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

Rogers, Alan

doi:10.3224/84740632

Cited by 102 publications

(83 citation statements)

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“…Although talking about adult learning, Rogers (2014) adds to this definition stating that informal learning involves "the everyday experiences through which we learn a great deal without ever being conscious of 'learning'" (p. 18), sometimes referred to as incidental learning (Marsick et al 2017).…”

Section: Conceptualising and Realising Informal Learningmentioning

confidence: 99%

“…As noted by many, there is a lack of consensus regarding the complex, slippery concepts of formal and informal learning (Colley et al 2003;Rogers, 2014;Sefton-Green, 2004;Sefton-Green, 2013;Werquin, 2010). One of the main issues is that it is difficult to define the boundaries between formal and informal learning.…”

Section: Conceptualising and Realising Informal Learningmentioning

confidence: 99%

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Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

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This paper builds on work undertaken over a number of years by a group of international researchers with an interest in the potential of connecting academic and everyday practices and knowledge. Drawing extensively on literature and our own work, we first discuss the challenges around defining informal learning, concluding that learning is multidimensional and has varying combinations of formal and informal attributes. We then highlight the potential of technology for integrating formal and informal learning attributes and briefly provide some exemplars of good practice. We then discuss in depth the challenges and issues of this approach to supporting learning from the perspective of pedagogy, research, policy and technology. We also provide some recommendations of how these issues may be addressed. We argue that for the learner, integration of formal and informal learning attributes should be an empowering process, enabling the learner to be self-directed, creative and innovative, taking learning to a deeper level. Given the complexity of the learning ecosystem, this demands support from the teacher but also awareness and understanding from others such as parents, family, friends and community members. We present a conceptual model of such an ecosystem to help develop further discussions within and between communities of researchers, policy makers and practitioners.

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Section: Conceptualising and Realising Informal Learningmentioning

confidence: 99%

Section: Conceptualising and Realising Informal Learningmentioning

confidence: 99%

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

et al. 2018

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“…Metafora s ledenim bregom može poslužiti i za opis odnosa formalnog, neformalnog i informalnog. Na vrhu ledenog brega je svesno učenje u formalnom kontekstu, zatim dolazi neformalno učenje a ispod vode je mnogo veći deo koji čini informalno učenje (Rogers, 2014). Upotreba te metafore sugeriše da je deo koji se ne vidi veći, uticajniji, značajniji od onog koji se vidi.…”

Section: Određenje Pojma Informalno Učenjeunclassified

“…Rodžers (Rogers, 2014) predlaže da se govori o informalnim i formalnim elementima u situacijama učenja. Učenje je, za njega, kontinuum na čijem su jednom kraju nenamerno i slučajno učenje (to su dva oblika učenja, uglavnom bez svesti da se nešto uči 3 ), preko učenja koje je svesno ali nije planirano (već je koleteralna dobit stečena tokom rešavanja nekog zadatka), preko samoučenja koje je svesno i namerno (ali van formalnih konteksta, recimo istraživanjem interneta ili čitanjem knjiga), preko neformalnog (prekvalifikacije i slično), do drugog kraja kontinuuma na kojem je formalno učenje.…”

Section: Određenje Pojma Informalno Učenjeunclassified

“…Dalje, nenamerna i najčešće nesvesna učenja s kojima učenici dolaze u školu veoma su relevantna za svakog nastavnika. Rodžers (Rogers, 2014) izdvaja nekoliko kategorija prethodnih informalnih učenja relevantnih za svaki nastavni proces: prarazumevanje (primarna pojmovna matrica); ukupni obim deklarativnih i proceduralnih znanja i veština (motornih i intelektualnih); re-46 PSIHOLOŠKA ISTRAŽIVANJA VOL. XXI 1 ferentni okvir (strukture pretpostavki "kroz koje" tumačimo naše iskustvo) i diskurs (koji uključuje socijalne predstave, vrednosti, zajedničko značenje i interpretacije socijalnih grupa kojima učenik pripada).…”

Section: Odnos Učenja U Informalnom I Formalnom Kontekstuunclassified

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Informal learning seeks its place in formal education contexts

Antic¹

2018

Psihol istraživanja

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se dovode u vezu specifičnosti učenja u dva konteksta − formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji. Ključne reči: učenje u informalnom kontekstu; učenje u formalnom kontekstu; učenje u školi; nastava/učenje prirodnih nauka Mi se rađamo i umiremo, između toga učimo. (Clark, 2005) Uvod Brojne su danas kritike formalnog obrazovanja. Zadržaćemo se samo na onima koje su relevantne za temu rada. Smatra se da u obrazovnoj teoriji, politici i praksi postoji naglašena dominacija formalnog učenja i obrazovanja 1 Rad je nastao u okviru projekta Identifikacija, merenje i razvoj ko gnitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (br.179018) koji finansira Ministarstvo prosvete, na uke i tehnološkog razvoja Republike Srbije. 2 slobodanka.antic@gmail.com 42 PSIHOLOŠKA ISTRAŽIVANJA VOL. XXI 1

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How about Professionalism, Professions and Standards: The Creation of Acculturated Professionals

Padró

Kek

Press

et al. 2019

Ensuring Quality in Professional Education Volume II

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

Cited by 102 publications

References 25 publications

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

Integrating Academic and Everyday Learning Through Technology: Issues and Challenges for Researchers, Policy Makers and Practitioners

Informal learning seeks its place in formal education contexts

How about Professionalism, Professions and Standards: The Creation of Acculturated Professionals

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