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Добірка наукової літератури з теми "Informal and incidental learning"

Автор: Grafiati

Опубліковано: 10 березня 2023

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Статті в журналах з теми "Informal and incidental learning"

Marsick, Victoria J., and Karen E. Watkins. "Informal and Incidental Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 25. http://dx.doi.org/10.1002/ace.5.

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Park, Young, and Yong-Ju Jung. "Exploring the Meaning of Mobile Learning for Informal Learning." International Journal of Knowledge Society Research 4, no. 2 (April 2013): 75–83. http://dx.doi.org/10.4018/jksr.2013040109.

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This study defines mobile technology (specifically in this study, smart phone technology) as a contemporary learning tool and environment that can make a difference in users’ informal learning practice. Currently, in Korea, there are thirteen millions smart phone users and the number of smart phone users worldwide is expected to exceed one billion by 2013. Mobile technology is, therefore, becoming a device that many people carry every day and its possibility to facilitate learning seems to be highly promising. With such societal and cultural movement in mind, to understand the nature of mobile users’ experiences and their meanings in terms of learning, the study investigates (a) users’ actual experiences in using mobile, (b) users’ perceptions toward the effectiveness and meaning of mobile for learning, and (c) the characteristics of informal learning appeared through mobile learning. In other words, the study aims to suggest practical guidelines by answering to the following inquires; 1) which experiences do the mobile users perceive conducive to learning? 2) depending on how users understand and define learning in general, does it influence on their use and perception of mobile as a learning tool?, and 3) what can be the most effective way of using mobile for learning in relation to the perspectives of informal learning? Here, the theory of informal learning is applied as a framework. Informal learning, in a broader sense, defines everyday experiences from which we learn something (Merriam & Cafarrella, 1999). According to Schugurensky (2000), informal learning can take different forms due to the presence or absence of intentionality and awareness of learning. He defines informal learning in three forms - self-directed learning, incidental learning, and socialization. While mobile learning has been researched a lot recently, its potential for informal learning, especially for adults has hardly been studied. The research study was conducted in Korea in summer, 2011 and plans to conduct the sequel in USA in fall, 2011. The online survey questionnaire consisted of 20 questions was developed and implemented and the mixed research methodology was applied in that it included both quantitative multiple-choice items and qualitative open-ended questions. The initial findings show that the majority of participants became aware of positive changes in everyday life, including learning. Also, three forms of informal learning: directed learning, incidental learning, and socialization were respectively identified in this environment. More specifically, mobile is perceived to be meaningful especially for directed (or self-regulated) learning while it is seen to be least beneficial for incidental learning. For socialization, interestingly, only certain participants agree that it has occurred through mobile learning or may occur. Finally, the participants find mobile the most useful for information search and knowledge acquisition. In conclusion, the mobile platform can facilitate different types of informal learning and work not merely as a learning tool but a learning environment ultimately. It particularly seems to enhance adults’ learning more enriched and prospered.

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Rossing, Boyd E. "Patterns of informal incidental learning: Insights from community action." International Journal of Lifelong Education 10, no. 1 (January 1991): 45–60. http://dx.doi.org/10.1080/0260137910100105.

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Al-Hammadi, Faisal Ahmed Ali, and Ahmad Amri Zainal Adnan. "The Moderating Effect of Organisational Culture on the Relationship Between Workplace Learning and Employees’ Performances in the United Arab Emirates." European Journal of Economics and Business Studies 6, no. 2 (August 15, 2020): 96. http://dx.doi.org/10.26417/174lnd17e.

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The purpose of the current study was to elaborate the moderating effect of culture on workplace learning and employees’ performances in the United Arab Emirates. The study had a purpose to contribute new knowledge to the existing literature available on the workplace learning and job performances. It also highlighted the contemporary literature on the topic specifically formal and information learning, as well as, performance related to tasks and contextual. The research explained and highlighted the role of training and development on employees’ performances to improve the quality of task process. An empirical study was conducted and data was collected through questionnaire to obtain the results. The present study aimed to contribute to new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analysed contemporary literature on workplace learning and job performances, specifically formal and informal learning as well as employee task performance and contextual performance. The study hypothesized that informal, incidental and formal workplace learning had direct positive significant relationships with employee task and contextual performance. Findings of the study developed that adopting effective techniques of workplace learning, and techniques can improve employees’ performances. The study, further, showed that the Informal, formal and incidental workplace learning had direct and positive impact on employee task and contextual performance. The study showed that there is a significant positive relationship between workplace learning including formal, informal and incidental learning, and job performance including task performance, contextual performance and counterproductive work behaviour. It was also found that there was a positive relationship between result-oriented cultures with two types of job performance but there was a significant relationship between team orient culture and task performance. Furthermore, the moderating effect of innovation, communication and people-oriented culture on the relationship between incidental workplace learning and contextual performance was significant.

