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Journal articles on the topic 'Learning formal and not formal'

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Published: 28 June 2022

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1

Wildemeersch, Danny. "From formal to non-formal: Education, learning and knowledge." Studies in the Education of Adults 48, no. 1 (January 2, 2016): 115–17. http://dx.doi.org/10.1080/02660830.2016.1155855.

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2

Arikawa, Setsuo, Takeshi Shinohara, and Akihiro Yamamoto. "Learning elementary formal system." Theoretical Computer Science 95, no. 1 (March 1992): 97–113. http://dx.doi.org/10.1016/0304-3975(92)90068-q.

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3

Boeren, Ellen. "Gender differences in formal, non-formal and informal adult learning." Studies in Continuing Education 33, no. 3 (November 2011): 333–46. http://dx.doi.org/10.1080/0158037x.2011.610301.

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4

Colomer Feliu, Jordi, and Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, no. 13 (May 25, 2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.

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Communication in both formal and non-for-mal education requires specific spaces, com-municators and activities. Communication in formal science is highly regulated by research needs and the purposes of higher education institutions. In non-formal science, communi-cation is more intrinsic, voluntary and typica-lly non-sequential, given that it is a function of activities designed in out-of-school envi-ronments. In both cases, communication is linked to learning and is mediated by indivi-dual or community engagement and the need for constant dialogue between communica-tors and public and by the need to constantly design new architectures of interaction

5

Thornton, Stephanie. "Everyday learning: NATURAL V FORMAL." Five to Seven 2, no. 3 (July 2002): 28–29. http://dx.doi.org/10.12968/ftoe.2002.2.3.16653.

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Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning." British Journal of Music Education 23, no. 2 (June 29, 2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.

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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.

7

Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu, and Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.

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Curriculum development for general comprehensive and also vocational schools needs consideration of the context, in which availability of non-formal and informal education (extracurricular activities=EA) plays an important role forming a meaningful whole with formal education. This pilot study attempted to find out what motivates students (aged 13–15) for participation and teachers organizing/supervising these activities. The methods used for data collection were questionnaires for students (n=258), focus groups of students (n=4), and interviews with teachers (n=8) which provided preliminary data for comprehension of the meaning of EA. The data were processed statistically and by content analysis. The results highlighted several important issues which should be considered when selecting and organizing the content for designing subject syllabi for formal learning specified in national curricula (NC) under changed learning environments, especially considering those created by ICT. Students mentioned the following factors: development of students’ self-awareness about ones abilities, acquisition of new knowledge a and skills, but also new friends and wider social contacts, new experience and satisfaction with creative work. The teachers mentioned students’ additional knowledge and skills they can use in their formal studies at school and engagement in activities widening their cultural horizons. EA can also provide material for decision-making for students’ potential choices for future education.

8

Kasola, Sofia, and Thanassis Karalis. "SUGGESTED METHODS OF ASSESSING FORMAL, NON-FORMAL, AND INFORMAL LEARNING IN ADULTS." International Journal of Education and Social Science Research 05, no. 02 (2022): 115–27. http://dx.doi.org/10.37500/ijessr.2022.5208.

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The assessment of formal, non-formal, and informal learning in adults where it is integrated with the accreditation of prior learning has become widespread throughout Europe, leading to the need to organize procedures at a European level. In this article, we present research that took place in four different countries (Greece, Iceland, Denmark, and Italy) where we studied the current legal status in these countries, recorded the views of stakeholders from all sides, used tools, and submitted a comprehensive proposed methodology. The overall aim was to explore innovative ways to access higher education following an alternative path and provide a new tool for the recognition of prior experiential learning for people with fewer opportunities. In this article, we present a part of this research for accreditation of previous experiential learning focusing on suggested methods of assessing formal, non-formal, informal learning in adults’ for entering higher education taking into account the needs of the target group as mentioned and described by the participants themselves.

