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Artículos de revistas sobre el tema "Learning formal and not formal":
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Wildemeersch, Danny. "From formal to non-formal: Education, learning and knowledge". Studies in the Education of Adults 48, n.º 1 (2 de enero de 2016): 115–17. http://dx.doi.org/10.1080/02660830.2016.1155855.
Boeren, Ellen. "Gender differences in formal, non-formal and informal adult learning". Studies in Continuing Education 33, n.º 3 (noviembre de 2011): 333–46. http://dx.doi.org/10.1080/0158037x.2011.610301.
Colomer Feliu, Jordi y Teresa Serra. "Communication in formal and non-formal science." Communication Papers 7, n.º 13 (25 de mayo de 2018): 217. http://dx.doi.org/10.33115/udg_bib/cp.v7i13.21990.
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
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Thornton, Stephanie. "Everyday learning: NATURAL V FORMAL". Five to Seven 2, n.º 3 (julio de 2002): 28–29. http://dx.doi.org/10.12968/ftoe.2002.2.3.16653.
Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning". British Journal of Music Education 23, n.º 2 (29 de junio de 2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.
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.
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Läänemets, Urve, Katrin Kalamees-Ruubel, Kristi Kiilu y Anu Sepp. "CURRICULUM DEVELOPMENT CONSIDERING FORMAL, NON-FORMAL AND INFORMAL EDUCATION". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (25 de mayo de 2018): 286–95. http://dx.doi.org/10.17770/sie2018vol1.3182.
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.
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Kasola, Sofia y Thanassis Karalis. "SUGGESTED METHODS OF ASSESSING FORMAL, NON-FORMAL, AND INFORMAL LEARNING IN ADULTS". International Journal of Education and Social Science Research 05, n.º 02 (2022): 115–27. http://dx.doi.org/10.37500/ijessr.2022.5208.
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 y Vilmantė Aleksienė. "Manifestation of Recreational Ideas in Non-Formal and Formal Curriculum". Pedagogika 134, n.º 2 (18 de octubre de 2019): 151–69. http://dx.doi.org/10.15823/p.2019.134.10.
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.
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Enríquez, Larisa y Myrna Hernández. "ArguMente: An Online Argumentation System for Formal and Non-Formal Education". EDEN Conference Proceedings, n.º 1 (21 de septiembre de 2021): 242–50. http://dx.doi.org/10.38069/edenconf-2021-ac0024.
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.
Tesis sobre el tema "Learning formal and not formal":
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Moreland, Rosemary. "Towards a learning society : a study of formal, non-formal and informal adult learning opportunities". Thesis, University of Ulster, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386104.
Elwick, Alex Robert. "Non-formal learning in museums and galleries". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2081.
A ubiquitous, but under-researched, phenomenon, non-formal learning represents all learning that does not fall under the heading of ‘formal’ that is to say that it is not an organised event or package; bound by a prescribed framework; marked by the presence of a designated teacher; or result in the award of a qualification. This research primarily aimed to investigate how non-formal learning takes place in museums and galleries: specifically exploring the differences and characteristics of non-formal learning between different groups of people. As well as an extensive literature review which draws together theoretical approaches from a wide range of fields/disciplines, the thesis outlines the development of a methodological tool entitled ‘The Dual Model’ which is a combination of models of skill acquisition and cultural capital. This model represents a new approach to the investigation of non-formal learning and this thesis explores its direct implementation as an evaluative tool. Implicit learning (a form of learning which is unconscious, either whilst it is taking place or in terms of the knowledge subsequently created) represents a focal point for the research. By scrutinising contradictions in visitors’ accounts of their museums visits, possible cases of implicit learning in context are identified and evaluated; a unique contribution to an understanding of how people learn non-formally without being aware of doing so. The research confirms a typology of non-formal learning which differentiates between explicit and implicit components and also provides evidence that there are identifiably different sets of characteristics which individuals might exhibit based upon their cultural capital, their relationship with the art field and their level of skill acquisition.
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Morgan, Anthony. "An investigation into the learning environments associated with the band and music service worlds in Northern Ireland : a qualitative comparison of formal with non-formal learning". Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342529.
Verification of digital hardware designs is becoming an increasingly complex task as the designs are incorporating more functionality, becoming complex and growing larger in size. Today, verification remains a bottleneck in meeting time-to-market requirements and consumes more than 70% of the overall design-costs. Traditionally, verification has been done using simulation-based approaches, where a set of appropriate test-stimuli is used by the designer. As the designs become more complex, however, simulation-based techniques often fail to capture corner-case errors. Furthermore, unless exhaustively tested, these approaches do not guarantee the correctness of a system with respect to its specifications. As a consequence, formal methods for design verification have been sought after. In formal verification, the conformance of a design to a given set of specifications is proven mathematically, thereby leaving no room for unexplored search spaces. Despite the exponential time/memory complexities often involved within the formal approaches, they have shown promise in capturing subtle bugs, which were missed otherwise.
