Academic literature on the topic 'Informal learning strategies'
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Journal articles on the topic "Informal learning strategies"
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Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.
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Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
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Levinsen, Karin Tweddell, and Birgitte Holm Sørensen. "Formalized Informal Learning." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 7–26. http://dx.doi.org/10.4018/jdldc.2011010102.
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Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.
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Morales Ramos, Soledad, Magela Cabrera Castiglioni, and Gabriela Rodríguez. "Informal learning strategies for transmedia skills in adolescents in Uruguay." Comunicación y Sociedad, no. 33 (September 1, 2018): 65–88. http://dx.doi.org/10.32870/cys.v0i33.7007.
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Federman, Jessica E. "Regulatory focus and learning." European Journal of Training and Development 44, no. 4/5 (February 5, 2020): 425–47. http://dx.doi.org/10.1108/ejtd-09-2019-0164.
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Purpose The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field. Design/methodology/approach Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data. Findings In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning. Originality/value This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.
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Gil Quintana, Javier, and Sara Osuna-Acedo. "Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents." Social Sciences 9, no. 6 (June 4, 2020): 92. http://dx.doi.org/10.3390/socsci9060092.
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Transmedia literacy is the evolution from traditional media literacy to informal learning and participatory cultures. It analyzes the media literacy processes of young people through communities of practice in participatory contexts and through the use of digital discourses that enable the creation of transmedia universes. The present study is approached from a mixed research method, whose main objective is the analysis of adolescents’ digital habits through several data-collecting tools: A survey, participative workshops, in-depth interviews, a media diary, and online observation. From that background information, the study subject has focused on Spain, and it is framed within the “Transliteracy: Transmedia skills and informal learning strategies” project, funded by Spain’s ministry of Economy, Industry, and Competitivity. The studio is based on a sample of 237 adolescents, from 12 to 14 years old, all intensive users of digital technologies. Interesting results were obtained concerning different transmedia practices that are frequent in adolescents and the informal learning collaborative strategies they currently use. This research work concludes that the use of the Internet, although occasionally lacking adequate safety measures, increases self-sufficiency in adolescents’ informal learning. They take control of their own learning, thus enhancing self-motivation and increasing the acquisition of transmedia competences.
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Rodriguez-Gomez, David, Georgeta Ion, Cristina Mercader, and Saida López-Crespo. "Factors promoting informal and formal learning strategies among school leaders." Studies in Continuing Education 42, no. 2 (April 6, 2019): 240–55. http://dx.doi.org/10.1080/0158037x.2019.1600492.
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Hess, Juliet. "Finding the “both/and”: Balancing informal and formal music learning." International Journal of Music Education 38, no. 3 (April 22, 2020): 441–55. http://dx.doi.org/10.1177/0255761420917226.
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This article explores the informal and formal learning experiences of 20 activist-musicians. Multiple activist-musicians utilized the informal learning strategies Green identifies. More than half of the participants, however, bemoaned the lack of more formal music education. They noted that they valued informal musical learning practices and also wished that they had experienced more of a balance between formal and informal music learning strategies in their music education. Many of the participants identified as being self-taught. In interviews, they shared ideas about teaching themselves and “figuring things out” musically. They discussed both wanting to move away from theory and needing theory. They further preferred a structured approach to education before moving to a more “free” pedagogy. Ultimately, they noted that the human relationships intrinsic to musicking may transcend the need for “training.” This article concludes by exploring implications of implementing a balance between formal and informal learning for K-12 schooling and teacher education.
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DONATO, ANTONELLA, HELGA CRISTINA HEDLER, and FRANCISCO ANTONIO COELHO JUNIOR. "INFORMAL LEARNING EXERCISE FOR TIC PROFESSIONALS: A STUDY AT THE SUPERIOR MILITARY COURT." RAM. Revista de Administração Mackenzie 18, no. 1 (February 2017): 66–95. http://dx.doi.org/10.1590/1678-69712017/administracao.v18n1p66-95.
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ABSTRACT Purpose: Describe the informal learning strategies used by the IT and Communication professionals (TIC) of the Superior Military Court (STM), discussing their importance for professional development and labor skills related to the maximization of the results of human performance. Originality/gap/relevance/implications: The research proved the differences in the use of the learning strategies among the TIC professionals and made it possible to capture the meaning of informal learning by professionals. Key methodology aspects: The mixed methodology was applied and a questionnaire was created based on the studies of Camillis and Antonello (2010), Antonello (2011b), Pantoja and Borges-Andrade (2009), Lohman (2009), Berg and Chyung (2008) and Cunningham and Hillier (2013). Descriptive statistical analyses for quantitative data and thematic and categorical analyses were made for the content of the open answers. Summary of key results: Five categories of informal learning were identified: interpersonal relationships; work practices; sharing knowledge; unsystematic training and autonomous. Informal learning depends on: 1. interpersonal relationships, 2. plan for work practices, 3. sharing the knowledge, and 4. autodidactism. Some factors were considered facilitators and/or inhibitors and favorable and/or unfavorable to informal learning. Key considerations/conclusion: The professionals describe informal learning as something difficult to prove and that the same thing happens through practice and the exercise of their skills. For future research, it was suggested the following: 1. analyze the influence of environment variables when employing the use of informal strategies of learning; 2. relate the learning of TIC professionals to the initiatives of knowledge management in the Organization; and 3. observe the role of leadership in the process of informal learning among professionals.