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Lisauskienė, Dovilė, and Vilmantė Aleksienė. "Manifestation of Recreational Ideas in Non-Formal and Formal Curriculum." Pedagogika 134, no. 2 (October 18, 2019): 151–69. http://dx.doi.org/10.15823/p.2019.134.10.

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The aim of the article is to highlight manifestation of recreational ideas in non-formal and formal curriculum. The methods of research such as scientific literature analysis, systematization, synthesis, generalisation are used in the article.The article includesthree main parts. The aim of the first part is to reveal the relationship between formal, non-formal, and informal education in the context of the curriculum following the conceptions of lifelong learning, comprehensive learning. The conclusion is drawn that education forms are complementary; therefore, it is necessary to create the guidelines for promising education beneficial for young people. The formal curriculum should encompass all education forms, and not to be oriented towards ensuring the needs of learners. The second part presents the concept of the curriculum, emphasises the need for recreational activities as factors motivating youth to learn. It leads to the conclusion that the formal curriculum is oriented towards the efficiency of learning abilities/situation structural elements, teacher’s motivational teaching methods, and non-formal curriculum focuses more on strengthening internal (personal) motivation. The third part analyses non-formal and formal education curriculum. The document analysis showed that in non-formal education recreational ideas are realised through self-recognition motivational factor identifying the importance of education to personal improvement. In formal education, education policy makers declare recreational ideas in general curricula; however, there is a lack of direct recreational activities that motivated learners to learn in terms of understanding the importance of education for fostering their personality. The need for creating a recreational-educational environment was highlighted.

10

Enríquez, Larisa, and Myrna Hernández. "ArguMente: An Online Argumentation System for Formal and Non-Formal Education." EDEN Conference Proceedings, no. 1 (September 21, 2021): 242–50. http://dx.doi.org/10.38069/edenconf-2021-ac0024.

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ArguMente is an online system that offers two types of learning spaces. On the one hand, a close group space that implements a student-centred teaching strategy, the purpose of which is to automate the Dialogue Design System model for written argumentation (DDS). On the other hand, it offers a space for the exercise of an argued debate under a non-formal environment of education that calls for the creation of learning communities. Experiences for teaching argumentative skills and for teaching teachers have taken place through the first space, the closed classroom, while the second space, the open classroom, is being used to promote the autonomous argumentative dialogue.

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Mugabi, Racheal Ddungu, Rosemary Nakijoba, Deborah Sarah Nakirijja, and May Sengendo. "Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda." Advanced Journal of Social Science 9, no. 1 (October 27, 2021): 10–26. http://dx.doi.org/10.21467/ajss.9.1.10-26.

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The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

12

Syukron, Ahmad, Samsudi Samsudi, and Kustiono Kustiono. "Pendidikan Diniyah Formal : a Formal Curriculum for Pesantren in Indonesia." Innovative Journal of Curriculum and Educational Technology 9, no. 2 (January 9, 2020): 63–71. http://dx.doi.org/10.15294/ijcet.v9i2.36645.

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Starting from 2015, the ministry of religions and affairs of Indonesia has developed a type of formal education service, specially for pesantren by announcing Pendidikan Diniyah Formal (PDF). Some pesantren in Indonesia have implemented this kind of curriculum, so that it is necessary to conduct a study related to its implementation in order to acquire the whole description of its actualization in pesantren. This study aims to describe the implementation of PDF at APIK (Asrama Pendidikan Islam Kaliwungu), one of pesantren in Kaliwungu. This study belongs to case study and uses qualitative approach. The data were collected through interview, observation, and documentation in order to know the planning, implementation, and evaluation process of PDF. This study uses the model of Miles and Huberman which includes data reduction, data display, and conclusion drawing in analyzing the data. The research result shows the implementation of PDF at APIK including its learning objectives, materials, sources, time allotment, as well as the evaluation system has been appropriate with the basic rule of PDF established by the government. However, it still remains the specific characteristics of pesantren, including its local content, classroom management, as well as the learning strategy used such as bandongan and sorogan. The result of this study can be used as reference for other pesantren applying PDF and to facilitate some pesantren which have applied PDF in spreading its existence among Indonesian people, so that their graduates can be accepted in higher education institution as well as other formal institutions.

