Relevant bibliographies by topics / Informal learning at work

Academic literature on the topic 'Informal learning at work'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Informal learning at work"

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Moore, Alison L., and James D. Klein. "Facilitating Informal Learning at Work." TechTrends 64, no. 2 (December 6, 2019): 219–28. http://dx.doi.org/10.1007/s11528-019-00458-3.

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Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.

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Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
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Jubas, Kaela, and Shauna Butterwick. "Hard/soft, formal/informal, work/learning." Journal of Workplace Learning 20, no. 7/8 (September 12, 2008): 514–25. http://dx.doi.org/10.1108/13665620810900337.

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Svensson, Lennart, Per‐Erik Ellström, and Carina Åberg. "Integrating formal and informal learning at work." Journal of Workplace Learning 16, no. 8 (December 2004): 479–91. http://dx.doi.org/10.1108/13665620410566441.

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Susomrith, Pattanee, and Alan Coetzer. "Effects of informal learning on work engagement." Personnel Review 48, no. 7 (November 4, 2019): 1886–902. http://dx.doi.org/10.1108/pr-10-2018-0430.

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Purpose The purpose of this paper is to explore the relationships between task-based and interactional informal learning practices in small professional services firms and the moderating role of proactivity in the relationship. Design/methodology/approach Job demand-resources theory was used to develop theoretical arguments for a link between informal learning and work engagement. Data were collected from 203 employees in professional services firms and analysed using structural equation modelling. Findings Analysis of the data showed that opportunities to learn through task-based learning processes and through interactions with supervisors and colleagues were positively related to employees’ levels of work engagement. Furthermore, the strength of relationships between these informal learning practices and work engagement was influenced by employees’ proactivity. Research limitations/implications The limitations pertain to the non-random sampling procedure, cross-sectional nature of the study and the use of self-report measures. These limitations were mitigated by employing rigorous analytical procedures. Practical implications The results suggest that managers are able to influence the quantity and quality of informal workplace learning through strategies such as selecting employees who have a propensity for proactive behaviour, encouraging proactive behaviour, enabling experimentation and reflection and fostering positive interpersonal relations. Originality/value The study links two streams of research that have seemingly not been connected previously. The results suggest that small firms are sites with abundant potential for development of employees’ knowledge and skills and the associated experiences of work engagement.
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Wolfson, Mikhail A., John E. Mathieu, Scott I. Tannenbaum, and M. Travis Maynard. "Informal field-based learning and work design." Journal of Applied Psychology 104, no. 10 (October 2019): 1283–95. http://dx.doi.org/10.1037/apl0000408.

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Attwell, Graham. "Work-Based Mobile Learning Environments." International Journal of Mobile and Blended Learning 2, no. 4 (October 2010): 19–28. http://dx.doi.org/10.4018/jmbl.2010100102.

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This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different use cases for a Work Oriented Mobile Learning Environment. The final section of the paper considers how the idea of the WOMBLE can contribute to a socio-cultural ecology for learning, and the interplay of agency, cultural practices, and structures within mobile work-based learning.
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Lynn Thompson, Terrie. "Work‐learning in informal online communities: evolving spaces." Information Technology & People 24, no. 2 (June 7, 2011): 184–96. http://dx.doi.org/10.1108/09593841111137359.

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Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (July 16, 2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.

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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.
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Boud, David, and Heather Middleton. "Learning from others at work: communities of practice and informal learning." Journal of Workplace Learning 15, no. 5 (September 2003): 194–202. http://dx.doi.org/10.1108/13665620310483895.

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Dissertations / Theses on the topic "Informal learning at work"

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Scheurer, Andrew J. "Antecedents of Informal Learning: A Study of Core Self-Evaluations and Work-Family Conflict and Their Effects on Informal Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366270012.

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Bryans, Patricia. "Informal learning at work : two studies of men and women managers." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391319.

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Gobes-Ryan, Sheila A. "Full-Time Teleworkers Sensemaking Process for Informal Communication." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7402.

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Organizations have traditionally accomplished connectivity among their workers by co-locating them in shared organizational workplaces. However, information and communication technologies (ICTs) are offering alternative ways to accomplish this kind of connection. This change raises important questions about what it is possible to accomplish through such mediated communicative connections, and if there are work activities that are best accomplished face-to-face. Practitioners and researchers have historically identified informal communication as a process essential to organizational success that is difficult or impossible to accomplish outside of shared physical environments. This study documents the ways full-time teleworkers are accomplishing informal communication without being in shared work environments. In doing this, this work also identifies for what purposes these participants find shared organizational workplaces important and/or essential for successful informal communication. To complete this study required that two additional questions needed to be addressed: 1) defining full-time telework in the context of modern ICT-mediated corporate work environments, and 2) a re-examination of the parameters of telework to define them for modern workplace environments, so as be able to use effectively to examine past and present telework research efforts. In order to document the context of each of the participants as fully as possible, a narrative case study based research protocol was used. Participants were engaged through two active interviews and a journaling exercise so as to identify and document instances of informal communication and their purposes or roles in their workdays. This study’s key finding is that among this group of full-time teleworkers, all were engaging in informal communication to accomplish bonding and learning, both in ways that paralleled those communicative practices commonly accomplished in shared environments, but also in new ways that were made possible because of emergent sociomaterial practices supported by new information and communication technology affordances. While all the study’s participants indicated that their work processes, including informal communication, could be entirely accomplished virtually, nearly all noted the importance of face-to-face communication for key aspects of bonding and learning. Additionally, the successful work practices of these teleworkers were strongly dependent on the ubiquitous adoption of ICT tools and platforms throughout these participants’ organizations, and by the distribution and mobility of increasing numbers of workers, in these organizations and others, that are using these technologies as a routine part of their daily work practices.
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Rapaport, Irene. "Women's informal learning experiences at work : perspectives of support staff in an educational institution." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37229.pdf.

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Niederpruem, Michael G. "The Potency of Informal Learning in Paid and Non-Paid Work: A Mixed Method Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1497472590044364.

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Choi, Woojae. "Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on Informal Learning among Middle Managers in the Korean Banking Sector." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258387882.

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Maluli, Lidiane Mendes. "Aprendizagem formal e informal dos funcionários administrativos de uma instituição educacional." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/601.

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Made available in DSpace on 2016-03-15T19:26:03Z (GMT). No. of bitstreams: 1 Lidiane Mendes Maluli.pdf: 1497993 bytes, checksum: f0bfdae18a511a3b2ae8a454a71a9716 (MD5) Previous issue date: 2013-02-06
The aim of this work was to answer the following question: Which learning activities are present among the business staff of a university? The main goals were: (i) to identify and analyse which work activities, either formal or informal, bring learning knowledge to the business staff of a university; and (ii) to analyse the learning activities, formal and informal, by examining the aspects that facilitate and the obstacles that influence the knowledge acquisition. This work was made in a university in São Paulo city through a quantitative research conducted by means of a survey. The data collection with the business staff was made through a research form based on Slater (2004), adapted to this work. The main results were explored with the use of statistic tools (Excel, SPSS and SmartPLS), which allowed and the confirmatory factorial analysis (based on the final collection results and the pre-test results). The results identified that the staff learn more through informal learning activities, especially when executing their own jobs, interacting with other employees/ students and communicating with themselves. The activities executing their on job and interaction with other employees/students were considered the most important for the administrative employees who took part in the research. The factor individual learning is the one that influences the most the existence of informal learning in the Educational Institution, and it was responsible for 49% of the results in this research.
Este estudo procurou responder ao seguinte problema de pesquisa: Quais atividades de aprendizagem estão presentes entre os funcionários administrativos de uma instituição educacional? Teve como objetivos: (i) identificar e analisar quais atividades de trabalho, tanto formais quanto informais, propiciam aprendizagem entre os funcionários administrativos de uma instituição de ensino; e (ii) analisar as atividades de aprendizagem, formais e informais, examinando-se os fatores que facilitam e os obstáculos que influenciam a aquisição de conhecimento. O estudo foi realizado em uma instituição de ensino da cidade de São Paulo por meio de uma pesquisa quantitativa conduzida a partir de um levantamento (survey). A coleta de dados, realizada com os funcionários administrativos, envolveu o preenchimento de um formulário de pesquisa oriundo do estudo de Slater (2004) e adaptado para este trabalho. Os resultados encontrados foram explorados com base em ferramentas estatísticas (Excel, SPSS e SmartPLS), que propiciaram a execução da análise fatorial confirmatória (a partir dos resultados do pré-teste e da coleta final). Os resultados identificaram que os funcionários aprendem mais por meio de atividades de aprendizagem informal e em especial ao executar seu próprio trabalho, interagir com outros funcionários/alunos e pela comunicação pessoal entre eles. As atividades execução do próprio trabalho e interação com outros funcionários/alunos foram apontadas como as mais importantes para os funcionários administrativos que participaram da pesquisa. O fator aprendizagem individual é o que mais influencia a existência de aprendizagem informal na Instituição Educação e foi responsável por 49% do resultado da pesquisa.
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Gutkowski, Nicolas Joshua. "Designing Cultural Heritage Experiences for Head-Worn Augmented Reality." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103619.

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History education is important, as it provides context for current events today. Cultural heritage sites, such as historic buildings, ruins, or archaeological digs can provide a glimpse into the past. The use of different technologies, including augmented and virtual reality, to teach history has expanded. Augmented reality (AR) in particular can be used to enhance real artifacts and places to allow for deeper understanding. However, the experiences born out of these efforts primarily aim to enhance museum visits and are presented as handheld experiences on smartphones or tablets. The use of head-worn augmented reality for on-site history education is a gap. There is a need to examine how on-site historical experiences should be designed for AR headsets. This work aims to explore best practices of creating such experiences through a case study on the Solitude AR Tour. Additionally comparisons between designing for head-worn AR and handheld AR are presented.
Master of Science
There is a need for the general public to be informed on historical events which have shaped the present day. Informal education through museums or guided tours around historical sites provides an engaging method for people to become more knowledgeable on the details of a time period or a place's past. The use of augmented reality, which is the enhancement of the real-world through virtual content visible through some sort of display such as a smartphone, has been applied to history education in these settings. The educational apps created focus on adding onto museum exhibits, rather than historical locations such as buildings or other structures. Additionally they have focused on using smartphones or tablets as the medium for virtual content, rather than headsets, which involves wearing a display rather than holding one. This work aims to address the lack of headset-based, on-site history experiences by posing questions about what methods work best for designing such an app. Comparisons to handheld design are also made to provide information on how the approach differs.
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Gaudry, Muller Anne. "Des apprentissages infirmiers informels à l’organisation apprenante : étude des perceptions d’apprentissage et de soutien organisationnel dans deux établissements de santé." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100133.

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Au regard des mutations notamment celles du contexte hospitalier et de l’évolution constante des savoirs à mobiliser dans la pratique quotidienne, la professionnalisation des infirmières devient un enjeu et une nécessité.Cette recherche développe une approche compréhensive du phénomène des apprentissages infirmiers informels. L’objet de recherche porte à la fois sur la perception d’apprentissage des professionnelles dans le quotidien du travail et sur leur perception de soutien organisationnel d’apprentissage de leur établissement de santé. Le sujet est traité en articulant le niveau microsociologique, celui de l’infirmière sujet social apprenant et le niveau macro sociologique, celui de l’organisation.Dans une recherche qualitative, nous mettons en exergue les pratiques d’apprentissage informel sur le terrain. Ces apprentissages informels, c'est-à-dire secondaires aux activités de la vie quotidienne, ni organisés ni structurés, ont un caractère non intentionnel la plupart du temps (Cedefop, 2009). Le corpus des apprentissages s’appuie sur des données empiriques recueillies lors d’une recherche exploratoire à l’aide d’un journal de bord auprès de trente professionnelles sur deux terrains, une clinique et un hôpital. L’analyse des résultats de la première phase conduit à l’élaboration de catégories des contenus, des occasions, des ressources donnant lieu à perception d’apprentissage. Un questionnaire valide ces résultats à grande échelle dans les deux établissements de santé puis interroge la perception de soutien organisationnel d’apprentissage.Ces deux recherches qualitative et quantitative montrent que les perceptions d’apprentissage et de soutien organisationnel d’apprentissage des infirmières dépendent à la fois des caractéristiques propres aux professionnelles et de celles de l’environnement de travail. L’hôpital pourrait alors être considéré comme un archipel d’îlots apprenants
In regard of transformations, especially concerning hospitals and the constant evolution of required knowledge in daily practice, the professionalization of nurses is a challenge and a necessity. This research develops a comprehensive approach to the phenomenon of informal learnings of nurses. The purpose of this research focuses on both the learning perception of professionals in their daily work and their perception of organizational support for learning in their health facility. The subject is dealt with by articulating the micro-sociological level of the nurse as a learner and the macro sociological level of the organization.In the qualitative research, informal learning practices are highlighted. This informal learning, second to the daily activities, neither organized nor structured, have a non-intentional character most of the time (Cedefop, 2009). The corpus of informal learning is based on empirical data collected during an exploratory search using a logbook with thirty professionals in two different fields, a private clinic and a hospital. Analysis of the results of the first phase led to the development of categories of contents, opportunities, resources, leading to learning perception. A questionnaire validates these results on a large scale in the two establishments and questions the perception of organizational learning support. Both qualitative and quantitative research show that learning perceptions and organizational learning support of nurses depend both on the specific characteristics of the professionals and those of the working environment. The hospital could then be considered as made of learning islets
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Groth, Susanna. "Once I was curious, I wasn't as scared : Informellt lärande vid plötslig förändring." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-440815.

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Psykoterapeuterna i denna studie gick från att träffa sina patienter på en mottagning, till att distansarbeta online i Mars 2020. Förändringen var såväl påtvingad som plötslig och innebar ett nytt sätt att arbeta, vilket förde med sig utmaningar såväl som lärande. Denna flermetodsstudie som bygger på en enkät, följd av fem semi-strukturerade intervjuer och har haft för avsikt att undersöka dels hur deltagarna uppfattade och hanterade förändringen, dels vilket informellt lärande den resulterade i. Vidare har den även haft som syfte att undersöka om distansarbetet påverkat eventuella implicita psykologiska kontrakt mellan patienter, psykoterapeuter och arbetsgivare. Det insamlade materialet har sammanställts och resultatet har presenterats i relation till tidigare forskning, samt analyserats med hjälp av Michael Erauts typologi av olika typer av informellt lärande. Studien visar att trots initialt motstånd har merparten av deltagarna, på egen hand, funnit sätt att anpassa eller utveckla sitt tidigare arbetssätt till det nya formatet. Sociala kontakter har spelat en viktig roll för att bearbeta förändringen och nyfikenhet inför det nya har visat sig vara en positiv komponent medan upplevd isolering har varit negativ. Vidare framkommer att det sociala respektive psykologiska kontraktet till såväl arbetsgivare som patient har påverkats av förändringen, om än inte alltid på liknande sätt.
Psychotherapists in this study went from seeing clients face to face to working online, remotely from one week to another in March 2020. The change was obligatory as well as sudden and the new way of working brought challenges, but also learning. This mixed method study has through a survey, followed by five semi structured interviews, attempted to learn more about the participants attitudes to the change, how they handled the new situation and the informal learning that took place as a result of it. Furthermore, the study also looks at the effect that working remotely has had on any potential implicit psychological contracts between client, psychotherapist and employer. The result of the study was first presented in relation to previous research, then analysed with the help of Michael Eraut’s Typology of Informal Learning. The study shows that the majority of the participants have in spite of initial resistance, independently found ways of adapting their way of working, or develop it, to suit the new situation. Social contacts have played an important role in processing the change and curiosity has been a positive component whereas perceived isolation has been detrimental. The social and psychological contract to employer as well as client is found to have been affected by the change, though not in similar ways.
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Books on the topic "Informal learning at work"

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Duguid, Fiona, Karsten Mündel, and Daniel Schugurensky. Volunteer Work, Informal Learning and Social Action. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4.

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Trentin, Guglielmo, and Stefania Bocconi. Wiki supporting formal and informal learning. Hauppauge, N.Y: Nova Science Publishers, 2012.

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Enrico, Marcelli, Williams Colin C. 1961-, and Joassart Pascale, eds. Informal work in developed nations. New York, NY: Routledge, 2009.

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Trebilcock, Anne. Decent work and the informal economy. Helsinki: United Nations University, World Institute for Development Economics Research, 2005.

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Gear, Jane. Informal learning in the professions. Hull: Department of AdultEducation, University of Hull, 1994.

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Shankland, Graeme. Wonted work: A guide to the informal economy. New York, NY: Bootstrap Press, 1988.

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Allsop, Judy. Regulating medical work: Formal and informal controls. Buckingham: Open University Press, 1996.

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D’Souza, Errol. Conceptualizing the Ubiquity of Informal Economy Work. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7428-3.

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Fred, Fluitman, International Centre for Advanced Technical and Vocational Training., and International Labour Office, eds. Training for work in the informal sector. Geneva: International Labour Office, 1989.

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Messmann, Gerhard, Mien Segers, and Filip Dochy, eds. Informal Learning at Work. Routledge, 2018. http://dx.doi.org/10.4324/9781315441962.

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Book chapters on the topic "Informal learning at work"

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Duguid, Fiona, Karsten Mündel, and Daniel Schugurensky. "Volunteer Work and Informal Learning." In Volunteer Work, Informal Learning and Social Action, 17–36. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_2.

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Stowe, Susan. "Volunteer Work and Informal Learning." In Volunteer Work, Informal Learning and Social Action, 37–61. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_3.

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Bauer, Hans G., Christiane Hemmer-Schanze, Claudia Munz, and Jost Wagner. "Learning Innovation Work: Learning Concept and Framework." In Innovation Management by Promoting the Informal, 171–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28015-3_8.

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Foroughi, Behrang, and Erica McCollum. "Learning Participatory Citizenship." In Volunteer Work, Informal Learning and Social Action, 141–58. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_8.

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Sodhi, Joginder S., and Antje Wessels. "Informal Learning: Education and Skill Development in India’s Informal Sector." In India: Preparation for the World of Work, 261–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08502-5_13.

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Duguid, Fiona, Karsten Mündel, and Daniel Schugurensky. "“Learning from Each other”." In Volunteer Work, Informal Learning and Social Action, 115–40. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_7.

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Rogers, Kate, and Megan Haggerty. "Learning Through Volunteering in Social Movements." In Volunteer Work, Informal Learning and Social Action, 195–218. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_11.

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Akingbola, Kunle, Fiona Duguid, and Martha Viveros. "Learning and Knowledge Transfer in Volunteering." In Volunteer Work, Informal Learning and Social Action, 63–78. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_4.

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Perry, J. Adam. "Living and Learning Through Solidarity and Struggle." In Volunteer Work, Informal Learning and Social Action, 79–99. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_5.

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Schugurensky, Daniel. "Introduction." In Volunteer Work, Informal Learning and Social Action, 1–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-233-4_1.

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Conference papers on the topic "Informal learning at work"

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Nehal Hasnine, Mohammad, Masatoshi Ishikawa, and Hiroshi Ueda. "Broadening Word Learning Scopes in Informal Learning using Ubiquitous Learning Tools." In 2021 International Symposium on Educational Technology (ISET). IEEE, 2021. http://dx.doi.org/10.1109/iset52350.2021.00055.

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Baith, Nichole, Nichole Taylor, Soon Jung, and Vibhavari Jani. "PAIN-POINTS AND WORK-AROUNDS WITH PROJECT AND TEAM LEARNING ACTIVITIES IN INFORMAL COLLABORATIVE LEARNING ENVIRONMENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2193.

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sought to uncover those aspects of information systems academics’ lifelong learning that might lead policy setters to understand the sources of learning valued by these academics. It could be argued that in the past the university sector was a leader in promoting the lifelong learning of its academic staff, but recent changes in the university environment around the world have moved away from this ideal and academics interviewed from many countries all report rapidly decreasing resources available for academic support. In this environment it is important to determine which learning sources are valued by information systems academic so that informed decisions can be made on support priorities.
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Whitby, Greg, Maura Manning, and Gavin Hays. "Leading system transformation: A work in progress." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_11.

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Internationally, the COVID-19 pandemic has profoundly disrupted the education sector. While NSW has avoided the longer periods of remote learning that our colleagues in Victoria and other countries have experienced, we have nonetheless been provoked to reflect on the nature of schooling and the systemic support we provide to transform the learning of each student and enrich the professional lives of staff within our Catholic learning community. At Catholic Education Diocese of Parramatta (CEDP), a key pillar of our approach is to create conditions that enable everyone to be a leader. Following the initial lockdown period in 2020 when students learned remotely, we undertook an informal teacher voice piece with the purpose of engaging teachers and leaders from across our 80 schools in Greater Western Sydney to reflect on and capture key learnings. This project revealed teachers and leaders reported very high feelings of self-efficacy, motivation and confidence in their capacity to learn and lead in the volatile pandemic landscape. These findings raised the question: how do we enable this self-efficacy, motivation and confidence in an ongoing way? This paper documents the systematic reflection process undertaken by CEDP to understand the enabling conditions a system can provide to activate everyone to be a leader in the post-pandemic future and the key learnings emerging from this process.
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Archana, Kumari. "Self-Organized Learning in Informal Settings of Higher Education: How it Works?" In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4609.

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The learning crisis in higher education is an emerging concern attracting the attention of researchers globally. The paper explores effective pedagogy known as self-organized learning in informal settings among engineering undergraduates of the Indian Institute of Technology, Delhi. // The exploratory research design has been used to understand students' meaning of learning, examining the influence of peer interaction and studying the process of self-organized learning in informal settings among peers. Observation, Likert scale, and Semi-structured interviews have been used to collect the data from undergraduates. Interviews have been analyzed using qualitative conventional content analysis technique on the software Atlas. ti. // The finding shows students' meaning of learning does not confine to academic and professional learning but also includes skillsets for psychological well-being and social support. Additionally, the influence of peer interaction can be negative, which discourages students from being open and comfortable, and on other positive, which encourages students to learn. Self-organized peer learning shows that students' learning is not only highly engaged but surprisingly also matches with the experience of being in a state of mind known as flow. Findings may be used to invent pedagogies that are effective as well as joyful for higher education students to learn.
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Pathirana, H. P. W. P., and J. Munasinghe. "INFORMALITY IN FORMAL SPACES THROUGH SELF ORGANIZATION: A STUDY OF THE PEOPLE’S PROCESSES IN PUTTALAM TOWN IN SRI LANKA." In Beyond sustainability reflections across spaces. Faculty of Architecture Research Unit, 2021. http://dx.doi.org/10.31705/faru.2021.10.

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Informality is an inevitable ingredient in an urban environment. The ‘formally’ established urban built environments are informally shaped by people for the appropriation of spaces for their activities. Within dominant institutionalized urban planning processes, such informalities are often regarded as ‘nuisances’, ‘out-of-place’, and ‘misfits’ in urban spaces. Yet, informally organized spaces are as important as formal spaces for the vitality, equity, and sustainability of all types of urban environments. People's processes in the creation and operation of informal spaces, resisting, contesting, and negotiating the dominant formal networks, have been the subject of many scholarly works over the last few decades, but a lack of empirical work and informative case studies on the subject has distanced mainstream planners and urban designers from learning and integrating such informal space production into institutionalized urban development processes. In order to mend this gap and reorient the prevalent understanding among planning professionals, a people’s endeavor in Puttalam town in Sri Lanka to form and sustain informal spaces is presented in this paper. The paper elaborates on the ‘self-organizing’ behaviour of the small-scale retail vendors and the day-to-day users of the city to withstand interventions by the authorities on the public market space of the town.
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Liang, Dongyun, Weiran Xu, and Yinge Zhao. "Combining Word-Level and Character-Level Representations for Relation Classification of Informal Text." In Proceedings of the 2nd Workshop on Representation Learning for NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-2606.

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Trippas, Johanne R., Damiano Spina, Falk Scholer, Ahmed Hassan Awadallah, Peter Bailey, Paul N. Bennett, Ryen W. White, et al. "Learning About Work Tasks to Inform Intelligent Assistant Design." In CHIIR '19: Conference on Human Information Interaction and Retrieval. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3295750.3298934.

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Datta, Esha, and Alice Agogino. "Mobile Learning and Digital Libraries." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42527.

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With the recent advancement of mobile technologies, such as smart phones, digital cameras and PDAs (Personal Digital Assistants), and tablet PCs mobile learning provides opportunities for formal and informal education in a wide range of settings. In particular, the use of mobile technologies to access digital libraries opens up doors for providing unique learning experiences, both inside and outside of the classroom. This paper presents the design and implementation of a mobile learning digital library infrastructure and test applications. We first conducted a user needs analysis of students, educators, and parents in order to understand desirable functional attributes and challenges associated with mobile learning. We translated this needs assessment into a list of twelve functional attributes for digital library infrastructures and mobile device applications that will facilitate informal learning. In order to test out the recommendations, a conceptual design was developed as a lesson plan that uses mobile devices and digital libraries to teach the concept of simple machines. This lesson was implemented during a workshop conducted with students in the TechBridge program, an after school program that introduces girls to technology. The students that participated in this workshop were from less affluent schools and were all members of ethnic groups that are typically underrepresented in the field of engineering. This paper summarizes the needs assessment research, implementation, testing and recommendations for future work. Our goal is to provide recommendations for mobile learning technologies that will increase access and enhance mobile learning experiences for students of all backgrounds.
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Agrawal, Richa, and Ravi Poovaiah. "CoSpeak: Peer Feedback on Voice Stories to Inform Learning Spoken English." In CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481750.

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Reports on the topic "Informal learning at work"

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Tillett, Will, and Oliver Jones. ‘Improving Rural Sanitation in Challenging Contexts’ Sanitation Learning Hub Learning Brief 8. The Sanitation Learning Hub, Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/slh.2021.006.

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Of the two billion people worldwide lacking access to at least basic sanitation, seven out of ten live in rural areas. Progress has been made on increasing rural sanitation and access levels are rising, but barriers remain in reaching the ‘last mile’ or some 10 to 20 per cent of the population who live in the most challenging contexts. The factors affecting the ability of households to construct and use toilets, as well as the challenges sanitation programmes face in reaching specific groups, are highly diverse. Applying one-size fits all approaches has been proven not to work; therefore, we need more nuanced, adapted, and targeted approaches to capture the universality element of the Sustainable Development Goals (SDGs) and ensure that no one is left behind. However, we recognise that challenges can be persistent and there are limited documented examples of how to overcome these challenges at scale. The Sanitation Learning Hub, UNICEF, and WaterAid commissioned this study to map rural sanitation approaches in challenging contexts and the guidance currently being used, drawing out emerging experiences and lessons. It involved key informant interviews (KIIs) with 44 interviewees, and consulting over 180 documented resources. This Learning Brief provides an overview of the study findings.
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Enfield, Sue. Covid-19 Impact on Employment and Skills for the Labour Market. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.081.

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This literature review draws from academic and grey literature, published largely as institutional reports and blogs. Most information found considered global impacts on employment and the labour market with the particular impact for the very high numbers of youth, women, migrant workers, and people with disabilities who are more likely to be employed in the informal sector. There has been a high negative impact on the informal sector and for precariously employed groups. The informal labour market is largest in low and middle-income countries and engages 2 billion workers (62 percent) of the global workforce (currently around 3.3 billion). Particularly in low- and middle-income countries, hard-hit sectors have a high proportion of workers in informal employment and workers with limited access to health services and social protection. Economic contractions are particularly challenging for micro, small, and medium enterprises to weather. Reduced working hours and staff reductions both increase worker poverty and hardship. Women, migrant workers, and youth form a major part of the workforce in the informal economy since they are more likely to work in these vulnerable, low-paying informal jobs where there are few protections, and they are not reached by government support measures. Young people have been affected in two ways as many have had their education interrupted; those in work these early years of employment (with its continued important learning on the job) have been interrupted or in some cases ended.
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Quak, Evert-Jan. K4D’s Work on the Indirect Impacts of COVID-19 in Low- and Middle- Income Countries. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/k4d.2021.093.

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This report is not an in-depth nor exhaustive analysis of the many indirect impacts of the pandemic on LMICs. The content is purely based on the requests from FCDO to the K4D services on this topic, and as such can only give an illustrative overview of the findings from these requests. Furthermore, insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO (e.g. purpose of the request, adviser’s cadre), hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The selection of relevant K4D outputs on the pandemic’s indirect impacts was based on an extensive search in the K4D repository on titles and research questions. The Annex shows all K4D outputs included in this report. The purpose of this report is to inform FCDO about some of the specifics of their requests on the indirect impacts of COVID-19, in general. This report will also be used as input for a K4D-FCDO learning event that takes place on the 6th of July 2021. During the event learning and evidence, trends will be discussed and how evidence and learning informed decision-making on policy and programming.
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Price, Roz. K4D’s Work Around Climate Change and Related Issues. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/k4d.2022.006.

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This report provides an illustrative overview of K4D’s work from October 2016 until May 2021 connected to climate change. Given the breadth of K4D reports that touch on climate change (or related issues), this report has taken a sub-section of reports to focus on, with a total of 75 reports explored and 2 LJs touched on in more detail. It is hence not an in-depth nor exhaustive analysis of climate change per se, nor the many different climate-related issues explored by K4D over the past four years. The content is purely illustrative, based on a rapid review of this sub-section. Insights are also taken from the data that K4D collects for each request based on the information provided by advisers and FCDO. Hence, the data is limited to the information available to the K4D team at the time of the request and the level of details available may vary from one request to the other. The purpose of this report is to inform FCDO about some of the specifics of their requests on climate-related issues, in general. This report will be used as input for a K4D-FCDO learning event on climate change issues. It also makes up part of a series of K4D reports, with the other reports synthesising K4D work on Covid-19 (Quak, 2021) and conflict, violence, and peace (Herbert, 2021b).
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Abraham, Katharine, and Ashley Amaya. Probing for Informal Work Activity. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24880.

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Hoke, Kelly, and Julie Risien. Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report. Oregon State University, July 2021. http://dx.doi.org/10.5399/osu/1151.

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This report presents summative evaluation results for a National Science Foundation funded project entitled Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID). The project represents a collaboration between five institutions: Institute for Learning Innovation, The STEM Research Center at Oregon State University, Scicenter, University of Washington-Bothell, and University of Wisconsin-Madison. BID aimed at creating an inter-institutional structure and toolkit to assist higher education institutions (HEIs) and informal science education organizations (ISEs) in developing sustainable institutional partnerships through collaboration around the design of informal STEM education-based Broader Impacts (BI) experiences. The project built upon the Portal to the Public (PoP) framework, bringing together research support professionals, STEM education professionals and Principal Investigators at HEIs with practitioners at ISEs (i.e., BID partners) to enhance BI experiences for the public by leveraging human resources through intentional coordination and partnerships. This report addresses the impact of this collective work, serves as a record of the project, and as a resource for future partnerships that support BI.
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Brinkerhoff, Derick W., Sarah Frazer, and Lisa McGregor-Mirghani. Adapting to Learn and Learning to Adapt: Practical Insights from International Development Projects. RTI Press, January 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0015.1801.

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Adaptive programming and management principles focused on learning, experimentation, and evidence-based decision making are gaining traction with donor agencies and implementing partners in international development. Adaptation calls for using learning to inform adjustments during project implementation. This requires information gathering methods that promote reflection, learning, and adaption, beyond reporting on pre-specified data. A focus on adaptation changes traditional thinking about program cycle. It both erases the boundaries between design, implementation, and evaluation and reframes thinking to consider the complexity of development problems and nonlinear change pathways.Supportive management structures and processes are crucial for fostering adaptive management. Implementers and donors are experimenting with how procurement, contracting, work planning, and reporting can be modified to foster adaptive programming. Well-designed monitoring, evaluation, and learning systems can go beyond meeting accountability and reporting requirements to produce data and learning for evidence-based decision making and adaptive management. It is important to continue experimenting and learning to integrate adaptive programming and management into the operational policies and practices of donor agencies, country partners, and implementers. We need to devote ongoing effort to build the evidence base for the contributions of adaptive management to achieving international development results.
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Bragdon, Sophia, Vuong Truong, and Jay Clausen. Environmentally informed buried object recognition. Engineer Research and Development Center (U.S.), November 2022. http://dx.doi.org/10.21079/11681/45902.

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The ability to detect and classify buried objects using thermal infrared imaging is affected by the environmental conditions at the time of imaging, which leads to an inconsistent probability of detection. For example, periods of dense overcast or recent precipitation events result in the suppression of the soil temperature difference between the buried object and soil, thus preventing detection. This work introduces an environmentally informed framework to reduce the false alarm rate in the classification of regions of interest (ROIs) in thermal IR images containing buried objects. Using a dataset that consists of thermal images containing buried objects paired with the corresponding environmental and meteorological conditions, we employ a machine learning approach to determine which environmental conditions are the most impactful on the visibility of the buried objects. We find the key environmental conditions include incoming shortwave solar radiation, soil volumetric water content, and average air temperature. For each image, ROIs are computed using a computer vision approach and these ROIs are coupled with the most important environmental conditions to form the input for the classification algorithm. The environmentally informed classification algorithm produces a decision on whether the ROI contains a buried object by simultaneously learning on the ROIs with a classification neural network and on the environmental data using a tabular neural network. On a given set of ROIs, we have shown that the environmentally informed classification approach improves the detection of buried objects within the ROIs.
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Grohmann, Rafael, Caroline Govari Nunes, and Adriana da Rosa Amaral. Click Farm Platforms and informal work in Brazil. Parktown, Johannesburg: Southern Centre for Inequality Studies, November 2022. http://dx.doi.org/10.54223/uniwitwatersrand-10539-33453.

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Nelson, Gena, Hannah Carter, and Peter Boedeker. Early Math Interventions in Informal Learning Settings Coding Protocol. Boise State University, Albertsons Library, November 2021. http://dx.doi.org/10.18122/sped141.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code experimental and quasi-experimental early mathematics intervention studies conducted in informal learning environments. The studies were conducted in homes and in museums with caregivers as intervention agents and included children between the ages of 3,0 and 8,11 years. The coding protocol includes more than 200 variables related to basic study information, participant sample size and demographics, methodological information, intervention information, mathematics content information, the control/comparison condition, outcome measures, and results and effect sizes. The coding protocol was developed for the purpose of conducting a meta-analysis; results of the meta-analysis is pending. The data set associated with this coding protocol will be available to the public at the conclusion of the grant (early 2024).
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