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Chen, Baiyun, and Thomas Bryer. "Investigating instructional strategies for using social media in formal and informal learning." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 87. http://dx.doi.org/10.19173/irrodl.v13i1.1027.
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Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.
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Yen, Cherng-Jyh, Chih-Hsiung Tu, Laura E. Sujo-Montes, Hoda Harati, and Claudia R. Rodas. "Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning." International Journal of Online Pedagogy and Course Design 9, no. 3 (July 2019): 13–31. http://dx.doi.org/10.4018/ijopcd.2019070102.
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Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.
Dissertations / Theses on the topic "Informal learning strategies"
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Murphy, Jo Ann. "Library Learning: Undergraduate Students' Informal, Self-directed, and Information Sharing Strategies." Partnership: The Canadian Journal of Library and Information Practice and Research, 2014. http://hdl.handle.net/10388/6890.
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A focus group study of fourteen University of Saskatchewan second to fourth year humanities and social science undergraduate students was conducted in the fall of 2011. The purpose of the research was to determine how students learn about library resources and services. Findings indicate that the participants often use a variety of informal, self-directed and information sharing strategies. Seeking help from professors, peers, friends, and family members is a common practice. Convenience, familiarity, and perceived knowledge are key factors that determine who and how these students learn about the library. Formal instruction and seeking assistance from librarians did not resonate for participants as a typical approach for learning about the library.
The author suggests that undergraduate students engage in informal learning and information sharing as many ‘adult learners’ do, similar to an employment setting. The library, within the formal educational structure, lends itself to a more informal learning context. The study concludes that libraries must continue to develop resources, services, and innovative programs that support students’ informal learning styles, while also providing formal instruction as part of the undergraduate curriculum ensuring students are exposed early on to core foundational skills that contribute to their success as informal and self-directed learners.
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Ushiro, Eduardo Jardim. "Estratégias de aprendizagem em função da finalidade para o aprendizado: um estudo com trabalhadores de linha de produção do ramo automotivo." Universidade Presbiteriana Mackenzie, 2015. http://tede.mackenzie.br/jspui/handle/tede/645.
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Previous issue date: 2015-02-26The growth of competitiveness has forced organizations to adapt and reinvent themselves constantly. This context implies directly in reasons found by the individuals to learn, like solving a problem, for example, leading them to use different strategies for the learning process. Learning strategies may be informal, like asking for help to colleagues or reading a technical material. It may be also formal, like attending training programs offered by the company. This study aimed to measure and understand which learning strategies are mostly used according to four different objective identified in the workplace: solving a problem, performing a new task, obtaining autonomy and increasing the growth chances in the company. The sample was consisted of 4632 workers from the production line in an automotive company. A confirmatory factor analysis was performed to ensure the validity and reliability of the measures subsequently, the factor scores were used in the comparisons of the use of each learning strategy for each purpose. The results showed that the learning strategies applied do not differ according to the four objectives presented. Among the surveyed strategies, the most used is interpersonal help-seeking, this means, asking support or information to other people at workplace. Written help-seeking and participation in courses are less applied.
O aumento da competitividade tem forçado as organizações a se adaptarem e reinventarem constantemente. Esse contexto implica diretamente em motivos encontrados pelos indivíduos para aprender, como resolver um problema, por exemplo, levando os mesmos a utilizarem diferentes estratégias no processo de aprendizagem. As estratégias podem ter um caráter informal, como pedir ajuda aos colegas, pesquisar material escrito, ou formal, como participar de cursos oferecidos pela empresa. Este estudo procurou mensurar e compreender quais estratégias de aprendizagem são mais utilizadas de acordo com quatro finalidades identificadas no local de trabalho: resolver um problema, executar uma nova tarefa, obter autonomia e aumentar as chances de crescimento na empresa. A amostra foi composta por 463 profissionais que atuam na linha de produção de uma empresa do ramo automotivo. Foram realizadas análises fatoriais confirmatórias para se garantir a validade e confiabilidade das medidas, posteriormente, os escores fatoriais foram utilizados nas comparações do uso de cada estratégia de aprendizagem para cada finalidade. Os resultados demonstraram que as estratégias de aprendizagem utilizadas não diferem conforme as quatro finalidades apresentadas. Dentre as estratégias pesquisadas, a mais utilizada é a ajuda interpessoal, ou seja, buscar informações e conhecimentos com outras pessoas. As estratégias menos utilizadas são a consulta a material escrito e a participação em cursos
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Welch, Kim. "Custom-built environments for communities of online informal learning| An exploratory study of tools, structures, and strategies." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168612.