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Bagdonaite-Stelmokiene, Ramune, and Vilma Zydziunaite. "CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 13. http://dx.doi.org/10.17770/sie2016vol4.1541.

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The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.

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Bai, Yuqi. "The Merits and Limitations of YouTube as a Method of Informal Learning." Research and Advances in Education 1, no. 5 (November 2022): 26–33. http://dx.doi.org/10.56397/rae.2022.11.03.

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YouTube offers multiple channels for informal learning. Participants may learn from video content in the form of lectures, tutorials, guides, and even vlogs. YouTube also enables forms of incidental learning in which participants discover new information, content, or skills, while engaged in other activities. Informal learning on YouTube impacts participants’ learning strategies and learners’ progress. Selecting a new beginner of the Ukulele may help me to figure out some benefits and limitations of YouTube as a method of informal learning.

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Watkins, Karen E., and Victoria J. Marsick. "Towards a theory of informal and incidental learning in organizations∗." International Journal of Lifelong Education 11, no. 4 (October 1992): 287–300. http://dx.doi.org/10.1080/0260137920110403.

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Bleakney, David, and Aziz Choudry. "Education and Knowledge Production in Workers’ Struggles: Learning to resist, learning from resistance." MJE Forum 48, no. 3 (January 29, 2014): 569–86. http://dx.doi.org/10.7202/1021920ar.

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Trade unions and other sites of community-labour organizing such as workers centres are rich, yet contested spaces of education and knowledge production in which both non-formal and informal / incidental forms of learning occur. Putting forward a critique of dominant strands of worker education, the authors ask what spaces exist for social movement knowledge production in these milieus? This article critically discusses the prospects, tensions and challenges for effective worker education practice in trade unions, alongside a discussion of informal learning and knowledge production in migrant and immigrant worker organizing. We consider how worker education practices within trade unions might best be built to support critical thinking, the collective power of working people and cultures of resistance, and the significance of knowledge and learning in community-labour struggles.

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Park, Young, and YongJu Jung. "Recognizing Value of Mobile Device for Learning." International Journal of Online Pedagogy and Course Design 4, no. 3 (July 2014): 66–81. http://dx.doi.org/10.4018/ijopcd.2014070105.

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This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

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Watkins, Karen E., Victoria J. Marsick, M. Grant Wofford, and Andrea D. Ellinger. "The Evolving Marsick and Watkins (1990) Theory of Informal and Incidental Learning." New Directions for Adult and Continuing Education 2018, no. 159 (September 2018): 21–36. http://dx.doi.org/10.1002/ace.20285.

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Дисертації з теми "Informal and incidental learning"

Theisinger, Diana Lee. "A Phenomenological Investigation of Selected Teachers’ Informal and Incidental Technology-Related Learning." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450010.

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Although many researchers have examined the ways teachers learn about technology integration along formal pathways, much less is understood about teachers’ informal and incidental technology-related learning. In this study, I examined selected teachers’ technology-related learning, focusing on their informal learning, which is planned learning that happens along unstructured routes, and incidental learning, which is unplanned learning that occurs by happenstance (Marsick & Watkins, 2001). Using a phenomenological research approach (Vagle, 2014), I generated data through observing, surveying, and interviewing seven teachers. I then analyzed the data, coding by discrete idea, memo-writing, reflexive journaling, and, during later stages, charting emerging results. Participants varied in years of teaching experience (4 years to more than 30 years); certifications held (special, elementary, and gifted education; secondary math; world languages; and Career and Technical Education); and grade levels taught (pre-K through 12th). Three taught in schools with active professional learning communities. All were integrating technology in classroom-based teaching and learning, at least to some extent. These teachers’ experiences suggested several tentative conclusions related to the phenomenon of informal and incidental technology-related learning. Namely, it is: frequent and happens both within and across grade levels, content areas, and teaching contexts; sensitive to the pressures of time; fostered by formal organizational supports; influenced by teaching contexts, including physical spaces and professional learning cultures; and driven by teachers’ learning preferences, in that both technology-avoidant and technology-savvy teachers might avoid technology-related learning that does not align with perceived learning needs and preferences. I have also included a series of recommendations for educational leaders at the building and district level and in the field of educational technology, relative to these findings.

