The authors discuss implications for future research around underlying processes and principles that might address tensions in organization-based CoPs, evaluation of learning transfer in open-ended learning contexts using a theory of change approach, and insight into links between informal learning and dimensions of a learning organization.
Conference papers on the topic "Informal learning processes"
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Falchetti, Elisabetta, Pascuala Migone, Cristina Da Milano, and Maria Francesca Guida. "DIGITAL STORYTELLING AND LIFELONG LEARNING EDUCATION IN INFORMAL CONTEXTS: THE MEMEX PROJECT." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end065.
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This contribution intends to present the design, methodology and first results of MEMEX, a 3-year project (2019-2022) funded by the European programme Horizon2020, aimed at promoting social cohesion through collaborative, heritage-related tools that provide inclusive access to tangible and intangible cultural heritage (CH) and, at the same time, facilitates encounters, discussions and interactions between communities at risk of social exclusion. Cultural participation is conceived as a way to engage communities in lifelong learning processes taking place in informal contexts, aiming at promoting social inclusion and cohesion. To achieve these goals, MEMEX uses innovative ICT tools that provide a new paradigm for interaction with heritage through Digital Storytelling (DS), weaving heritage-related memories and experiences of the participating communities with the physical places/objects that surround them. The project encompasses the ICT tools and the use of DS in the framework of Audience Development (AD), defined as a strategic and dynamic process enabling cultural organisations to place audiences at the centre of their action. The use of DS applied to CH is highly related to lifelong learning processes, since it provides knowledge, understanding, awareness, engagement and interest, enjoyment and creativity. The evaluation of a number of DS produced by migrant women participating in a MEMEX pilot project in Barcelona confirms the validity and soundness of the methodology and the power of DS to engage in cultural experiences.
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Hawryszkiewycz, Igor. "Web Supported Group Learning." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2814.
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The paper describes ways to provide web based support for group learning especially in large subjects involving many groups. It begins by describing support tools that enable groups to carry out case studies. It distinguishes between different levels of support services ranging from group management systems, through support for informal exchange of information to proactive agent support systems that facilitate knowledge construction processes. It then outlines some experiences in the use of the system.
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Papamichail, Theodora, and Ana Peric. "Informal planning: a tool towards adaptive urban governance." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/mcur1568.
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Formal planning instruments and procedures have often been unpopular and ineffective for solving complex spatial issues, such as urban sprawl or transport congestion. As a result, such conflicts turn into complex planning tasks that usually exceed the provisioned time and funding, especially when faced with adversarial interests of actors from different organisations, sectors or social groups. Hence, informal planning, as a non-binding supplement to official planning instruments, is often considered highly effective. In its broadest sense, informal planning includes the principles of collaborative dialogue, diverse networks, trustful relationships and tailor-made processes among interested parties. Consequently, informal planning processes foster sound decision-making delivering a spectrum of problem-oriented solutions and increasing public consensus, while enacting experimentation, learning, change, and the creation of shared meanings among stakeholders. However, informal planning cannot be taken for granted – it is strongly interwoven with the planning culture influenced by the historical and political background, and the current socio-economic conditions. This paper revolves around several pillars. After an introductory section, a brief historical overview firstly identifies the place of informal planning in various planning models that have appeared since the 1960s. More specifically, informal planning is analysed against the theoretical concept of collaborative rationality. Finally, the paper focuses on a specific informal planning procedure called the ‘test planning method’, being analysed against the previously elaborated theoretical background. As this instrument links both formal and informal planning, its comparison and interrelation with the theoretical background of collaborative rationality contributes to elucidating the following attributes of adaptive (collaborative) urban governance: 1) flexible and agile institutional arrangements supportive to various kinds of urban planning mechanisms (not only official tools), 2) proactive and imaginative planners ready to accept solutions created outside the technical domain of instrumental rationality, and 3) inclusion of numerous stakeholders to exchange various information and different types of knowledge, i.e. expert and experiential knowledge. Observed through the example of the test planning method, the article finally highlights the successful aspects of informal planning, however, pointing also to its shortcomings, which could be expected in the societies with a lack of key democratic elements
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Tomko, Megan, Robert L. Nagel, Julie Linsey, and Melissa Aleman. "A Qualitative Approach to Studying the Interplay Between Expertise, Creativity, and Learning in University Makerspaces." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-68256.