13

Sakamoto, Hiroshi, Kouichi Hirata, and Hiroki Arimura. "Learning elementary formal systems with queries." Theoretical Computer Science 298, no. 1 (April 2003): 21–50. http://dx.doi.org/10.1016/s0304-3975(02)00417-6.

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14

Scannapieco, FA. "Formal debate: an active learning strategy." Journal of Dental Education 61, no. 12 (December 1997): 955–61. http://dx.doi.org/10.1002/j.0022-0337.1997.61.12.tb03181.x.

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15

Jubas, Kaela, and Shauna Butterwick. "Hard/soft, formal/informal, work/learning." Journal of Workplace Learning 20, no. 7/8 (September 12, 2008): 514–25. http://dx.doi.org/10.1108/13665620810900337.

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16

Cook, John, and Matt Smith. "Beyond formal learning: Informal community eLearning." Computers & Education 43, no. 1-2 (August 2004): 35–47. http://dx.doi.org/10.1016/j.compedu.2003.12.003.

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17

Malam Moussa, Laouali. "The base of the iceberg: Informal learning and its impact on formal and non-formal learning." International Review of Education 61, no. 5 (September 14, 2015): 717–20. http://dx.doi.org/10.1007/s11159-015-9508-7.

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18

Levine, Caroline. "Teaching & Learning Guide for: Formal Pasts and Formal Possibilities in Victorian Studies." Literature Compass 5, no. 5 (September 2008): 988–94. http://dx.doi.org/10.1111/j.1741-4113.2008.00573.x.

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19

Zepke, Nick, and Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, no. 5 (September 2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.

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20

Souto‐Otero, Manuel. "Validation of non‐formal and informal learning in formal education: Covert and overt." European Journal of Education 56, no. 3 (July 2, 2021): 365–79. http://dx.doi.org/10.1111/ejed.12464.

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21

Ng, Hoon Hong. "Towards a synthesis of formal, non-formal and informal pedagogies in popular music learning." Research Studies in Music Education 42, no. 1 (October 2, 2018): 56–76. http://dx.doi.org/10.1177/1321103x18774345.

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Informal pedagogy is closely associated with popular music practices, its methods known to engage students in authentic music learning that develops critical and independent thinking skills, social skills, creativity and self-identity, among others. However, formal and non-formal pedagogies also have relevant roles to play in popular music learning in the classroom, though their roles and interactions with informal pedagogy may require exploration. A recent survey conducted in Singapore schools suggests that a significant number of music teachers have never engaged their students in popular music practices, and they have no confidence in adopting appropriate pedagogies to effectively enable popular music learning. This article seeks to address the issue by reviewing relevant pedagogies and how they are employed in popular music programmes in two Singapore secondary schools. I will first examine the current discussion on formal, non-formal and informal pedagogies and their implications for music teaching and learning. Secondly, I will relate the discussion to two empirical case studies which adopt these learning approaches in popular music classes to examine their applications and how they interact in actual classroom situations. Based on this, I will suggest that a synthesis of these pedagogies in constant, complementary dialogue within and beyond the classroom paves the way towards a complete and holistic curriculum and learner experience.

22

Mallett, Clifford J., Pierre Trudel, John Lyle, and Steven B. Rynne. "Formal vs. Informal Coach Education." International Journal of Sports Science & Coaching 4, no. 3 (September 2009): 325–64. http://dx.doi.org/10.1260/174795409789623883.

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The training of coaches is considered central to sustaining and improving the quality of sports coaching and the ongoing process of professionalisation. Sports coaches participate in a range of learning opportunities (informal to formal) that contribute to their development to varying degrees. In this article, we present our collective understanding on the varying types of learning opportunities and their contribution to coach accreditation and development. The authors presented these views (from a sports pedagogy perspective) as part of a workshop entitled “Formal vs. Informal Coach Education” at the 2007 International Council of Coach Education Master Class in Beijing. These reflections seek to stimulate the on-going, and often sterile, debate about formal versus informal coach education/learning in order to progress scholarship in coaching.

23

Slabko, Volodymyr, Marianna Marusynets, and Olga Strelnik. ""FORMAL" AND "NON-FORMAL" EDUCATION IN THE DIFFERENTIATION OF INTRINSIC PROPERTIES." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 76–89. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-6.

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The article analyzes the definitions of "formal" and "non- formal" education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The meaningful field of "lifelong education" in the coordinates of interdisciplinary research and basic approaches and interpretations of scientists is outlined. The essential characteristics of formal, non-formal and informal education are determined; their priorities and key differences that distinguish them from one another: formal education from non-formal education (alternative to formal education). The difference between information education is that it is not institutionalized, but also in terms of: term of study, age, gender, regional, religious, as well as the right to choose an educational institution or educational institution, field of training and specialty, educational and educational - professional programs.

24

Børgesen, Kenneth, Rikke Kirstine Nielsen, and Thomas Duus Henriksen. "Exploiting formal, non-formal and informal learning when using business games in leadership education." Development and Learning in Organizations: An International Journal 30, no. 6 (November 7, 2016): 16–19. http://dx.doi.org/10.1108/dlo-06-2016-0046.

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Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less formal dialogues that stem from formal activities make important contributions to the learning process. Consequently, the use of business games in leadership development should be didactically designed to facilitate such dialogues. While playing the game takes center stage, activities such as theory presentations, reflective processes, and less formal discussions must be allowed a place in an otherwise crammed learning process and to take up that space at the cost of playing the game. Research limitations/implications As the study is based on a qualitative assessment, the impact of the different parts of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using business games that is not aligned with the current practice of emphasizing the game as the focal point of the process.

25

Aquino Pereira, Marcos José de. "Complementaridade entre educação não formal e formal no Programa Educacional Girassol." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (September 12, 2019): 87. http://dx.doi.org/10.29181/2594-6463.2019.v3.n2.p87-103.

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ResumoEste artigo busca explicitar a relação de complementaridade entre Educação Não Formal e Educação Formal presentes no Programa Educacional Girassol, em Águas de São Pedro-SP, tendo como objetivo refletir sobre as possibilidades oferecidas pela Educação Não Formal à aprendizagem e ao desenvolvimento dos seus educandos na Educação Formal, sob a perspectiva de que esse papel complementar ultrapasse a função de apoio à aprendizagem escolar, podendo proporcionar também sua ampliação. Metodologicamente, mergulhamos na leitura de autores/as, com o enriquecimento da entrevista concedida por Jaume Trilla, da Universidade de Barcelona, além da aplicação de questionários, produção de textos, desenhos para os/as educandos/as do programa e entrevistas com educadores/as, indicando que o mesmo tem desenvolvido atividades com perceptível impacto para os/as educandos/as em sua vivência, redundando em seu melhor desempenho escolar e desenvolvimento integral, promovendo a equalização de oportunidades de aprendizagens, que respondam aos desafios de uma formação humanista.Palavras-chave: Educação Integral. Educação Não Formal. Educação Formal.Complementarity between non formal and formal education in the Programa Educacional GirassolAbstractThis article aims to clarify the relationship of complementarity between Non-Formal Education and Formal Education presents in Programa Educacional Girassol, in Águas de São Pedro-SP, we having how objective to reflect about the possibilities offered by non-formal education to learning and development of their learners in formal education, the prospect is that this complementary role goes beyond the function support school learning, and can also provide its expansion. Methodologically, we plunged in the reading of authors, with the enrichment of the interview by Jaume Trilla, University of Barcelona, in addition to the questionnaires, production of texts, drawings for students and interviews with teachers, showing that the program has been working with noticeable impact on learner in their experience, resulting in their school performance and their greater integral development, promoting the equalization of opportunities for an learning, thus respond to the challenges a humanistic education.Keywords: Integral Education. Non-Formal Education. Formal Education.Complementariedad entre la educación no formal y formal en el Programa Educacional GirassolResumenEste artículo busca explicitar la relación de complementariedad entre Educación No Formal y Educación Formal presentes en el Programa Educacional Girassol, en Águas de São Pedro-SP con el objetivo de reflexionar sobre las posibilidades ofrecidas por la Educación No Formal al aprendizaje y al desarrollo de sus/as educandos/as en la Educación Formal, desde la perspectiva que ese papel complementario sobrepase la función de apoyo al aprendizaje escolar. Metodológicamente, se sumergió en la lectura de autores/as, con el enriquecimiento de la entrevista concedida por Jaume Trilla, de la Universidad de Barcelona, además de la aplicación de cuestionarios, producción de textos, dibujos para los/as estudiantes del programa y entrevistas con educadores, demostrando que ha desarrollado actividades con perceptible impacto para los/as educandos/as en su vivencia, redundando en su mejor desempeño escolar y en su mayor desarrollo integral, promoviendo la ecualización de oportunidades de un aprendizaje integral, que responda más plenamente a los desafíos de una formación humanista.Palabras clave: Educación Integral. Educación No Formal. Educación Formal.