In this dissertation, we focus on Boolean Satisfiability (SAT) based formal verification, which has gained tremendous importance in the recent past. Importantly, SAT-based approaches often alleviate the memory explosion problem, which had been a bottleneck of the traditional symbolic (Binary Decision Diagram based) approaches. In SAT-based techniques, the set of verification tasks are converted into a set of Boolean formulae, which are checked for satisfiability using a SAT solver. These problems are often NP-complete and are prone to an explosion in the required run-time. To overcome this, we propose novel strategies which utilize both structural and logical information of a sequential circuit. In particular, we devise techniques to extract non-trivial invariants of a design, strengthen properties such that they can be proven faster and interleave bounded reachability analysis with bounded model checking. We provide the necessary algorithms and implementation details in order to automate the proposed techniques. Experiments conducted on a variety of benchmark circuits show that orders of magnitude improvement in overall run-times can be achieved via our techniques compared to the existing state-of-the-art SAT-based approaches. Ph. D.
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Barroso, Maria Margarida Tenreiro Pereira. "Cartografia educacional da Freguesia de Vila Nova de São Bento". Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/11864.
O presente trabalho visa conhecer e caracterizar as aprendizagens promovidas pelas principais instituições da freguesia de Vila Nova de S. Bento (concelho de Serpa), avaliando a presença relativa dos contextos formais, não – formais e informais.
Realizámos uma abordagem teórica, com o intuito de precisar alguns conceitos chave como aprendizagem, ambientes de aprendizagem e território.
Para concretizar o trabalho empírico, e tendo como base as questões subjacentes à investigação, utilizámos uma metodologia mista (quantitativa/qualitativa) com uma aproximação conceptual ao estudo de caso. O instrumento utilizado na recolha de dados foi o inquérito por questionário aplicado.
Fizemos uma recolha, análise e interpretação de dados que nos permitiram inferir:
As instituições objecto do nosso estudo constituem um potencial educativo no território analisado;
Estas instituições desenvolvem um conjunto de actividades de aprendizagem que poderão ser um recurso para o território;
Estabelecida uma relação de diálogo com a escola e outros parceiros locais, será possível potenciar novas ofertas educativas neste território.
Terminámos este trabalho, com a apresentação de algumas recomendações e sugestões, que poderão vir a integrar novas investigações;
### Abstract:
The present study aims to now and characterizes the learning’s promoted by the main institutions in the town of Vila Nova de S. Bento (Serpa), evaluating the relative presence of formal, non-formal and informal contexts.
We made a theoretical approach, aiming to precise some key concepts, like learning ambient and territories.
To realise the empiric work, and having as base subjacent questions to the investigation, we used a mixed methodology (quantitative/qualitative) as a conceptual approach to the case study. The instrument used in the recollection of data was an inquiry by applied questioner.
We made a recollection, analysis and interpretation of data witch permitted as to infer:
The institutions which we observed in our study have an educative potential,
These institutions developed a series of learning activities that might be a good source for the territory,
Establishing a relationship between the school and the other local partners, it will be possible to potentiate the learning offers.
We end this study by presetting some recommendations and suggestions that might be integrated in new investigations.
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Adamu, Taddele. "Individual differences in second language learning in formal contexts". Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.276152.
Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.
With the advances in VLSI and System-On-Chip (SOC) technology, the complexity of hardware systems has increased manifold. Today, 70% of the design cost is spent in verifying these intricate systems. The two most widely used formal methods for design verification are Equivalence Checking and Model Checking. Equivalence Checking requires that the implementation circuit should be exactly equivalent to the specification circuit (golden model). In other words, for each possible input pattern, the implementation circuit should yield the same outputs as the specification circuit. Model checking, on the other hand, checks to see if the design holds certain properties, which in turn are indispensable for the proper functionality of the design. Complexities in both Equivalence Checking and Model Checking are exponential to the circuit size.