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While students make in makerspaces, they traverse and integrate a variety of skills that create a dynamic relationship between learning processes, creative exploration, and expertise acquisition. We put forth that in order to certify and reveal the value of making, it is necessary to investigate this interplay between learning, creativity, and expertise using qualitative methods. This paper presents a comprehensive literature review and research initiative that demonstrate how to utilize ethnographic approaches to study learning in makerspaces. Specifically, we present initial steps to explore this dynamic relationship with the goal of answering the question What do students learn in universities makerspaces? At present, it is unclear what university students actually learn in university makerspaces, and how learning in makerspaces compares to learning in other hands-on learning opportunities such as competition team projects (e.g., SAE), undergraduate research, or other informal engineering learning environments. This research initiative focuses on two very different makerspaces at two different universities, which creates a unique opportunity for comparison. To study these spaces, we implement observation, participant observation, and interviewing of students, particularly on making. We envision this work as a springboard for further work in understanding makerspaces.
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Orbay, Gunay, and Levent Burak Kara. "Learning Geometric Design Knowledge From Conceptual Sketches and Its Utilization in Shape Creation and Optimization." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87477.
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In current product design, significant effort is put into creating aesthetically pleasing product forms. Often times, the final shape evolves in time based on designers’ ideas externalized through early design activities primarily involving conceptual sketches. While designers negotiate and convey a multitude of different ideas through such informal activities, current computational tools are not well suited to work from such forms of information to leverage downstream design processes. As a result, many promising ideas either remain under-explored, or require restrictive added effort to be transformed into digital media. As one step toward alleviating this difficulty, we propose a new computational method for capturing and reusing knowledge regarding the shape of a developing design from designers’ hand-drawn conceptual sketches. At the heart of our approach is a geometric learning method that involves constructing a continuous space of meaningful shapes via a deformation analysis of the constituent exemplars. The computed design space serves as a medium for encoding designers’ shape preferences expressed through their sketches. With the proposed approach, designers can record desirable shape ideas in the form of raw sketches, while utilizing the accumulated information to create and explore novel shapes in the future. A key advantage of the proposed system is that it enables prescribed engineering and ergonomic criteria to be concurrently considered with form design, thus allowing such information to suitably guide conceptual design processes in a timely manner.
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Miliou, Ourania, and Charoula Angeli. "Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13070.
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Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
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Williams, Christopher B., Timothy W. Simpson, and Michael Hripko. "Advancing the Additive Manufacturing Workforce: Summary and Recommendations From a NSF Workshop." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47274.
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Accompanying the increasing advances and interest in Additive Manufacturing (AM) technologies is an increasing demand for a workforce that is knowledgeable about the technologies and how to employ them to solve engineering problems. As a step towards addressing this knowledge gap, a workshop was held at the National Science Foundation (NSF) to discuss the educational needs of, and opportunities for, developing an AM workforce. With the goal of developing novel educational partnerships to better prepare and enhance the AM workforce, the workshop participants — 66 representatives from academia, industry, and government — sought to answer questions such as “What should we teach to the AM workforce and why?”, “To whom and how should we teach AM?”, and “How should we partner for AM education and training?” Key educational themes that emerged include: (1) AM processes and process/material relationships, (2) engineering fundamentals with an emphasis on materials science and manufacturing, (3) professional skills for problem solving and critical thinking, (4) design practices and tools that leverage the design freedom enabled by AM, and (5) cross-functional teaming and ideation techniques to nurture creativity. The paper summarizes the speaker presentations and outcomes from the workshop, along with several new educational partnerships identified by small working groups. Based on the presentations and partnerships, we recommend the following to advance the AM workforce. First, ensure that all AM curricula provide students with an understanding of (i) AM and traditional manufacturing processes to enable them to effectively select the appropriate process for product realization; (ii) the relationships between AM processes and material properties; and (iii) “Design for AM”, including computational tools for AM design as well as frameworks for process selection, costing, and solution generation that take advantage of AM capabilities. Second, establish a national network for AM education that, by leveraging existing “distributed” educational models and NSF’s ATE Programs, provides open source resources as well as packaged activities, courses, and curricula for all educational levels (K-Gray). Third, promote K-12 educational programs in STEAM (STEM plus the arts) and across all formal and informal learning environments in order to leverage the unique capabilities of AM in engaging students in hands-on, tactile, and visual learning activities. Fourth, provide support for collaborative and community-oriented maker spaces that promote awareness of AM among the public and provide AM training programs for incumbent workers and students seeking alternative pathways to gain AM knowledge and experience. Recommendations for scaling and coordinating these activities across local, regional, and national levels are also discussed to create synergies among the proposed activities and existing efforts.