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This qualitative, exploratory study grouped together and explored custom-built environments for communities of online informal learning (COILs) with a special lens on the socio-technical relationship of platform tools, structures, and strategies that lead to social learning. The study was conducted through a three-phase process. First, a list of possible candidate sites was analyzed for appropriate fit based on the defining terms of a custom-built COIL environment. Second, an observational content analysis was implemented on 10 of the sites to aggregate a list of the tools, structures, and strategies used in the sites. Lastly, the same 10 sites and the lists of tools, structures, and strategies were researched through both pre-established codes for sociability, usability, and community-building designs and an open exploratory observation of their uses with a focus on the way these features support COILs. Social learning and informal learning were also purposefully scrutinized while themes regarding personalized learning and sustainability also emerged from the exploration. All design themes were found represented within the sites, as were social learning, informal learning, personalized learning, and efforts toward sustainability.
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Conte, Daniela de Lima. "Estratégias de aprendizagem informal e a aprendizagem dos profissionais de enfermagem - um estudo correlacional em hospitais." Universidade Presbiteriana Mackenzie, 2011. http://tede.mackenzie.br/jspui/handle/tede/552.
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Previous issue date: 2011-12-15Fundo Mackenzie de Pesquisa
Organizations strive to plan formal learning processes and increasingly recognize the importance of informal learning, although it is difficult to explain quantitatively their contribution to organizational performance. From Pantoja (2004), several researchers have studied informal learning strategies (ILS) and its antecedents. The main contribution of this work is to use the ILS as predictors of individual learning of nursing professionals. In other words, a professional context not yet researched and the possibility of evaluating the predictive validity of the ILS: reproduction, intrinsic reflection, extrinsic reflection, seeking help with written material interpersonal help and practical application. These strategies were measured by an instrument containing thirty-three statements. The following ILS were used as predictors of individual learning, measured by 18 items, and it was considered as second-order latent variables with the following dimensions: the frequency, the importance of individual learning and the stock of individual learning. The data was collected in four hospitals and analyzed in a dichotomic way (public vs. private). In this study, 486 respondents participated (nurses and technical nursing). The data analysis was performed by means of structural equation modeling with partial least squares estimation, allowing the evaluation of the measurement model (convergent validity, discriminant and reliability) and the structural model (significance of the structural coefficients and effect size - R2). In public environment, the latent variables had average variance extracted between 0,47 and 0,76 (convergent validity), the square root of the average variance extracted was greater than the correlations between the latent variables (discriminant validity) and composite reliability was above 0,71. In private environment, the latent variables had average variance extracted between 0,56 and 0,76 (convergent validity), the square root of the average variance extracted was greater than the correlations between the latent variables (convergent validity) and composite reliability was above 0 , 83. As for the structural model, the public hospital showed that, in the perception of these professionals, there is some possibility of individual learning (mean = 7,41 and SD = 2,17 on a scale of 1 to 10). But only the strategy interpersonal help had significant influence on individual learning. In private hospitals, it was observed that there is also this perception of individual learning (mean = 8,83 and SD = 1.08 on a scale of 1 to 10). Furthermore, all strategies have a significant relationship with the individual learning, except reproduction, which showed negative relationship with individual learning (structural coefficient = - 0,358, p <0.01). These results can be explained from the practical point of view of the organizations current situation. The public hospital had recently changed its management, for a new management model is being implemented, especially in the nursing staff, which has affected the work processes of professionals and, consequently, their learning processes. Private hospitals already have a well established management model for the nursing staff. Seals in quality and accreditation processes of learning of nursing professionals were present in this process, and are also strongly encouraged by the organization
As organizações se esforçam em planejar processos de aprendizagem formais e cada vez mais reconhecem a importância da aprendizagem informal, apesar da dificuldade de explicitar de forma quantitativa sua contribuição ao desempenho organizacional. A partir de Pantoja (2004), vários pesquisadores têm estudado estratégias de aprendizagem informal (EAI) e seus antecedentes. A principal contribuição deste trabalho é utilizar as EAI como preditoras da aprendizagem individual dos profissionais de enfermagem, ou seja, um contexto profissional ainda não pesquisado, e a possibilidade de avaliar a validade preditiva das EAI, que são: reprodução, reflexão intrínseca, reflexão extrínseca, busca de ajuda em material escrito, busca de ajuda interpessoal e aplicação prática. As estratégias foram mensuradas por um instrumento com trinta e três afirmativas. As EAI foram utilizadas como preditoras da aprendizagem individual, mensuradas por 18 itens, sendo consideradas variáveis latentes de segunda ordem, com as seguintes dimensões: frequência, importância da aprendizagem individual e estoque de aprendizagem individual. Os dados foram coletados em quatro hospitais e analisados de forma dicotômica (público x privados), e participaram dessa pesquisa 486 respondentes (enfermeiros e técnicos de enfermagem). A análise dos dados foi realizada pela modelagem em equações estruturais com estimação por mínimos quadrados parciais, permitindo a avaliação do modelo de mensuração (validade convergente, discriminante e confiabilidade) e do modelo estrutural (significância dos coeficientes estruturais e tamanho do efeito R2). No ambiente público, as variáveis latentes apresentaram variância média extraída entre 0,47 e 0,76 (validade convergente), a raiz quadrada da variância média extraída foi superior às correlações entre as variáveis latentes (validade discriminante) e a confiabilidade composta superior a 0,71. No ambiente privado, as variáveis latentes apresentaram variância média extraída entre 0,56 e 0,76 (validade convergente), a raiz quadrada da variância média extraída foi superior às correlações entre as variáveis latentes (validade convergente) e a confiabilidade composta superior a 0,83. Quanto ao modelo estrutural, no hospital público, foi observado que, na percepção desses profissionais, há alguma possibilidade de aprendizagem individual (média = 7,41 e desvio padrão = 2,17, numa escala de 1 a 10). Mas apenas a estratégia ajuda interpessoal apresentou influência significativa com a aprendizagem individual. Nos hospitais privados, foi observado que também existe essa percepção da aprendizagem individual (média = 8,83 e desvio padrão = 1,08, numa escala de 1 a 10). E todas as estratégias apresentaram relação significante com a aprendizagem individual, exceto a reprodução, que apresentou relação negativa com a aprendizagem individual (coeficiente estrutural = - 0,358, p < 0,01). Esses resultados podem ser explicados do ponto de vista prático pela situação atual das organizações: o hospital público teve recentemente sua administração trocada, um novo modelo de gestão está sendo implantado, principalmente no corpo de enfermagem, que vem afetando os seus processos de trabalho e, consequentemente, seus processos de aprendizagem. Os hospitais privados apresentam um modelo de gestão do corpo de enfermagem bem consolidado. Estão presentes nesse ambiente selos de acreditação em qualidade e os processos de aprendizagem dos profissionais de enfermagem também são fortemente estimulados pela organização.
