GoogleTranslate Service


More on informal learning

September 17th, 2007 by Graham Attwell

Sorry for the lack of entries lately. In the middle of a big re-organisation of Pontydysgu. Many greetings to Peter who has joined us to run the administration. And Dirk is working hard on the launch of our new website. Meanwhile I am hurtling from meeting to meeting.

But there is still time for the odd post here. Some time ago I posted the following question on my Facebook page:

“How can we support informal learning?”

At least I thought I did. What I actually posted was “How can we support informal earning?” What a difference a consonant makes. Well, George Roberts answered the original question:

” I support informal earning through car boot sales and Russian MP3 download sites. CAVEAT: The support of informal earning is illegal, immoral and (I hear) the basis of the economy of Liverpool ;)”

And then I edited the question to my original intent.

Here is a summary of the answers. Thanks to all of you who contributed.

Scott Wilson

Stop hoarding stuff behind passwords and firewalls. Respect informal learning by universally supporting accreditation via APEL.

Jenny Hughes

Who’s ‘we’ ? And what informal learning are we supporting by whom? There’s quite a lot of informal learning I wouldn’t want to support, ditto a lot of informal learners

Cristina Costa

By creating, enhancing, developing and maintaining a learning environment where participants (not students!) are entitled to an opinion, stimulated to develop their own voice and share what they know while LEARNING what they want to learn!

Steve Wheeler

By giving them licence to use more (any type of) social networking

George Roberts

Once it’s supported is it informal? John Cook proposed a continuum: informal (off the radar) via semi-formal to formal. I think “we” can support informal learning by doing formal learning as best we can: open, socially engaged, Freirian, learning-centred.

David Delgado

a) Making it easy to find useful resources for anyone in the organization

b) Making it easy to make connections among people in the organization and sharing their knowledge

c) Encouraging everyone to learn what he needs or likes most in their job

Stan Stanier

I’m with Terry – first we need to identify the what, how and when

Frances Bell

by letting the learner determine the context and content of the learning and then offering support appropriate to that.

Stuart A Yeates

(a) avoidance of over-specified prescriptive assessments

(b) promotion of quality engaging resources

Paul Harrington

I agree with Mr Wassall the first part of the exercise will be to observe how it is happening amongst the ‘digital natives’ ( don’t like the term) – then give them opportunities on our terms to use tech..

Terry Wassall

Good question! First we need to understand how informal learning takes place. Reflecting on and surfacing our own modes of informal learning would be a start, and there are probably many modes and contexts to consider. Then exploit this avoiding formality.

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @socialtheoryapp New event: Hybrid social theory and education research: working with conceptual interdisciplinarity | Social Theory Applied socialtheoryapplied.com/2019/…

    About 4 hours ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories