46 Matching Annotations
  1. Apr 2020
  2. Mar 2019
    1. 25 apps for professional development As the title suggests, this lists 25 apps for professional development. They are suited to micro and mobile learning, for the most part. In some cases, the apps seem suited to an early career employee rather than a mid career employee. There are reader comments. rating 3/5

    1. 5 technology enabled learning trends in 2017 This article was produced by a credible publisher and is included here because it points to the need for both mobile learning and micro learning. The authors assert but do not provide data for the increasing need for microlearning. This form of learning is said to be important because it is associated with the real world. Rating 4/5

    1. what is just in time learning: build an engagement engine This article helps professional developers strategize about the use of just in time learning. Some of the tips are unsurprising while others offer new ideas. It is a quick read and useful for ideas for professional developers. rating 5/5

    1. macro to micro learning: how to transform your course library This short article has limited utility because of its lack of breadth and reading is a bit difficult because of the small gray typeface. Nonetheless it is a current article that provides a few tips for those who seek to have a greater number of micro learning opportunities among their professional development offerings. rating 2/5

    1. bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1

    1. difference between formal and informal learning This article addresses the topic it proposes to: it describes the difference between formal and informal learning and to some extent provides some advice about selecting the type. It describes by example more than by definition and seems aimed at adults. rating 1/5

    1. Factors influencing engagement in informal learning activities This article describes features that encourage informal learning among teachers. Those are: initiative, self-efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an interesting personality. One noteworthy feature is that the factors they refer to are personal in nature. This article does appear to fill a unique niche among the collection that I have found so far. rating 5/5

    1. informal learning with mobile devices - microblogging as learning resource This article uses the work of Schon, a theorist on learning and reflection whose work is often used to address workplace learning. The paper is on topic, relating to informal learning with mobile devices, but it focuses on high school students--which seems to be a rather unusual use of Schon's writing. Also the writing itself is both general and dated. There is a 2x2 that describes the relationship of formal and informal learning to intentional and unintentional learning as well as the use of devices. rating 1/5

    1. reconceptualizing learning: a review of the literature on informal learning This is an 80 page PDF that has the support of Rutgers. It is presented in the usual manner in which reports are written. Unsurprisingly the writing is clean and accessible. The role of technology in online learning is discussed.Mentoring and communities of practice are addressed. The writing is fairly general. rating 3/5

    1. Simulations and games in informal learning contexts This article seems to discuss science learning, which is not my foremost interest, but it does give an example of how informal online learning can be used to allow the learner to explore his or her own interests. It is not specific enough to be of high value but is useful as a preliminary reading that can perhaps inform search terms to use for future research. rting 2/5

    1. This is a discussion of informal learning that focuses on ensuring that incidences of informal learning are recognized. This discussion portrays it has happening through casual conversations, online discussions, or social media. The page is easy enough to read though it does not try to be comprehensive. rating 2/5

    1. Using mobile devices to support formal, informal, and semi-formal learning: uses and implications for teaching and learning This online article is presented with 'draft' stamped across it; it does not appear to be from a recognized publisher. The content does connect the topics I am looking for (informal or personalized learning, mobile devices, and teacher professional development). They discuss their recommendations and connect informal mobile learning to personalized learning. rating 4/5

    1. The cutting edge of informal learning: makers, mobile, and more. This article discusses the features of informal learning and also discuss how it can be 'meaningful' and engaging. Constructivism and constructionism are mentioned though not at length. This may be useful given the limited resources I have but it is not one of the more impressive journal articles I have seen. rating 3/3

    1. designing for sustainable mobile learning: evaluating the concepts formal and informal This is a journal article that is freely available online. They argue that informal learning is more 'enriching' than formal learning. They write about mLearning (mobile learning) and state that some 'design aspects' must be left to learners. This is formatted in the standard way and has the usability one would expect of an online journal article. There are citations as one would expect but I am not qualified to evaluate the information quality. rating 5/5

  3. Nov 2018
    1. At the same time, a large share of YouTube users say the site is important for helping them figure out how to do things they haven’t done before. Fully 87% of users say the site is important for this reason, with 51% saying it is very important. And the ability to learn how to do new things is important to users from a wide range of age groups. Roughly half (53%) of users ages 18 to 29 say the site is very important to them for this reason, and that view is shared by 41% of users ages 65 and older. In some cases, users’ responses to these questions show substantial variation based on how frequently they visit the site. Most notably, people who use the site regularly place an especially high level of importance on YouTube for learning about world events. Some 32% of users who visit the site several times a day – and 19% of those who visit once a day – say it is very important for helping them understand things that are happening in the world. That compares with 10% of users who visit less often.

      87% of users say that YouTube is an important outlet for informal learning (51% say it is very important).

  4. Oct 2017
  5. Sep 2017
  6. Sep 2016
    1. Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges
    1. I wonder what would have happened if someone I trust had provided me with a list of resources and people she admired when I started out in online learning and open education four years ago.

      Interesting scenario. Sounds quite a bit like the role of this one person in grad school who gives you the boost you need. Usually not your director, who’s more of a name than a resource. Possibly someone with a relatively low status. It becomes something of an “informal advisor” role. “Trust” is indeed key, here. My first reaction reading this was to balk at the “trust” part, because critical thinking skills warrant other methods to gather resources. But this is a situation where trust does matter quite a bit. Not that the resources are necessarily better. But there’s much less overhead involved if rapport has been established. In fact, it’s often easy to get through a text or to start a conversation with someone using knowledge of the angle through which they’ve been recommended. “If she told me to talk to so-and-so, chances are that this person won’t take it the wrong way if we start discussing this issue.”