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Silva, Polly M. "Epistemology of Incidental Learning." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29287.

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The study explored incidental learning in the workplace. Three research questions guided the study: 1. What is the nature of incidental learning in the workplace? 2. How does professional context impact incidental learning? 3. How do incidental learners know they know in the workplace? A series of three interviews were done with seven human resource professionals and with seven engineers following Seidmanâ s phenomenological interview protocol. The first interview focused on the participantâ s life history concentrating on the context of the participantâ s early learning experiences and their professional choices. The second interview provided details of the participantâ s current incidental learning experiences and an example of their current professional tasks. The third interview provided an opportunity for the participants and me to explore the meaning of their experiences. Analysis of individual experiences was done via profiles, and an analysis of thematic findings was done across all participants. Findings showed that in the â lived worldâ the experience of the participants and the nature of incidental learning is mediated by the individualâ s conception of learning and by the individualâ s learning style. At a professional level, frames and reflection-in and on-action further guide the focus of and validation of the incidental learning. For the researcher â and perhaps for co-workers or for participants themselves â incidental learning is easy to overlook; lessons learned often appear to be simply common sense after the fact. This may, in part, be due to the fact that the stories of incidental learning ultimately had successful outcomes. This study confirmed and expanded the importance and impact of context on incidental learning, showing how the elements of an individualâ s personal and professional context also impact incidental learning. Recommendations for future research and implications for practice were provided. Recommendations for future research included: replicating the study to explore incidental learning in more professions and to explore of the impact of formal higher education on incidental learning. Process recommendations include studying incidental learning as an adjunct to other studies of organizational learning and as a part of an action research project. These methods allow the researcher to study the construct indirectly and as it happens.
Ph. D.

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Beesley, Thomas. "Influence of prior predictiveness on human incidental learning." Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55806/.

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A common distinction made by theorists examining the mental processes contributing to human learning is that between the automatic formation of associations and controlled reasoning about beliefs. On the other hand, it is widely believed that animal cognition is fundamentally associative in nature. Over the last 25 years, the wealth of data from studies on animal learning has begun to shape our understanding of associative learning in humans. Yet it seems that whether automatic or controlled processes govern human learning is likely to be determined by the context in which learning takes place. Recent research has highlighted cue-predictiveness as an important component modulating the rate of human learning. Findings consistent with those seen in animals have suggested that an interpretation in terms of associative mechanisms is justified. However, the use of explicit learning paradigms - in which participants are encouraged to engage in hypothesis-testing - makes these data open to alternative explanations. In this thesis changes in cue-predictiveness were examined under incidental learning conditions: experimental tasks were used in which there was no instruction to learn, which should minimise the contribution to learning of controlled reasoning processes. In Chapters 2 and 3, a series of experiments provides evidence for a change in cue-associability under these conditions, primarily in a sequence learning task. Chapter 4 describes the application of several models of animal conditioning to the data generated in these experiments, and highlights a need for associative models to incorporate changes in cue-associability. The results of these simulations then provide a basis for modifications to a more complex model of sequence learning, the Simple Recurrent Network. Given the parallel between changes in associability and the allocation of attentional resources, Chapter 5 examines the possibility of changes in attention during sequence learning by measuring eye gaze.

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Hulme, R. C. "Incidental learning of new meanings for familiar words." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10061270/.