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Deo, Elisangela. "Aprendizagem de competências de coordenadores administrativos de uma instituição de ensino." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/609.
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Previous issue date: 2013-08-29The proposed study aimed to understand how the administrative coordinators of an educational institution learn and maintain their professional skills, strategies to use and what factors act as facilitators or barriers to that learning. The research belongs to the category of mixed methods studies, taking two steps in data collection, the first to use quantitative questionnaire, aimed to identify learning strategies that are used by coordinators and classify them according to use of each strategy; after the classification were selected for the qualitative stage coordinators with higher and lower averages in cognitive and behavioral strategies. The strategies were measured by an instrument created by Pantoja (2004) and adapted by Conte (2011). Individuals surveyed are 60 administrative coordinators of an educational institution, the quantitative data were analyzed by structural equation modeling with partial least squares estimation, the qualitative part was analyzed by the interpretive textual analysis based on Flores (1994). The study enable the understanding of the strategies used by coordinators and also the reason for the use of each strategy.
O estudo proposto teve como objetivo geral compreender como os coordenadores administrativos de uma instituição de ensino aprendem e mantêm suas competências profissionais, que estratégias utilizam e quais fatores funcionam como facilitadores ou barreiras para essa aprendizagem. A pesquisa pertence à categoria de estudos de métodos mistos, tendo duas etapas na coleta de dados, a primeira quantitativa com utilização de questionário, teve a finalidade de identificar as estratégias de aprendizagem que são utilizadas pelos coordenadores e classificá-los de acordo com o uso de cada estratégia; após a classificação, foram selecionados para a etapa qualitativa os coordenadores com maiores e menores médias nas estratégias cognitivas e comportamentais. As estratégias foram mensuradas por um instrumento criado por Pantoja (2004) e adaptado por Conte (2011). Os indivíduos pesquisados são 60 coordenadores administrativos de uma instituição de ensino, os dados da parte quantitativa foram analisados pela modelagem em equações estruturais com estimação por mínimos quadrados parciais, a parte qualitativa foi analisada por meio da análise textual interpretativa baseada em Flores (1994). O estudo possibilitou o entendimento das estratégias mais usadas pelos coordenadores e também da razão que leva ao uso de cada estratégia.
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Taves, Leila. "A aprendizagem da LE inglês fora da sala de aula = um estudo "Q"." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269751.
