Informal learning: genealogy, concepts, antagonisms and questions

Straka, Gerald A.

doi:10.7788/ijbe.2005.3132.1.27

Cited by 34 publications

(38 citation statements)

References 11 publications

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“…But what has struck me strongly is the way in which consensus (at least in terminology) seems to be emerging in several areas, not least in the appreciation of the significance of the constructivist work of the learner in the processes of learning, and the importance of context for learning outcomes (see e.g. Gelman 1994 and sources cited there; Straka 2004;Schugurensky 2007;Egetenmeyer 2011Egetenmeyer , 2012. I have tried to indicate some of these emerging agreements, but I am sure more are apparent than I have suggested here.…”

Section: The Dangers Of Confusionmentioning

confidence: 99%

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The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning

Rogers¹

2014

102

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Section: The Dangers Of Confusionmentioning

confidence: 99%

“…These studies confirm that most learning occurs "outside formal educational establishments." (Straka 2004 …”

Section: The Nature Of Informal Learningmentioning

confidence: 99%

The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning

Rogers¹

2014

102

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“…The comprehensive nature of education and training systems in these countries has resulted in comparatively low levels of demand for the recognition of competences acquired in the non-formal education sector. The fact that the dual system rests upon a combination of school-and work-based learning makes explicit the inclusion of experiential learning within the official models, reducing the need to assess non-formal education acquired outside the formal system (Straka 2005). Within these two countries the formal system is informed by Berufsprofile (vocational profiles) representing a clearly defined set of qualifications, competences and profiles, indicating both learning content and where learning is to occur.…”

Section: The Nature Of Non-formal Learningmentioning

confidence: 99%

“…Alternatives such as non-formal education face significant obstacles in systems in which each step is planned in relation to other social partners, etc. (Straka 2005).…”

Section: The Nature Of Non-formal Learningmentioning

confidence: 99%

“…Furthermore, the two notions are inextricably linked. Straka (2005) argues that informal and non-formal learning are basically metaphors that have acquired importance in adult education. Using the distinction between "external" and "internal" conditions of learning developed by Gagné (1973), Straka maintains that "formality" can be differentiated according to the "external conditions" of learning, i.e.…”

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

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Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

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Aims and ScopeThe purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the 'cutting edge' of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples.The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition.More information about this series at

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Informelles Lernen mit digitalen Medien in Unternehmen

Seufert

Meier

2016

Handbuch Informelles Lernen

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Changing-State-of-the-Learning-Technology-Industry.aspx). Ein neuer Entwicklungsschub in diesem Bereich wurde durch die als Web 2.0 bezeichneten technischen Entwicklungen im Bereich der interaktiven, Web-basieren Anwendungen ausgelöst. Der Begriff Web 2.0 wurde massgeblich von Tim O'Reilly (2005) geprägt und steht für eine "Mitmachkultur", da die bisherigen Internetnutzer mit Hilfe der neuen Generation an Web Technologien nun zu Produzenten von Inhalten werden konnten und damit eine neue Kultur der Partizipation am Geschehen im Internet entstand.

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Informal learning: genealogy, concepts, antagonisms and questions

Cited by 34 publications

References 11 publications

The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning

The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning

Global Perspectives on Recognising Non-formal and Informal Learning

Informelles Lernen mit digitalen Medien in Unternehmen

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