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Adults often learn new meanings for words they already know, for example due to language evolving with changes in technology (e.g., the newer internet-related meaning of "troll"). Learning new word meanings generally takes place incidentally, such as when reading for comprehension. The experiments in this thesis explore some of the different factors that impact adults' acquisition and long-term retention of novel meanings for familiar words learned incidentally from reading stories. Experiment 1 assessed the effect of number of exposures on incidental learning. The results showed reasonably good memory of new word meanings after only two exposures, and a linear, incremental increase in recall with more exposures. There was also no forgetting after one week, regardless of the number of exposures during training. Experiment 2 compared incidental to intentional learning, showing that new meanings for familiar words are harder to learn under incidental conditions, but may be less susceptible to forgetting. Experiments 3-4 explored whether a testing effect may have contributed to the good long-term retention of new word meanings in the previous experiments, and whether the method of immediate test affects this. These experiments showed that memory tests (cued recall or meaning-to-word matching) considerably enhanced retention of new word meanings. Experiments 5-6 explored whether sleep is important for active consolidation of new word meanings, as previously shown for learning new word forms. In these experiments sleep improved explicit knowledge of new meanings when it occurred in the immediate interval between learning and test. No evidence of active consolidation was found; the results are consistent with a passive benefit of sleep in protecting against interference. Together these experiments demonstrate that adult readers are proficient at learning new meanings for familiar words from a small number of encounters within naturalistic story contexts, and certain factors can have an important impact on learning.

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Meyers, Philip Carey. "INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65656.

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CITE/Language Arts
Ed.D.
This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks. The generative learning theory (Wittrock, 1974) predicts that people learn by generating associations between new information and prior experience and knowledge, as well as between individual new items of information. It also proposes that the educational environment, from curriculum design to individual learning tasks, should be designed to facilitate the generation of those associations that lead to learning. In order to test the theory with second language vocabulary learning tasks, five separate experiments that compared experimental conditions of varying degrees of generativeness were conducted. A pilot experiment compared different types of tasks, while the four main experiments involved manipulating generativeness across similar tasks. This study is unique in the field of second language vocabulary learning in that it isolates a single process and subjects it to rigorous experimentation across a variety of task types. Unlike many published studies comparing various types of tasks, variables such as task type, number of retrievals, and time-on-task were carefully controlled across all experimental conditions and only the variable under investigation--generativeness--was manipulated. Posttest results were analyzed using repeated-measures ANOVA and paired samples t-tests where appropriate. The findings of this study suggest that generative versions of typical learning tasks result in significantly more incidental second language vocabulary learning across all types of learning tasks (receptive, minimally productive, and productive). This study introduces novel ways in which typical classroom tasks can be modified to help learners generate associations with their existing knowledge and experience, and demonstrates how those modifications can improve the effectiveness of learning tasks.
Temple University--Theses

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Mason, Alice. "The role of reward in motivated and incidental learning." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702747.

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Dopaminergic neurons in brain regions such as the midbrain and striatum have been found to code several quantities related to reward: the reward value, reward prediction error and the risk or uncertainty of outcome. Episodic memory has been found to be sensitive to rewards presented close in time to memoranda. Reward-related enhancements in memory have been observed in both incidental and motivated learning. The work in this thesis examines the role of reward-related factors in both incidental and motivated learning. The dopaminergic memory consolidation hypothesis holds that activation of the reward system increases synaptic plasticity and therefore memory encoding in the hippocampus, and predicts an enhancing effect of uncertainty on episodic memory. Chapter 2 focused on the role of reward uncertainty in motivated learning. In a series of four experiments there was evidence against an effect of uncertainty on memory performance and consistent evidence that factors related to reward outcome are the strongest predictors of episodic memory performance. Chapter 3 investigated the role of reward uncertainty in incidental learning. Once more the results showed that there was evidence against a role of reward uncertainty. Chapter 4 compared evidence regarding the role of reward outcomes in incidental and motivated learning. Previous research has found that reward and episodic memory systems are sensitive to the contextual value of a reward - whether it is relatively higher or lower than expected. The experiments in Chapter 4 did not replicate previous published findings that memory performance associated with reward follows a pattern of adaptive scaling. An effect of reward outcome was in the opposite direction to previous findings, with lower reward outcomes leading to better memory than higher outcomes.

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Meyer, Ann Elizabeth. "Intrinsic and incidental consistency in skill acquisition and transfer." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30635.

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Money, Sharon L. "Intentional and Incidental Associative-learning and the Emotional Stroop Test." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527583.

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Yeates, Fayme. "Incidental sequence learning in humans : predictions of an associative account." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15725.