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Orientador: Linda Gentry El DashDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudo da Linguagem
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Resumo: O principal objetivo deste estudo é verificar quais as percepções de estudantes de Ensino Médio em duas escolas particulares no Estado de São Paulo acerca da aprendizagem do Inglês como língua estrangeira em contextos informais, isto é, fora da sala de aula. Os diferentes pontos de vista desses estudantes foram identificados através do uso da Metodologia "Q". A partir de discussões em grupos focais, foram selecionadas 57 afirmações sobre o tema proposto para compor a Amostra "Q". A Distribuição "Q" foi, então, feita por 65 participantes e foram identificados cinco pontos de vista distintos. Os sujeitos do primeiro ponto de vista, os "Valorizadores da Prática", são pessoas que acreditam na prática da língua de variadas maneiras. Os sujeitos do segundo ponto de vista, os "Valorizadores da Comunicação", acreditam que é através da comunicação em viagens para fora do país que se aprende Inglês. Os sujeitos do terceiro ponto de vista, os "Valorizadores da Autonomia", valorizam sua própria autonomia e rejeitam veementemente atividades de caráter obrigatório. Os sujeitos do quarto ponto de vista, os "Externamente Motivados", necessitam de um encorajamento externo e, portanto, valorizam a educação formal e o compromisso com a escola. Os sujeitos do quinto ponto de vista, os "Valorizadores do Esforço", creem principalmente no esforço pessoal e na força de vontade para a aprendizagem da língua. Concluímos que os "Valorizadores da Prática" e os "Valorizadores do Esforço" valorizam o uso de Estratégias de Aprendizagem, enquanto que os "Valorizadores da Autonomia" e os "Externamente Motivados" se apóiam em questões de Motivação. Os "Valorizadores da Comunicação" percebem tanto o valor das Estratégias, como também o da Motivação para a aprendizagem da LE Inglês fora da sala de aula
Abstract: The main objective of this study is to verify perceptions of High School students in two private schools located in São Paulo about learning English as a foreign language in informal learning contexts, i.e. outside the classroom. Five different points of view were identified through the use of "Q" Methodology. The 57 statements making up the "Q" Sample were extracted from discussions in focal groups. "Q" Sorting was conducted by 65 students, and five distinct points of view resulted from the factor analysis of the answers. The "Practicing Learners" are students who believe that there are many ways to learn English outside the classroom, for seeing practice in various different forms leads to learning. The "Communicative Learners" feel English can be learned by speaking it while traveling abroad. The "Autonomous Learners" value their autonomy and reject activities they are required to do. The "Externally Motivated Learners" value the responsibilities and motivation furnished by formal education and their commitment to school. The "Hardworking Learners" recognize the importance of personal effort and willpower in learning the language. We concluded that the "Practicing Learners" and the "Hardworking Learners" value the use of Learning Strategies, while the "Autonomous Learners" and the "Externally Motivated Learners" are more influenced by Motivation. The "Communicative Learners" feel a need for both Learning Strategies and Motivation to learn English as a foreign language outside the classroom
Mestrado
Linguistica Aplicada
Mestre em Linguística Aplicada
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Waugh, Carole Victoria. "An exploration into how teachers use student consultation strategies to inform the development of their classroom assessment practices." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609339.
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Gilbert, Theo. "Using the psychological concept of compassion to inform pedagogic strategies for higher education seminars." Thesis, University of Hertfordshire, 2015. http://hdl.handle.net/2299/16366.
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This study used the university discussion-based seminar with the aim of exploring and improving students' experiences of face-to-face group work in Higher Education. The purpose was to devise a pedagogic strategy to address the communicative barriers that extant research and literature suggests often arise between ethnically and/or internationally different student groups in universities. A critical examination of literature relevant to co-operative behaviours in groups was undertaken across disciplines. The result was the assembly and development of a theoretical basis for designing a pedagogy that attends explicitly to compassion in HE teaching, learning and assessment. Compassion is relevant to co-operative behaviours. It is recognised across disciplines and it is valued across cultures. It is defined as the noticing of distress or disadvantaging of others, and then taking action to reduce this. The compassion-focussed pedagogy was then applied in discussion-based seminars across different subjects in a UK university. The study adopted an action research approach, which was divided into two cycles. Cycle 1 was conducted amongst mainly white, local students in a Humanities department where (n=105) students were observed in their seminars, some of whom (n=14) participated in one-to-one interviews or focus groups. Cycle 2 was conducted amongst more diverse cohorts of students in the same HEI's Business department where (n=135) students were observed, some of whom (n=20) participated in one-to-one interviews or focus groups. In total (n=9) seminar tutors were observed and interviewed. Five sampling methods and seven data collection tools were combined to support the use of Template Analysis for comparative, thematic data analysis. Overall, most students made use of the compassion-focused pedagogy, adapting and developing it in seminar discussions to benefit the learning and social experiences of themselves and others. Data from three students helped explore why the pedagogy might not be suitable for all students. There was evidence of a positive impact on seminar academic outcomes in terms of assessment for critical thinking skills, particularly for BME students, although this result is offered cautiously and requires further research. The main indications from the study are that explicit work with the concept of compassion, including overt formal assessment of its use, can be unintrusive on subject material (a tutor concern), ethically appropriate, and beneficial to enhancing social and learning interconnectivity between students. Traditional/ standard categorisations of students as local or international in origin are also found to be extremely problematic and profoundly unhelpful in understanding and unlocking communicative barriers between students.
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Hendry, Daniel, Lawrence Silcox, and Nobuko Yokoyama. "Communicating Sustainability through Design within Retail Environments." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2178.
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This thesis uses a systematic understanding of sustainability informed by human needs, learning and design theory to explore ways in which small retail environments can effectively communicate sustainability concepts. The envisioned outcome of successfully communicating and implementing sustainability within retail environments is a lasting change in people’s daily behaviors. The methods of literature review, surveys, human needs investigation and professional validation are used to develop a behavioral change model centered on human needs and learning as well as six communication guidelines. The appendix of this thesis contains a user-friendly pocket guidebook titled The Six Guidelines for Sustainable Retail. The guidebook is designed as a quick-reference tool for retailers, designers and employees. It contains principles, visuals and concepts of sustainability for daily communication and comprehension purposes.
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Lin, Chou-Bin, and 林秋斌. "Strategies of Building an Informal Learning Community." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33884690435455008218.