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Aquino Pereira, Marcos José de. "Complementaridade entre educação não formal e formal no Programa Educacional Girassol." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 3, no. 2 (September 12, 2019): 87–103. http://dx.doi.org/10.29181/2594-6463-2019-v3-n2-p87-103.

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Resumo Este artigo busca explicitar a relação de complementaridade entre Educação Não Formal e Educação Formal presentes no Programa Educacional Girassol, em Águas de São Pedro-SP, tendo como objetivo refletir sobre as possibilidades oferecidas pela Educação Não Formal à aprendizagem e ao desenvolvimento dos seus educandos na Educação Formal, sob a perspectiva de que esse papel complementar ultrapasse a função de apoio à aprendizagem escolar, podendo proporcionar também sua ampliação. Metodologicamente, mergulhamos na leitura de autores/as, com o enriquecimento da entrevista concedida por Jaume Trilla, da Universidade de Barcelona, além da aplicação de questionários, produção de textos, desenhos para os/as educandos/as do programa e entrevistas com educadores/as, indicando que o mesmo tem desenvolvido atividades com perceptível impacto para os/as educandos/as em sua vivência, redundando em seu melhor desempenho escolar e desenvolvimento integral, promovendo a equalização de oportunidades de aprendizagens, que respondam aos desafios de uma formação humanista.Palavras-chave: Educação Integral. Educação Não Formal. Educação Formal. Complementarity between non formal and formal education in the Programa Educacional Girassol Abstract This article aims to clarify the relationship of complementarity between Non-Formal Education and Formal Education presents in Programa Educacional Girassol, in Águas de São Pedro-SP, we having how objective to reflect about the possibilities offered by non-formal education to learning and development of their learners in formal education, the prospect is that this complementary role goes beyond the function support school learning, and can also provide its expansion. Methodologically, we plunged in the reading of authors, with the enrichment of the interview by Jaume Trilla, University of Barcelona, in addition to the questionnaires, production of texts, drawings for students and interviews with teachers, showing that the program has been working with noticeable impact on learner in their experience, resulting in their school performance and their greater integral development, promoting the equalization of opportunities for an learning, thus respond to the challenges a humanistic education.Keywords: Integral Education. Non-Formal Education. Formal Education. Complementariedad entre la educación no formal y formal en el Programa Educacional Girassol Resumen Este artículo busca explicitar la relación de complementariedad entre Educación No Formal y Educación Formal presentes en el Programa Educacional Girassol, en Águas de São Pedro-SP con el objetivo de reflexionar sobre las posibilidades ofrecidas por la Educación No Formal al aprendizaje y al desarrollo de sus/as educandos/as en la Educación Formal, desde la perspectiva que ese papel complementario sobrepase la función de apoyo al aprendizaje escolar. Metodológicamente, se sumergió en la lectura de autores/as, con el enriquecimiento de la entrevista concedida por Jaume Trilla, de la Universidad de Barcelona, además de la aplicación de cuestionarios, producción de textos, dibujos para los/as estudiantes del programa y entrevistas con educadores, demostrando que ha desarrollado actividades con perceptible impacto para los/as educandos/as en su vivencia, redundando en su mejor desempeño escolar y en su mayor desarrollo integral, promoviendo la ecualización de oportunidades de un aprendizaje integral, que responda más plenamente a los desafíos de una formación humanista.Palabras clave: Educación Integral. Educación No Formal. Educación Formal.