In this thesis, we firstly propose a novel technique to improve SAT-based Combinational Equivalence Checking (CEC) and Bounded Model Checking (BMC). The idea is to perform a low-cost preprocessing that will statically induce global signal relationships into the original CNF formula of the circuit under verification and hence reduce the complexity of the SAT instance. This efficient and effective preprocessing quickly builds up the implication graph for the circuit under verification, yielding a large set of logic implications composed of direct, indirect and extended backward implications. These two-node implications (spanning time-frame boundaries) are converted into two-literal clauses, and added to the original CNF database. The added clauses constrain the search space of the SAT-solver engine, and provide correlation among the different variables, which enhances the Boolean Constraint Propagation (BCP). Experimental results on large and difficult ISCAS'85, ISCAS'89 (full scan) and ITC'99 (full scan) CEC instances and ISCAS'89 BMC instances show that our approach is independent of the state-of-the-art SAT-solver used, and that the added clauses help to achieve more than an order of magnitude speedup over the conventional approach. Also, comparison with Hyper-Resolution [Bacchus 03] suggests that our technique is much more powerful, yielding non-trivial clauses that significantly simplify the SAT instance complexity.
Secondly, we propose a novel global learning technique that helps to identify highly non-trivial relationships among signals in the circuit netlist, thereby boosting the power of the existing implication engine. We call this new class of implications as 'extended forward implications', and show its effectiveness through additional untestable faults they help to identify.
Thirdly, we propose a suite of lemmas and theorems to formalize global learning. We show through implementation that these theorems help to significantly simplify a generic CNF formula (from Formal Verification, Artificial Intelligence etc.) by identifying the necessary assignments, equivalent signals, complementary signals and other non-trivial implication relationships among its variables. We further illustrate through experimental results that the CNF formula simplification obtained using our tool outshines the simplification obtained using other preprocessors. Master of Science
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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.
This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.
García Mayo, María del Pilar, ed. Investigating Tasks in Formal Language Learning. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599286.
Germany) International Conference for the History of Science in Science Education (9th 2012 Flensburg. Enabling scientific understanding through historical instruments and experiments in formal and non-formal learning environments. Flensburg: Flensburg University Press, 2013.
Bjørnåvold, Jens. Making learning visible: Identification, assessment and recognition of non-formal learning in Europe. Thessaloniki: Cedefop--European Centre for the Development of Vocational Training, 2000.
Authority, Samoa Qualifications. Baseline research on the identification of non formal learning providers and their learning activities in Samoa. Samoa: Samoa Qualifications Authority, Research Policy and Planning Division, 2011.
Colardyn, Danielle. The learning continuity: European inventory on validating non-formal and informal learning : national policies and practices in validating non-formal and informal learning. Luxembourg: Office for Official Publications of the European Communities, 2005.
Bloom, Michael R. Brain gain: The economic benefits of recognizing learning and learning credentials in Canada. Ottawa, Ont: Conference Board of Canada, 2001.
Singh, Madhu. Global Perspectives on Recognising Non-formal and Informal Learning. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15278-3.
Capítulos de libros sobre el tema "Learning formal and not formal":
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Hager, Paul J. "Formal Learning". En Encyclopedia of the Sciences of Learning, 1314–16. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_160.
Johnson, Benjamin Stewart. "Formal Evaluations". En Better Questioning for Better Learning, 220–25. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003175674-27.
Osherson, Daniel y Scott Weinstein. "Formal Learning Theory". En Encyclopedia of the Sciences of Learning, 1317–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_444.
Beck, Clive y Clare Kosnik. "Formal Learning Opportunities". En Growing as a Teacher, 131–41. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_10.
Béchet, Denis, Alexander Dikovsky y Annie Foret. "Two Models of Learning Iterated Dependencies". En Formal Grammar, 17–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32024-8_2.
Głowacka, Dorota, Louis Dorard, Alan Medlar y John Shawe-Taylor. "Prior Knowledge in Learning Finite Parameter Spaces". En Formal Grammar, 199–213. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20169-1_13.
Brank, Janez, Dunja Mladenić, Marko Grobelnik, Huan Liu, Dunja Mladenić, Peter A. Flach, Gemma C. Garriga, Hannu Toivonen y Hannu Toivonen. "Formal Concept Analysis". En Encyclopedia of Machine Learning, 416–18. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-30164-8_316.
Akazaki, Takumi, Shuang Liu, Yoriyuki Yamagata, Yihai Duan y Jianye Hao. "Falsification of Cyber-Physical Systems Using Deep Reinforcement Learning". En Formal Methods, 456–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95582-7_27.
Pferscher, Andrea y Bernhard K. Aichernig. "Fingerprinting Bluetooth Low Energy Devices via Active Automata Learning". En Formal Methods, 524–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90870-6_28.
Falkner, Nickolas, Claudia Szabo y Katrina Falkner. "Formal Forum Triage". En L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3051457.3053977.