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博士國立中央大學
資訊工程研究所
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The best way to understand the future knowledge society and how technology shapes is perhaps to cultivate a networked learning society/community. Demand for online learning is growing rapidly. A significant body of literature currently is emerging on the creation of distance education, including literature on the design and development of Web-based learning environments. However, most of the studied Web-based learning environments are designed and implemented for academic or professional purposes, and not for netizens. Pickering [1] noted that Internet educators might not necessarily be teachers in the traditional sense, but rather might be fellow navigators in cyberspace. Thus, this study presents practical and adjustable methods of supporting online teaching and learning by implementing a Web-based educational platform called "School for All," designed for use in non-profit interest-driven learning communities, one can extend one’s learning community from fellow learners to friends, teachers, mentors, parents, and beyond and sustain on-going interactions over a prolonged period of time. This study aims to present the conceptual framework for building the learning community and includes the following four elements: effective events, initiative people, quality courses and well designed system. Effective events and quality courses correlate with accumulated users. Examining the integration of specific strategies and techniques used in community building allows the identification of best practices for instruction delivery. Long-term observation and analysis can forecast participant number to make decision of events driven. Online activities to attract newcomers are also necessary, and course quality is essential to retain student interest. Future efforts will promote the system and implementing administrator, teacher and student agents.
Books on the topic "Informal learning strategies"
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Shanks, Trina R., and Patricia L. Miller. Building and Maintaining Community Capacity. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190463311.003.0008.
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Abstract: This chapter details the work of the UMSSW/TAC to connect with informal leaders and support neighborhood residents in accomplishing their goals. The TAC led or supported several strategies that directly assisted residents of the six Good Neighborhoods communities. These include the Leadership Academy (a co-designed model of individual capacity development), the Small Grants Resident Decision-Making Panel, workshops and issue forums, and staffing or participating in the various learning communities. Engaging and training residents and the creation of learning communities became signature tools of Good Neighborhoods. The learning communities include the Good Neighborhoods Learning Partnership; the Youth employment learning community, which eventually formed what is now the Detroit Youth Employment Consortium; the Ready to work, ready to hire learning community; and the Neighborhood-based transportation learning community.
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Ryding, Karin Christina. Second-Language Acquisition. Edited by Jonathan Owens. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.013.0017.
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This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.
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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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Bartleet, Brydie-Leigh, Dawn Bennett, Anne Power, and Naomi Sunderland. Community Service Learning with First Peoples. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3.
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Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.
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Lovasi, Gina S., Ana V. Diez Roux, and Jennifer Kolker, eds. Urban Public Health. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190885304.001.0001.
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This book will orient public health scholars and practitioners, as well as professionals from related fields such as the social sciences and design professions, to the tools and skills needed for effective urban health research, including foundational concepts, data sources, strategies for generating evidence, and engagement and dissemination strategies to inform action for urban health. The book brings together what the researchers are learning through ongoing research experience and their efforts to inform action. Chapters also feature brief contributions from other urban health experts and practitioners. The book highlights throughout the public health importance of urban environments and the critical need for diverse interdisciplinary teams and intersectoral collaboration to develop and evaluate approaches to improve health in urban settings. Urban health professionals are often charged with working in ways that take a systems perspective and challenge conventional silos, while also engaging in more traditional public health actions and research strategies. The text is infused with themes emphasizing the importance of place for health, the potential to link evidence with action, and the critical need to attend to health inequities within urban environments. By providing a primer on the range of activities and capacities useful to urban health researchers, the book supports reader in their own professional development and team building by covering a range of relevant skills and voices. The primary audience includes trainees at the undergraduate, graduate, and postdoctoral levels who are interested in creating actionable evidence and in taking evidence-informed action to improve health within urban settings.
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Hill, Juniper. Becoming Creative. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199365173.001.0001.
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How are an individual’s ability and motivation to be creative shaped by the world around her? Why does creativity seem to flourish in some environments, while in others it is stifled? Many societies value creativity as an abstract concept and many, perhaps even most, individuals feel an internal drive to be creative; however, tremendous social pressures restrict development of creative skill sets, engagement in creative activities, and willingness to take creative risks. Becoming Creative explores how social and cultural factors enable or inhibit creativity in music. The book integrates perspectives from ethnomusicology, education, sociology, psychology, and performance studies, prioritizing the voices of practicing musicians and music educators. Insights are drawn from ethnographic research and in-depth interviews with classical, jazz, and traditional musicians in South Africa, Finland, and the United States. By comparing and analyzing these musicians’ personal experiences, Becoming Creative deepens our understanding of the development and practice of musical creativity, the external factors that influence it, and strategies for enhancing it. The book reveals the common components of how musical creativity is experienced across these cultures and explains why creativity might not always be considered socially desirable. It identifies ideal creativity-enabling criteria—specific skill sets, certain psychological traits and states, and access to opportunities and authority—and illustrates how these enablers of creativity are fostered or thwarted by a variety of beliefs, learning methods, social relationships, institutions, and social inequalities. Becoming Creative further demonstrates formal and informal strategies for overcoming inhibitors of creativity.