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Pigozne, Tamara, and Arturs Medveckis. "PROPOSAL OF FORMAL AND NON-FORMAL EDUCATION FOR NEW GENERATION DIGITAL LEARNING DEMAND IN ENGINEERING." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 17, 2021): 261–66. http://dx.doi.org/10.17770/etr2021vol2.6646.

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Millennial generation, starting from twelve-year-olds up to adolescents, is one of the most complicated generational cohorts; its ecosystem, beyond of formal and non-formal education boundaries, is more diverse than for any other previous generation. Digital learners prefer a digital learning environment, as the advantage of digital learning is the control over time, place, way and pace, enabling you to impersonate as an educational institution, applying smart personal network which consists of 3 domains: applied smart technologies; reflexive pedagogy for the digital century [1]; learning environment [2], thus without any confrontation of formal and non-formal education, but rather with consolidation of resources to promote engineering development of formal environment at school, higher educational establishments and informal activities – projects, scientists’ night events, open days, interest-related education programmes, etc.Goal of the research is to analyse the proposal of formal and non-formal education for the new generation digital learning demand and identify the examples of good practice in engineering, based on the identified digital leaning criteria obtained as a result of theoretical analysis. Millennial generation, starting from twelve-year-olds up to adolescents, is one of the most complicated generational cohorts; its ecosystem, beyond of formal and non-formal education boundaries, is more diverse than for any other previous generation. Digital learners prefer a digital learning environment, as the advantage of digital learning is the control over time, place, way and pace, enabling you to impersonate as an educational institution, applying smart personal network which consists of 3 domains: applied smart technologies; reflexive pedagogy for the digital century [1]; learning environment [2], thus without any confrontation of formal and non-formal education, but rather with consolidation of resources to promote engineering development of formal environment at school, higher educational establishments and informal activities – projects, scientists’ night events, open days, interest-related education programmes, etc.Goal of the research is to analyse the proposal of formal and non-formal education for the new generation digital learning demand and identify the examples of good practice in engineering, based on the identified digital leaning criteria obtained as a result of theoretical analysis. In the design research of cross-sectional study 323 respondents took part: 226 representatives of formal education and 97 representatives of non-formal education. In the research the quantitative and qualitative data collection (questionnaires, case analysis) and processing (nonparametric software in SPSS environment and content analysis) methods have been applied. Results of Mann-Whitney U-test to two independent samples confirm statistically significant differences depending on the respondents’ profile: representatives of non-formal education tend to value Higher such digital learning criteria as situational and authentic, whereas representatives of formal education value higher interactive digital learning on demand, which is related to application of different media platforms (p≤0.05).The research analyses the examples of good practice in case studies in engineering.Engineering can be geared towards fundamental research, but in the pupils’ educational process the innovative solutions of technical sciences with a perspective of practical applicability arouse a greater interest. Learning efficiency and acquisition of new knowledge are successful if learning is linked to research work in higher educational establishments and transfer of findings in the education system in close collaboration with representatives of economic sectors and businesses.

