Creating learning opportunities: informal learning John Cook Learning Technology Research Institute London Metropolitan University.

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    24-Dec-2015

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<ul><li> Slide 1 </li> <li> Creating learning opportunities: informal learning John Cook Learning Technology Research Institute London Metropolitan University </li> <li> Slide 2 </li> <li> Structure of workshop (90 mins) n Brief introduction (15 minutes) n Break down into groups (30 minutes) Discuss one or more of questions (negotiate with John so we get coverage) Appoint someone to make notes and report back n Each group report back (15 minutes) n Discuss issues raised (25 minutes) n John pulls out main conclusions (5 minutes) </li> <li> Slide 3 </li> <li> Informal learning n People are now averaging about 15 hours a week on informal learning (Livinstone, 2000) Employment Housework Community work General interests n Yet very little of this informal learning is supported by e-learning. </li> <li> Slide 4 </li> <li> Parent Rugby union fan Kids CETL Ops Manager Principal Research Fellow Student Self taught bass player PhD students John Play 5 aside football Formal vs informal Peel Bass B&amp;A </li> <li> Slide 5 </li> <li> No single definition Informal Learning n Attributes of informality and formality (Colley, Hodkinson, et al., 2003) location/setting process purpose content n Non-formal a tutor knows about it n Informal under the radar or self- motivated </li> <li> Slide 6 </li> <li> Questions for group discussion (1) n Is there a distinction between life-long learning and informal learning? n Does informal learning vary across the difference sectors, e.g. HE, FE, Adult and Community Learning, in the workplace? </li> <li> Slide 7 </li> <li> More questions (2) n Measuring learning in informal contexts cannot be easily linked to outcomes, but to perceptions of outcomes? n How can we measure informal learning? n Do we want to measure informal learning? </li> <li> Slide 8 </li> <li> Yet more questions (3) n One problem is that a large section of people are not getting the opportunity to use digital media for informal or indeed formal learning opportunities and are hence being digitally excluded. n How can we design digital media that plugs into the motivations and emotional states of 'real people' in a way that empowers them? n Is there a linkage between the digital divide and the learning divide? </li> <li> Slide 9 </li> <li> What did we find out? </li> <li> Slide 10 </li> <li> Conclusions? informal learning vocational training specific skills course academic course vocational qualification Non-formal learning informal learning See Cook and Smith (2004) for further reading or http://www.londonmet.ac.uk/ltri/research/inform al.htm </li> <li> Slide 11 </li> <li> References n Colley, H., Hodkinson, P. and Malcom, J. (2002). Non-Formal Learning: Mapping the Conceptual Terrain. A Consultation Report, Lifelong Learning Institute, University of Leeds, November 2002. n Cook, J. and Smith, M. (2004). Beyond Formal Learning: Informal Community eLearning. Computers and Education, CAL03 Special Issue, 43(1-2), 35-47. n Livingstone, D. W. (2000). Exploring the Icebergs of Adult Learning: Findings of the First Canadian Survey of Informal Learning Practices. NALL Working Paper #10-2000, Ontario Institute for Studies in Education, University of Toronto. </li> <li> Slide 12 </li> <li> john.cook@londonmet.ac.uk Acknowledgement: Aileen Ackland, Shalni Gulati. Walter S. Arnold granted me permission for gargoyle photos to be used in talk and handout, see http://www.stonecarver.com/gargoyles/ </li> </ul>