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Hardt, Heidi. NATO's Lessons in Crisis. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190672171.001.0001.
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In crisis management operations, strategic errors can cost lives. Some international organizations (IOs) learn from these failures, whereas, others tend to repeat them. Given high rates of turnover and shorter job contracts, how do IOs such as NATO retain any knowledge about past errors? Institutional memory enhances prospects for reforms that can prevent future failures. The book provides an explanation for how and why IOs develop institutional memory in international crisis management. Evidence indicates that the design of an IO’s learning infrastructure (e.g. lessons learned offices and databases) can inadvertently disincentivize IO elites from using it to share knowledge about strategic errors. Under such conditions, IO elites - high-level civilian and military officials - view reporting to be risky. In response, they prefer to contribute to institutional memory through the creation and use of informal processes such as transnational interpersonal networks, private documentation and conversations during crisis management exercises. The result is an institutional memory that remains vulnerable to turnover since critical knowledge is highly dependent on a handful of individuals. The book draws on the author’s interviews and a survey experiment with 120 NATO elites, including assistant secretary generals, military representatives and ambassadors. Cases of NATO crisis management in Afghanistan, Libya and Ukraine serve to further illustrate the development of institutional memory. Findings challenge existing organizational learning scholarship by indicating that formal learning processes alone are insufficient to ensure learning occurs. The book also offers policymakers a set of recommendations for strengthening the learning capacity of IOs.
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Smith, Johanna. Puppetry in Theatre and Arts Education. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350012936.
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Connecting the art of puppetry with deeper learning for children, this workbook offers a comprehensive guide on how to bring puppetry into the classroom. It places puppet design, construction and manipulation at the heart of arts education and as a key contributor to ‘manual intelligence’ in young people. Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: - Making puppets from basic materials and everyday objects - Puppetizing children’s literature - Puppetizing science - Film-making with puppets Puppetry in Theatre and Arts Education is a core text for arts education courses as well as an essential addition to any teacher’s arsenal of teaching strategies.
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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.
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Clyne, Mindy, Amy Kennedy, and Muin J. Khoury. Using Precision Medicine to Improve Health and Healthcare. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0033.
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Implementation science can be incorporated within genomics precision medicine research across the cancer care continuum. Cancer is at the forefront of precision medicine. To move the field forward, the use of implementation science frameworks, theories, models, strategies, and outcome measures is essential so that we can consistently explore how precision medicine discoveries are optimally integrated into care delivery systems. Learning health care systems are model systems for adoption, uptake, and sustainability of precision medicine throughout the cancer care continuum, with both systematic processes in place for research to inform practice, and capacity for a multilevel research agenda, including the utilization of implementation strategies across and among multiple levels. This chapter explores precision medicine across the cancer care continuum and describes implementation science challenges and opportunities.
Book chapters on the topic "Informal learning strategies"
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Devi, Roshni, Tim O’Shea, Sara Hennessy, and Ronnie Singer. "Modelling Children’s Informal Arithmetic Strategies." In Intelligent Learning Environments: The Case of Geometry, 17–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-60927-5_2.
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Giliberti, Marco. "“There Are no Things Inside Things”: An Augmented Lecture to Bridge the Gap Between Formal and Informal Physics Education." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning, 203–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_18.
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Al Mahmud Titumir, Rashed. "Skills Formation for the Informal Sector in Bangladesh: A Strategic Framework." In Meeting Basic Learning Needs in the Informal Sector, 133–54. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3427-x_8.
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Houpt, Jeffrey L., Roderick W. Gilkey, and Susan H. Ehringhaus. "Strategic Planning/Outside Consultants: Power and Authority, Vertical Hierarchies, and the Informal Organization." In Learning to Lead in the Academic Medical Center, 145–46. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21260-9_16.
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Houpt, Jeffrey L., Roderick W. Gilkey, and Susan H. Ehringhaus. "Strategic Planning/Outside Consultants: Power and Authority, Vertical Hierarchies, and the Informal Organization." In Learning to Lead in the Academic Medical Center, 165–69. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21260-9_25.
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Mi, Misa. "Informal Learning in Medical Education." In Advances in Medical Education, Research, and Ethics, 225–44. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2098-6.ch011.
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A great deal of valuable learning—informal learning—takes place within medicine's informal and hidden curriculum. It is this kind of informal learning that brings about more diverse and personal learning gains. Informal learning contributes to individuals' continuing professional development, personal mastery, and capacity building. Recognition of informal learning can be the key to the development of a strong lifelong learning orientation for learners as they go through the process of developing and forming their professional identity. Expanded insights into the informal learning process will contribute to the design and development of strategies, methods, and informal learning spaces that promote a broader spectrum of human learning within formal medical education settings. It is hoped that discussion on informal learning will also stimulate interest in investigating the impact of informal learning on learners across the spectrum of medical education.
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Yeh Wai Man, Helen,. "Informal Learning in Second Language Acquisition." In Computer-Assisted Language Learning, 1111–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch053.
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This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.
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Razak, Norizan Abdul, Amr Abdullatif Yassin, and Tg Nor Rizan Tg Mohamad Maasum. "Formalizing Informal CALL in Learning English Language Skills." In Advances in Linguistics and Communication Studies, 161–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2116-8.ch008.