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Stanciu, Simona, and Viorica Banciu. "National Qualifications System (NQS) in Romania and Validation of Formal and Non formal Learning." Procedia - Social and Behavioral Sciences 69 (December 2012): 816–20. http://dx.doi.org/10.1016/j.sbspro.2012.12.003.

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de Lange, Thomas. "Formal and non-formal digital practices: institutionalizing transactional learning spaces in a media classroom." Learning, Media and Technology 36, no. 3 (June 3, 2011): 251–75. http://dx.doi.org/10.1080/17439884.2011.549827.

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Eshach, Haim. "Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education." Journal of Science Education and Technology 16, no. 2 (December 19, 2006): 171–90. http://dx.doi.org/10.1007/s10956-006-9027-1.

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Kordić, Ljubica, Željko Rišner, and Dubravka Papa. "New Media in Formal and Non-formal Higher Education in Social Sciences." European Journal of Interdisciplinary Studies 4, no. 1 (March 2, 2018): 109. http://dx.doi.org/10.26417/ejis.v4i1.p109-116.

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IT-era has changed not only the notion of intercultural communication worldwide, but also every aspect of human reality. In this paper, the authors present the application of electronic media in formal and non-formal education in Croatian higher education institutions on the example of the Faculty of Law, University of Osijek. Special attention is paid to specific computer programmes, language databases and tools for machine translation and machine-assisted translation used in the teaching process within the Lifelong Learning Programme for Lawyer-Linguists as a new type of non-formal interdisciplinary education delivered at that faculty. In the introductory part, the authors discuss the role of new media in formal higher education and present results of a questionnaire conducted among teaching staff of the Faculty of Law Osijek related to application of the Internet and other new IT-media in specific courses. The main part of the paper is focused on the analysis of the course Online Translation Tools and EU Vocabulary, carried out within the Lifelong Learning Programme for Lawyer-Linguists. Teaching contents of that course are delivered by using computer technology (translation tools and databases accessible online), which serves as a medium for teaching translation. Simultaneously, instructing students in proper and skilful usage of those media represents the principal goal of that course. In the concluding part, the authors try to determine the role of new media and IT in formal and non-formal types of tertiary education in the future.

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Formicuzzi, Maddalena, Serena Cubico, Jocilene Gadioli De Oliveira, Giuseppe Favretto, Anastasia Ferrari, and Piermatteo Ardolino. "Alta formazione professionale tra formal e non formal learning: il caso dei Master Universitari italiani." Swiss Journal of Educational Research 36, no. 3 (September 20, 2018): 481–500. http://dx.doi.org/10.24452/sjer.36.3.5108.

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Il presente lavoro prende spunto dalla realizzazione del progetto di ricerca/intervento «Master Universitari e competenze acquisite. Validazione e certificazione» finanziato dalla Regione Veneto. Il progetto ha consentito di realizzare una serie di osservazioni e riflessioni sulle metodologie didattiche, sugli strumenti di valutazione e di certificazione legate sia agli apprendimenti realizzati in ambito formale che a quelli non formali.

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Goldin, Mark G., D. M. Singleton, and D. G. Little. "Language Learning in Formal and Informal Contexts." Modern Language Journal 70, no. 1 (1986): 60. http://dx.doi.org/10.2307/328075.

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Porumb, Sanda, Cosmin Porumb, Aurel Vlaicu, and Bogdan Orza. "Advanced Learning Tools for (Non) Formal Education." Advanced Engineering Forum 8-9 (June 2013): 65–74. http://dx.doi.org/10.4028/www.scientific.net/aef.8-9.65.

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An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

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Gauthier, Thibault. "Learning from Tactic Steps in Formal Proofs." Electronic Proceedings in Theoretical Computer Science 301 (August 23, 2019): 2. http://dx.doi.org/10.4204/eptcs.301.2.

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Kucukaydin, Ilhan, and Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts." International Journal of Adult Vocational Education and Technology 3, no. 1 (January 2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.

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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates a participatory learning model based on the historical foundations of adult education theory and practice. The authors explore teaching as a subversive activity, hegemony, critical pedagogy, and power relations. The authors then discuss implications for practice in formal contexts.

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Doukas, Christos. "Connecting Formal and Informal Learning in Science." International Journal of Learning: Annual Review 13, no. 10 (2007): 33–40. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/44589.

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Williams, Kenneth. "Anxiety and Formal Second/Foreign Language Learning." RELC Journal 22, no. 2 (December 1991): 19–28. http://dx.doi.org/10.1177/003368829102200202.

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Emad, Gholam Reza. "Tracing legitimate learning in formal vocational education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 959–63. http://dx.doi.org/10.1016/j.sbspro.2010.03.134.

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Delgrande, James P. "A formal approach to learning from examples." International Journal of Man-Machine Studies 26, no. 2 (February 1987): 123–41. http://dx.doi.org/10.1016/s0020-7373(87)80087-1.

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Stone, Judy. "Moving interprofessional learning forward through formal assessment." Medical Education 44, no. 4 (April 2010): 396–403. http://dx.doi.org/10.1111/j.1365-2923.2009.03607.x.

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Pak, C. K., and Robin S. Snell. "Programmed, Autonomous-Formal and Spontaneous Organizational Learning." British Journal of Management 14, no. 3 (September 2003): 275–88. http://dx.doi.org/10.1111/1467-8551.00379.

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Carr, Alexis, K. Balasubramanian, Rosemary Atieno, and James Onyango. "Lifelong learning to empowerment: beyond formal education." Distance Education 39, no. 1 (January 2, 2018): 69–86. http://dx.doi.org/10.1080/01587919.2017.1419819.

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Rivest, R. L., and R. Sloan. "A Formal Model of Hierarchical Concept-Learning." Information and Computation 114, no. 1 (October 1994): 88–114. http://dx.doi.org/10.1006/inco.1994.1081.

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Bettiol, Claudia. "Informal Learning and Formal Society: An Oxymoron?" International Journal of Knowledge, Culture, and Change Management: Annual Review 5, no. 6 (2006): 52–57. http://dx.doi.org/10.18848/1447-9524/cgp/v05i06/49594.

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Kirwan, Ryan, Alice Miller, Bernd Porr, and P. Di Prodi. "Formal Modeling of Robot Behavior with Learning." Neural Computation 25, no. 11 (November 2013): 2976–3019. http://dx.doi.org/10.1162/neco_a_00493.

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We present formal specification and verification of a robot moving in a complex network, using temporal sequence learning to avoid obstacles. Our aim is to demonstrate the benefit of using a formal approach to analyze such a system as a complementary approach to simulation. We first describe a classical closed-loop simulation of the system and compare this approach to one in which the system is analyzed using formal verification. We show that the formal verification has some advantages over classical simulation and finds deficiencies our classical simulation did not identify. Specifically we present a formal specification of the system, defined in the Promela modeling language and show how the associated model is verified using the Spin model checker. We then introduce an abstract model that is suitable for verifying the same properties for any environment with obstacles under a given set of assumptions. We outline how we can prove that our abstraction is sound: any property that holds for the abstracted model will hold in the original (unabstracted) model.

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Malcolm, Janice, Phil Hodkinson, and Helen Colley. "The interrelationships between informal and formal learning." Journal of Workplace Learning 15, no. 7/8 (December 2003): 313–18. http://dx.doi.org/10.1108/13665620310504783.

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Svensson, Lennart, Per‐Erik Ellström, and Carina Åberg. "Integrating formal and informal learning at work." Journal of Workplace Learning 16, no. 8 (December 2004): 479–91. http://dx.doi.org/10.1108/13665620410566441.

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Dötsch, Volker, Gunter Grieser, and Steffen Lange. "Applying formal concepts to learning systems validation." Journal of Experimental & Theoretical Artificial Intelligence 12, no. 4 (October 2000): 433–45. http://dx.doi.org/10.1080/095281300454810.

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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.