  7. Jul 2016
    1. Within the workings of the informal economy bullying and violence is rife. The harshness of these conditions, and the sword of damocles of deportation, is precisely why this labour is so cheap, and so many businesses opt for it. Bullying makes workers subservient, and scares them away from industrial organising (although there are now amazing unions now fighting for workers in these sectors - the IWGB, IWW, and UVW.) It is not just those businesses that do well out of this exploitation. It makes things cheaper for everyone, and oils the cogs of the whole economy. Many people are happy to reap this work’s benefits without ever taking responsibility for the suffering it causes. 
  8. Feb 2016
    1. Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges

      Clearly also very important, if not more so, at the secondary level.

  9. Mar 2015
    1. We believe that it should be a system of activities and practices over time; these include the actions of individual learn - ers as well as the roles of other participants, such as mediating tools, semiotic media, and local conditions directly relevant to and supportive of (or obstructing) the learning activities

      Well that sounds scalable. Geez?

    2. Conventionally, an (occasionally naïve) attribu - tion of a valued condition to some specific cause (e.g., to an intervention). Rarely, however, are valued learning goals the outcome of discrete, identifiable causes.

      Getting at the idea that traditional outcomes based assessment is shallow.

    3. Assessment, evaluation and research all build on documen - tation but may require different modes and foci of documen - tation. In more traditional terms,

      An important distinction

    4. Know-that matters only insofar as it is mobilized as part of know-how; know-how (cultural capital) matters for career futures and social policy only when effectively combined with know-who (social capital).

      Know -that, know-how, and know who. Interesting way to define knowledge. the latter two being based on capital. As if knowledge is something we build up to spend?

    5. Learning that matters is learning that lasts and that is mobilized across tasks and domains

      Again you see the idea that learning as action is the major goal.

    6. Second is the improved ability to act collaboratively, coor - dinating and completing tasks with others, assisting them, and productively using affective sensibilities in doing so

      Here the group learning is put ahead of the individual. It goes back to it isn't learning if it isn't acted upon and acting in a group not only make learning visible but is also the goal.

    7. First is the personal increase of comfort with, and capacity to partici - pate in, activities that involve inquiry, investigation, and repre - sentation of phenomena in a widening range of domains.

      Interesting that comfort with the domain and listed before knowledge of the domain.

    8. emphasize the importance of taking into account in assessment design the incorporation of relevant knowledge about the history of the project, the community, and the partici - pating organizations and knowledge of the current wider insti - tutional contexts

      Interesting take on the importance of historical knowledge influencing assessment of informal spaces.

    9. Equally important is our social-emo - tional development in learning how to use our feelings—our emotional relations to others and our emotional reactions to events—for constructive purpose

      Interesting sentence structure here. Pure conjecture but I am sensing a tension among the theoretical underpinning and priorities of the authors.

    10. “Know-who” is as important as know-how in getting things done.

      I am stealing this when discussing social search and networked learning spaces.

    11. As an aspect of human development—at the individual, group, or organizational level—the learning that mat - ters is learning that is used.

      So this line here reveals a lot about the theoretical underpinnings of the authors. Then again so did their names.

    12. ndividual learners and neglect group-level learning and project-level or organization-level learning

      This would be something interesting for the club curriculum to try and get at.

    13. that simple declarative knowledge is only one valued outcome of learning and is too often overemphasized in assessment designs to the exclusion or marginalization of other equally or more important outcomes.

      this is often the case when we think in terms of practicality, efficiency, fidelity, and reliability.

    14. Informal learning experiences, in contrast, build on the diverse interests and curiosity of learners and support their self- motivated inquiries.

      Contrasting to formal education. I feel sometimes that formal education cab be vilified in the literature as being void of intentional learning.

      That just isn't true. Many students have complex reasons for wanting to succeed or not in school.

    15. ond, to offer program staffs, project funders, and other supporters recommendations of good practices in project assessment and identifiable needs for devel - oping improved assessment techniques.

      So more future looking. What do we have to develop?

    16. first, to offer to those who design and assess informal learning programs a model of good assessment practice, a tool kit of methods and approaches, and pointers to the relevant literature

      point away. This fits well with efforts in Mozilla Learning to try and develop friction free assessment.

    17. to reviewing the literature, the authors convened three expert meetings involving a total of 25 participants to dis - cuss key issues, identify successful approaches and outstanding challenges,

      This is a very interesting methodology to add to the traditional literature review.

    18. many sig - nificant learning outcomes may be unpredictable in advance of the learner’s participation

      and this basically sums up what makes assessment of informal learning so difficult.

    19. learning goals pursued by participants are generally open-ended, dependent in part on available resources and on repurposed ways to use those resources

      I like this idea of repurposing resources as a way to reach open ended goal, though sometimes informal learning spaces are joined for goals unrelated to learning or for very specific ended outcomes

    20. “Informal learning” is both a broad category and shorthand for a more complex combination of organized activities in face- to-face or online settings other than formal schools in which particular features are especially salient.

      Key definition of how the paper defines informal learning.

    21. what works in informal learn - ing and what doesn’t

      We also have to define success before we can start to measure it.

    22. knowledge base of science 2 Introduction learning in informal environments (Bell et al. 2009

      I need to go and read this.