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This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.
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Yeh Wai Man, Helen,. "Informal Learning in Second Language Acquisition." In Measuring and Analyzing Informal Learning in the Digital Age, 52–63. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch004.
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This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.
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Wang, Victor X., and Beth Kania-Gosche. "Assessing Learning via Web 2.0 Technologies." In Marketing Strategies for Higher Education Institutions, 274–93. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch019.
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Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.
Conference papers on the topic "Informal learning strategies"
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Suna, Zhou. "Notice of Retraction: Strategies improving the ability of Informal Learning for Teacher-oriented Students in normal university." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887167.
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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.
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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.
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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.
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Gambashidze, Nino. "Transactional Distance Theory and Compulsory Switching to Remote Teaching due to pandemic in Georgia." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p74-84.
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The study found that frequent communication with students, both synchronously and asynchronously, reduces the degree of student autonomy and forces them to engage in dialogue. This in itself is a guarantee of minimizing the transaction distance. One of the interesting strategies for this is to use informal language in written or oral feedback ("Gio, you wrote well, Kochagh!”,“Helen, why didn't you send me an assignment yesterday?”). Personal address to students is important in the asynchronous learning process. It is also important to understand that the student is somehow responsible for publishing his / her assignment in the classroom. Thus, the student becomes accustomed to dialogue with her classmates and feels accountable to them. It is advisable to contact the student's family frequently to find out if they have any problems accessing the Internet or if we can provide the student with a personal device. Sharing personal problems will also reduce the transaction distance and give the student the enthusiasm to engage in dialogue. Moderate use of humor and emotion, hope and encouragement, direct, sincere relationship, will somehow reduce the perception of physical distance, while minimizing the transactional distance.
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Jones, Fiona, Abigail Baker, Raymond A’Court, and Jo Hardy. "Reimagining Information Literacy teaching and learning during the COVID-19 pandemic: Research and evidence-based practice skills training redesigned for online delivery." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0132.
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Information literacy teaching and learning for Master of Chiropractic students undertaking systematic reviews was re-envisioned from hybrid to fully online mode due to COVID-19 pandemic restrictions. Collaboration with the academic unit convener informed design and development of appropriate online learning activities and assessment for student achievement of required learning outcomes. Using flipped classroom methodology, a pre-recorded lecture demonstrated research question formulation and advanced database search strategies. Tutorial activities were redesigned for Zoom delivery using breakout rooms to replicate the collaborative aspect of face-to-face tutorials. Learning was supported by a refreshed online research guide, research consultations, and emails. Consultations were delivered via Zoom upon request for more specific advice including question formulation, search terms, choosing appropriate research databases, and advanced database search techniques. Feedback and assessments were positive and review will inform future offerings.
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Aguerrebere, Cecilia, Cristóbal Cobo, Marcela Gomez, and Matías Mateu. "Strategies for data and learning analytics informed national education policies." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3027444.
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Hansen, Bobbi. "USING BRAIN-INFORMED PEDAGOGICAL STRATEGIES: EFFECTS ON STUDENT LEARNING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0597.
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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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Stocco, Leo, Roberto Rosales, Ignacio Galiano, Andy Liu, and David Feixo. "Improving Project-Based Learning Outcomes by Formative Assessment and Strategic Time Optimization." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-65461.
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The 3rd year Electrical Engineering Design Studio (EEDS) course is a project-based learning (PBL) course that gives students hands-on experience with putting electrical engineering principles into practice. It is an electro-mechanical project which provides a particular challenge since electrical engineering students often lack mechanical design skills. It is found here that learning outcomes are improved by a 2-stage formative assessment and time optimization strategy that allows students to extract as much value as possible out of the limited time they have to devote to this exercise. It consists of an innovative assessment strategy that includes formal, informal and self-assessments, and an innovative budgeting, lecture scheduling, parts distribution, and order queueing system. The impact on efficiency is shown through an end-of-term student survey and a subjective evaluation of their work, in comparison to the previous year.
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Costello, Bridget McKenney. "Travel as pedagogy: embodied learning in short-term study abroad." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11312.
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In this paper I discuss a model for creating embodied learning opportunities in study abroad curricula, which purposefully uses students’ physical movement through foreign landscapes to inform and enhance their understanding of local social, political, economic, cultural, and historical phenomena. Pedagogical tactics include: challenging and reframing the common distinction between “important” and “unimportant” instructional times and places; loosely structured itineraries that allow for greater student autonomy and collaboration; seeking multiple vantage points (both geographic and textual) from which to observe and analyze locations; purposeful and attentive travel between study locations that helps connect cognitive to visceral experience. These tactics help students cultivate the ability to read landscapes, a skill that them to understand a landscape not only as historical narrative but also as a social actor that influences and is influenced by the everyday practices of people who inhabit it. To demonstrate these strategies, I discuss how they were implemented in a recent short-term study abroad program to various sites within the former Yugoslavia.
Reports on the topic "Informal learning strategies"
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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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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.
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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.
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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.
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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.