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This thesis aims to investigate how well associative learning can account for human sequence learning under incidental conditions. It seems that we can learn complex sequential information about events in our environment, for example language or music, incidentally, without being aware of it. Awareness is, however, a complex issue with arguments for (Dienes, 2012) and against (Shanks, 2005) the existence of implicit learning processes. A dual process account proposes that there exist two different learning systems, one based on conscious, controlled reasoning and rules, and the other based on automatic association formation, which can take place outside of awareness (McLaren, Green, & Mackintosh, 1994). This thesis attempts to use the predictions of an associative account in conjunction with a suitable method for investigating implicit learning: sequence learning (Destrebecqz & Cleeremans, 2003). The research involves a collection of serial reaction time (SRT) tasks whereby participants respond to on-screen stimuli that follow a sequence that they were (intentional learning) or were not (incidental learning) informed of. Following on from the experimental design of Jones and McLaren (2009) this thesis provides evidence that humans differ in their ability to learn different sequential contingencies. After training sequences of trials where the current trial location was twice as likely to be either: the same as (Same rule); or different to (Different rule) the location two trials before this, participants were far better at learning the latter rule. I found that this result was not adequately simulated by the benchmark associative model of sequence learning, the Augmented SRN (Cleeremans & McClelland, 1991), and present a revised model. This model, amongst other attributes, represents all the stimuli experienced by participants and can therefore learn stimulus-response contingencies. These seem to block learning (to some extent) about the Same rule thus providing an associative explanation of the advantage for acquisition of the Different rule. Further predictions regarding the role of additional stimuli alongside sequence learning were then derived from this associative account and tested on human participants. The first of these was that additional stimuli within the task will interact with sequence learning. I found that human participants show increased Same rule learning when additional, concurrently presented stimuli follow the previous element in the sequence. I demonstrate that when participants perform an SRT task where responses are predicted by the colour of a cue, they are able to learn about this relationship in the absence of awareness. Using this cue-response learning I further investigate cue-competition between sequences and colours under incidental conditions and find evidence that suggests between cue associations may alter the influence of cue competition. These results altogether suggest that stimuli – both simple and sequential – can be learned under incidental conditions. This thesis further proposes that learning about simple and more complex relationships between stimuli interacts according to the predictions of an associative account and provides evidence that contributes to a dual process understanding of human learning.

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Patel, Harshada. "Children's and adults' incidental learning of colours they have witnessed." Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/15091/.

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Книги з теми "Informal and incidental learning"

Marsick, Victoria J. Informal and incidental learning in the workplace. London: Routledge, 1990.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Incidental learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Informal workplace learning. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Mannings, Bob. Incidental learning: A research project. Bristol: Bristol Folk House Adult Education Centre, 1986.

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Turner, Amanda. Professional Identity Development through Incidental Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86092-9.

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Kirsten, Drotner, Jensen Hans Siggaard 1947-, and Schrøder Kim, eds. Informal learning and digital media. Newcastle, UK: Cambridge Scholars, 2008.

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

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Frank, Coffield, and Economic and Social Research Council (Great Britain), eds. The necessity of informal learning. Bristol: Policy Press, 2000.

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Smith, Mark, 1950 June 25-, ed. Informal education: Conversation, democracy and learning. 3rd ed. Nottingham [England]: Educational Heretics Press, 2005.

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Sockett, Geoffrey. The Online Informal Learning of English. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137414885.

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Частини книг з теми "Informal and incidental learning"

Marsick, Victoria J., Karen E. Watkins, and Barbara Lovin. "Revisiting Informal and Incidental Learning as a Vehicle for Professional Learning and Development." In Elaborating Professionalism, 59–76. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2605-7_4.

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Buntting, Cathy, Alister Jones, and Bronwen Cowie. "Using a Digital Platform to Mediate Intentional and Incidental Science Learning." In Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities, 171–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89761-5_10.

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Kelly, Steve W. "Incidental Learning." In Encyclopedia of the Sciences of Learning, 1517–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_366.

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Srinivasa, K. G., Muralidhar Kurni, and Kuppala Saritha. "Incidental Learning." In Springer Texts in Education, 59–85. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6734-4_4.

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Mike, Sharples. "Incidental learning." In Practical Pedagogy, 59–64. Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429485534-10.

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Martini, Markus, and Robert Gaschler. "Incidental Learning." In Encyclopedia of Personality and Individual Differences, 2210–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_682.

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Martini, Markus, and Robert Gaschler. "Incidental Learning." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_682-1.

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Imazio, Massimo, Monica Andriani, Luisa Lobetti Bodoni, and Fiorenzo Gaita. "Incidental Findings." In Learning Cardiac Magnetic Resonance, 195–205. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11608-8_15.

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McGivney, Veronica. "Informal learning." In Learning Outside the Academy, 11–23. London: Routledge, 2006. http://dx.doi.org/10.4324/9780203018385-3.

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Hager, Paul J. "Informal Learning." In Encyclopedia of the Sciences of Learning, 1557–59. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_162.

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Тези доповідей конференцій з теми "Informal and incidental learning"

Andronie, Mihai. "THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN FORMAL, INFORMAL, NONFORMAL LEARNING AND INCIDENTAL LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-073.

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The current advances in the field of Information and Communication Technology (ICT) is having a considerable impact in all forms of education (formal, informal, nonformal and incidental learning). This paper is taking in consideration an analysis of advantages and disadvantages of usage of ICT (Information and Communication Technology) on formal, informal, nonformal and incidental learning as forms of education. There are a number of significant differences between the different kinds of learning mentioned above, among them formal learning being the most standardized. However, the other types of learning have their importance because not all the persons interested to learn more in a certain area have the intention or possibility to follow formal courses. There are advantages and disadvantages that both formal and less formal learning have. For example formal learning has the advantage that it gives the students the confidence that the area of study will be better covered and usually provides certificates to attest the abilities and knowledge of the students, the disadvantages being that it is more expensive than the other learning types. However, less formal learning is more accessible, more flexible, cheaper, but a person learning in this way will not benefit from a certificate attesting his abilities and knowledge and it will usually take a longer time to learn. Learning from experience (trial and error) can sometimes be one of the best way to learn, but it has the limitations previously mentioned and it can be sometimes the most expensive learning method. There will be a comparative analysis of differences and similarities between above mentioned concepts, advantages and disadvantages, combining opportunities for better learning.

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Skoufaki, Sophia, and Bojana Petrić. "Academic vocabulary in an English for Academic Purposes course." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0048/000463.

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Academic vocabulary instruction can be beneficial to students in EMI universities since academic vocabulary knowledge predicts performance in academic tasks. With the aim to inform EAP materials design, this study examines the occurrence and repetition of high-frequency academic vocabulary in the printed teaching materials used in a presessional EAP course at a UK university. Findings indicate that even when EAP teachers do not design materials with the intention to include high-frequency AVL lemmas, as indicated from the interviews, they do include many. However, the average repetition rate of academic vocabulary was below 10 occurrences and, hence, unlikely to lead to incidental vocabulary learning. Implications for research and pedagogy are discussed.

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Chase, Jonathan, Duc Thien Nguyen, Haiyang Sun, and Hoong Chuin Lau. "Improving Law Enforcement Daily Deployment Through Machine Learning-Informed Optimization under Uncertainty." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/806.

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Urban law enforcement agencies are under great pressure to respond to emergency incidents effectively while operating within restricted budgets. Minutes saved on emergency response times can save lives and catch criminals, and a responsive police force can deter crime and bring peace of mind to citizens. To efficiently minimize the response times of a law enforcement agency operating in a dense urban environment with limited manpower, we consider in this paper the problem of optimizing the spatial and temporal deployment of law enforcement agents to predefined patrol regions in a real-world scenario informed by machine learning. To this end, we develop a mixed integer linear optimization formulation (MIP) to minimize the risk of failing response time targets. Given the stochasticity of the environment in terms of incident numbers, location, timing, and duration, we use Sample Average Approximation (SAA) to find a robust deployment plan. To overcome the sparsity of real data, samples are provided by an incident generator that learns the spatio-temporal distribution and demand parameters of incidents from a real world historical dataset and generates sets of training incidents accordingly. To improve runtime performance across multiple samples, we implement a heuristic based on Iterated Local Search (ILS), as the solution is intended to create deployment plans quickly on a daily basis. Experimental results demonstrate that ILS performs well against the integer model while offering substantial gains in execution time.

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García-Peñalvo, Francisco J., and David Griffiths. "Rethinking informal learning." In the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808648.

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Hudgins, Will, Michael Lynch, Ash Schmal, Harsh Sikka, Michael Swenson, and David A. Joyner. "Informal Learning Communities." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3405926.