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Andriamiseza, Rialy, Franck Silvestre, Jean-Francois Parmentier, and Julien Broisin. "Data-informed Decision-making in TEFA Processes: An Empirical Study of a Process Derived from Peer-Instruction." In L@S '21: Eighth (2021) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430895.3460153.
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Al Zayani, Mona, and Hesham El Marsafawy. "INTEGRATING THE EDUCATION PROCESS IN FORMAL AND INFORMAL LEARNING ENVIRONMENTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1525.
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Djaghloul, Younes, Muriel Foulonneau, and Raynald Jadoul. "From informal knowledge to high quality e-Assessment process: The OAT semantic approach." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402219.
Full textReports on the topic "Informal learning processes"
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McGee, Steven, Amanda Durik, and Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.
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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.
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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Pettit, Chris, and D. Wilson. A physics-informed neural network for sound propagation in the atmospheric boundary layer. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/41034.
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We describe what we believe is the first effort to develop a physics-informed neural network (PINN) to predict sound propagation through the atmospheric boundary layer. PINN is a recent innovation in the application of deep learning to simulate physics. The motivation is to combine the strengths of data-driven models and physics models, thereby producing a regularized surrogate model using less data than a purely data-driven model. In a PINN, the data-driven loss function is augmented with penalty terms for deviations from the underlying physics, e.g., a governing equation or a boundary condition. Training data are obtained from Crank-Nicholson solutions of the parabolic equation with homogeneous ground impedance and Monin-Obukhov similarity theory for the effective sound speed in the moving atmosphere. Training data are random samples from an ensemble of solutions for combinations of parameters governing the impedance and the effective sound speed. PINN output is processed to produce realizations of transmission loss that look much like the Crank-Nicholson solutions. We describe the framework for implementing PINN for outdoor sound, and we outline practical matters related to network architecture, the size of the training set, the physics-informed loss function, and challenge of managing the spatial complexity of the complex pressure.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.
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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Asgedom, Amare, Shelby Carvalho, and Pauline Rose. Negotiating Equity: Examining Priorities, Ownership, and Politics Shaping Ethiopia’s Large-Scale Education Reforms for Equitable Learning. Research on Improving Systems of Education (RISE), March 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2021/067.
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In 2018, the Government of Ethiopia committed to large-scale, donor-supported reforms aimed at improving equitable learning in the basic education system—the General Education Quality Improvement Program for Equity (GEQIP-E). In this paper, we examine the reform design process in the context of Ethiopia’s political environment as a strong developmental state, assessing the influence of different stakeholder priorities which have led to the focus on equity within the quality reforms. Drawing on qualitative data from 81 key informant interviews with federal and regional government officials and donors, we explore the negotiation and power dynamics which have shaped the design of the reforms. We find that a legacy of moderately successful reforms, and a shared commitment to global goals, paved the way for negotiations of more complex and ambitious reforms between government actors and donors. Within government, we identify that regional governments were only tokenistically included in the reform process. Given that regions are responsible for the implementation of these reforms, their limited involvement in the design could have implications for success.
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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.
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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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Salter, R., Quyen Dong, Cody Coleman, Maria Seale, Alicia Ruvinsky, LaKenya Walker, and W. Bond. Data Lake Ecosystem Workflow. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40203.