Selvaraj, Yuvaraj, Ashfaq Farooqui, Ghazaleh Panahandeh y Martin Fabian. "Automatically learning formal models". En MODELS '20: ACM/IEEE 23rd International Conference on Model Driven Engineering Languages and Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3417990.3421262.
Hughes, Edmund y Phil White. "Formal Safety Assessment – Targeting Needs". En Learning From Marine Incidents 2. RINA, 2002. http://dx.doi.org/10.3940/rina.mi.2002.03.
Xue-Nong Zhang. "Formal analysis of diagnostic notions". En 2012 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2012. http://dx.doi.org/10.1109/icmlc.2012.6359553.
Miller, J. F. "Teaching and Learning Formal Methods, Improving Productivity". En 3rd Irish Workshop on Formal Methods. BCS Learning & Development, 1999. http://dx.doi.org/10.14236/ewic/iwfm1999.12.
Tong-Jun Li y Wen-Xiu Zhang. "Rough approximations in formal contexts". En Proceedings of 2005 International Conference on Machine Learning and Cybernetics. IEEE, 2005. http://dx.doi.org/10.1109/icmlc.2005.1527487.
Prasetya, Wishnu, Craig Leek, Orestis Melkonian, Joris ten Tusscher, Jan van Bergen, Jasper Everink, Thomas van der Klis et al. "Having Fun in Learning Formal Specifications". En 2019 IEEE/ACM 41st International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 2019. http://dx.doi.org/10.1109/icse-seet.2019.00028.
Torrijos Martí, Isabel. "Intercultural Education:An Approach Beyond Formal Learning". En EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.2.
Informes sobre el tema "Learning formal and not formal":
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Kulkarni, Sanjeev R. Extending and Unifying Formal Models for Machine Learning. Fort Belvoir, VA: Defense Technical Information Center, julio de 1997. http://dx.doi.org/10.21236/ada328730.
Ma, Yue y Felix Distel. Learning Formal Definitions for Snomed CT from Text. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.193.
Snomed CT is a widely used medical ontology which is formally expressed in a fragment of the Description Logic EL++. The underlying logics allow for expressive querying, yet make it costly to maintain and extend the ontology. Existing approaches for ontology generation mostly focus on learning superclass or subclass relations and therefore fail to be used to generate Snomed CT definitions. In this paper, we present an approach for the extraction of Snomed CT definitions from natural language texts, based on the distance relation extraction approach. By benefiting from a relatively large amount of textual data for the medical domain and the rich content of Snomed CT, such an approach comes with the benefit that no manually labelled corpus is required. We also show that the type information for Snomed CT concept is an important feature to be examined for such a system. We test and evaluate the approach using two types of texts. Experimental results show that the proposed approach is promising to assist Snomed CT development.
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Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.2727.
What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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LaFlamme, Marcel. Affiliation in Transition: Rethinking Society Membership with Early-Career Researchers in the Social Sciences. Association of Research Libraries, octubre de 2020. http://dx.doi.org/10.29242/report.affiliationintransition2020.
This paper by Marcel LaFlamme explores new forms of connection and community for early-career researchers in less formal structures, often facilitated by social media and other communication technologies. By learning from these loosely institutionalized spaces, LaFlamme contends, scholarly societies as well as research libraries and their parent institutions can adapt to a changing environment and take steps to make scholarship more open and accessible.
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Ahmed AlGarf, Yasmine. From Self-Awareness to Purposeful Employment: Guiding Egyptian youth using arts-based learning. Oxfam IBIS, agosto de 2021. http://dx.doi.org/10.21201/2021.7932.
Alwan wa Awtar (A&A), a partner of the Youth Participation and Employment (YPE) programme, implements a youth programme supporting young people to shape their prospects through professional and soft skill development, safe learning space and non-formal education. A&A has learned important lessons throughout its journey. A safe learning environment, flexible learning techniques, visual and performing arts in education and participatory management are key approaches for successful youth programmes. During the COVID-19 period, many of the professional development programmes have been delivered online, which was a good example of adaptation to changing circumstances that ensured the sustainability and continued effectiveness of the programme.
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Kotenko, I. V. Formal Methods for Information Protection Technology. Task 2: Mathematical Foundations, Architecture and Principles of Implementation of Multi-Agent Learning Components for Attack Detection in Computer Networks. Part 2. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 2003. http://dx.doi.org/10.21236/ada427492.
Allen, Robert y David Garlan. Formal Connectors. Fort Belvoir, VA: Defense Technical Information Center, marzo de 1994. http://dx.doi.org/10.21236/ada277611.
Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha y Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3242.
Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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WETSTONE TECHNOLOGIES CORTLAND NY. Formal Methods Framework. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2002. http://dx.doi.org/10.21236/ada399514.