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Wulandari, Dwi. "Providing Vocabulary Incidental Learning through Reading." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.30.

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Galanis, Nikolas, Enric Mayol, Marc Alier, and Francisco José Garcia-Peñalvo. "Validation of informal learning." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669976.

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Browse, Roger A., and Lisa Y. Drewell. "A model of memory for incidental learning." In IS&T/SPIE Electronic Imaging, edited by Bernice E. Rogowitz and Thrasyvoulos N. Pappas. SPIE, 2009. http://dx.doi.org/10.1117/12.811707.

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Jiyoung Lee, Albert Gea, Nathan Levin, Cheng Yang, Romain Deciron, Michael Lee, Pei-Lin Lu, and Meng Xie. "TuneTrain: Incidental learning through interactive music creation." In 2013 IEEE International Games Innovation Conference (IGIC). IEEE, 2013. http://dx.doi.org/10.1109/igic.2013.6659139.

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Rao, Nageswara S. V., and S. S. Iyengar. "Incidental Learning And Environmental Exploration In Unknown Terrains." In 1989 Symposium on Visual Communications, Image Processing, and Intelligent Robotics Systems, edited by Guillermo Rodriguez. SPIE, 1990. http://dx.doi.org/10.1117/12.969921.

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Звіти організацій з теми "Informal and incidental learning"

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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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.755.

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Morris, Kristen, Charlotte Coffman, Fran Kozen, Katherine Dao, Denise Green, Susan Ashdown, Lucy Dunne, and Jordyn Reich. Sketching as a Tool to Measure Concept Application in an Informal Learning Environment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1176.

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Cerasoli, Christopher P., George M. Alliger, Jamie S. Donsbach, John E. Mathieu, Scott I. Tannenbaum, and Karin A. Orvis. What is Informal Learning and What are its Antecedents? An Integrative and Meta-Analytic Review. Fort Belvoir, VA: Defense Technical Information Center, July 2014. http://dx.doi.org/10.21236/ada607502.

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Millican, Juliet. Civil Society Learning Journey Briefing Note 3: Methods for Supporting or Countering Informal Social Movements. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/k4d.2022.153.

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In 2018 key concerns included shrinking civic space and the impact of this on democracy. Developments between the two periods, particularly the COVID-19 pandemic, the Black Lives Matter and decolonisation movements, have only increased emphasis on commitments made as part of the Grand Bargain to localise and decolonise. This invariably means working more frequently with local partners and civil society organisations in the delivery of international aid to advance Open Society and Human Rights agendas. These three briefing notes summarise key considerations emerging from the ‘Working with Civil Society’ Learning Journey facilitated for the Foreign, Commonwealth and Development Office (FCDO) as part of the Knowledge, Evidence and Learning for Development (K4D) Programme.

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Clark, Louise, and Jaideep Gupte. Community Embedded Decision Support Systems: Learning Report from the Smart Data for Inclusive Cities Bhopal Pilot. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/ids.2022.020.

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This document presents learning from the pilot to provide Community Embedded Decision Support Systems (CEDSS) delivered by the EU-funded Smart Data for Inclusive Cities. The pilot was conducted through a partnership of the Institute of Development Studies (IDS, UK); National Institute of Urban Affairs (NIUA, India), Samarthan-Centre for Development Support (India) and GRADE (Grupo de Análisis para el Desarrollo; Peru), in close collaboration with authorities of the Smart Cities Mission in Bhopal and community groups in the Banganga informal settlement between May and October 2021.

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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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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.

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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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Gupte, Jaideep, Louise Clark, Debjani Ghosh, Sarath Babu, Priyanka Mehra, Asif Raza, Vaibhav Sharma, et al. Embedding Community Voice into Smart City Spatial Planning. Institute of Development Studies, February 2022. http://dx.doi.org/10.19088/ids.2022.005.

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Public participation in spatial planning is a vital means to successful policymaking and can be enhanced by combining geospatial methods with participatory learning and action. Based on a pilot study in Bhopal, India involving urban authorities, civil society organisations and experts in an informal settlement during Covid-19 lockdowns, we find that the obstacles to sustaining public participation are not technological, but arise from a lack of awareness of the added value of ‘second order solutions’. We outline key approaches that emphasise short-term, feasible, and low-cost ways to embed community voice into participatory spatial planning.

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