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The Engineer Research and Development Center, Information Technology Laboratory’s (ERDC-ITL’s) Big Data Analytics team specializes in the analysis of large-scale datasets with capabilities across four research areas that require vast amounts of data to inform and drive analysis: large-scale data governance, deep learning and machine learning, natural language processing, and automated data labeling. Unfortunately, data transfer between government organizations is a complex and time-consuming process requiring coordination of multiple parties across multiple offices and organizations. Past successes in large-scale data analytics have placed a significant demand on ERDC-ITL researchers, highlighting that few individuals fully understand how to successfully transfer data between government organizations; future project success therefore depends on a small group of individuals to efficiently execute a complicated process. The Big Data Analytics team set out to develop a standardized workflow for the transfer of large-scale datasets to ERDC-ITL, in part to educate peers and future collaborators on the process required to transfer datasets between government organizations. Researchers also aim to increase workflow efficiency while protecting data integrity. This report provides an overview of the created Data Lake Ecosystem Workflow by focusing on the six phases required to efficiently transfer large datasets to supercomputing resources located at ERDC-ITL.
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Yonally, Emilie, Nadia Butler, Santiago Ripoll, and Olivia Tulloch. Review of the Evidence Landscape on the Risk Communication and Community Engagement Interventions Among the Rohingya Refugees to Enhance Healthcare Seeking Behaviours in Cox's Bazar. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/sshap.2021.032.
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This report is the first output in a body of work undertaken to identify operationally feasible suggestions to improve risk communication and community engagement efforts (RCCE) with displaced Rohingya people in Cox’s Bazar. Specifically, these should seek to improve healthcare seeking behaviour and acceptance of essential health services in the camps where the Rohingya reside. It was developed by the Social Science in Humanitarian Action Platform (SSHAP) at the request of the UK Foreign, Commonwealth & Development Office in Bangladesh. As a first step in this process, this review paper synthesises and assesses the quality of evidence landscape available in Cox’s Bazar and how the Rohingya seek and access healthcare services in Cox’s Bazar and presents the findings from key informant interviews on the topic. Findings are structured in five discussion sections: (1) evidence quality; (2) major themes and variations in the evidence; (3) learnings drawn and recommendations commonly made; (4) persistent bottlenecks; and (5) areas for further research. This synthesis will inform a roundtable discussion with key actors working for the Rohingya refugees to identify next steps for RCCE and research efforts in Cox’s Bazar to improve health outcomes among the Rohingya.
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Bolton, Laura. Lessons for FCDO Climate Change Programming in East Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.085.
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This rapid review synthesises evidence on FCDO climate projects across the East African region in the following countries; Kenya, Rwanda, Uganda and Tanzania. This review established that sector stakeholders in countries like Rwanda lacked climate impact information. This highlights the need of providing the right information in the right form to meet the end users need. The above case studies have shown the need for consistent and harmonised future climate projections that are country specific. According to a study undertaken in Tanzania and Malawi, understanding the likely future characteristics of climate risk is a key component of adaptation and climate-resilient planning, but given future uncertainty it is important to design approaches that are strongly informed by local considerations and robust to uncertainty. According to the findings from the research, policy incoherence, over-reliance on donor funding, change in leadership roles is a barrier to adaptation. There is also an urgent need for mechanisms for sharing experience and learning from methodologies, technologies, and challenges. Further, Stakeholder dialogue and iterative climate service processes need to be facilitated. This review also explores approaches to communicating climatic uncertainties with decision-makers. Particularly, presentation of data using slide-sets, and stories about possible futures.
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Designing an App to Support Families’ Joint Engagement with Media: Design Principles and Lessons from Research. Digital Promise, June 2021. http://dx.doi.org/10.51388/20.500.12265/121.
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In this paper, our collaborative project team shares design principles and lessons learned from research for designing an app to support families’ joint engagement with media and promote powerful shared learning experiences. We provide a rationale, based on research literature, for why a second-screen app in particular addresses our project goals. In addition, we describe the Splash and Bubbles for Parents app components as well as the co-design process and design-based research studies conducted to inform its design and development. Finally, our team offers design principles grounded in findings from our research that may be useful to app developers and researchers interested in continuing and expanding on this work.