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Книги з теми "Informal learning at work"

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Informal learning at work.

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 19 лютого 2023

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1

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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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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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9

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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10

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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11

Informal Learning at Work. Routledge, 2018.

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12

Informal Learning in Youth Work. Sage Publications Ltd, 2008.

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13

Batsleer, Janet. Informal Learning in Youth Work. SAGE Publications, Limited, 2009.

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14

Informal Learning in Youth Work. Sage Publications Ltd, 2008.

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15

Batsleer, Janet. Informal Learning in Youth Work. SAGE Publications, Limited, 2008.

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16

Duguid, Fiona, Daniel Schugurensky, and Karsten Mündel. Volunteer Work, Informal Learning and Social Action. BRILL, 2013.

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17

Volunteer Work, Informal Learning and Social Action. BRILL, 2013.

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18

Messmann, Gerhard, Mien Segers, and Filip Dochy. Informal Learning at Work: Triggers, Antecedents, and Consequences. Taylor & Francis Group, 2018.

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19

Messmann, Gerhard, Mien Segers, and Filip Dochy. Informal Learning at Work: Triggers, Antecedents, and Consequences. Taylor & Francis Group, 2018.

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20

Messmann, Gerhard, Mien Segers, and Filip Dochy. Informal Learning at Work: Triggers, Antecedents, and Consequences. Taylor & Francis Group, 2018.

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21

Messmann, Gerhard, Mien Segers, and Filip Dochy. Informal Learning at Work: Triggers, Antecedents, and Consequences. Taylor & Francis Group, 2018.

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22

Messmann, Gerhard, Mien Segers, and Filip Dochy. Informal Learning at Work: Triggers, Antecedents, and Consequences. Taylor & Francis Group, 2018.

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23

Trentin, Guglielmo, and Stefania Bocconi. Wiki Supporting Formal and Informal Learning. Nova Science Publishers, Incorporated, 2014.

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24

Smart, Tim, and Lucy Green. Informal learning and musical performance. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0007.

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Анотація:

If the adage ‘You live and learn’ reflects any truth, then the vast majority of living and learning must take place informally. This can range from unintentional and nonconscious processes such as enculturation, to intentional and conscious self-teaching. While the study of informal learning in music has tended to focus on popular and other vernacular musicians, this chapter adopts a wider approach, considering the perspectives of a range of musicians across several musical contexts, styles and genres. The authors review key sources of knowledge, skills and abilities relevant to these musicians and to their performance, and consider examples of how informal learning practices are valued in underpinning their work. They also examine the characteristics and prevalence of informal learning, how it interfaces with other practices, and how research in the field of informal music learning may serve to promote and champion a richer perspective on the learning of music for the benefit of all learners, intentional or not.

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25

Informal Learning at Work: How to Boost Performance in Tough Times. Three Faces Publishing, 2013.

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26

Communities of Youth: Cultural Practice and Informal Learning. Taylor & Francis Group, 2017.

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27

(Editor), Steven Miles, Axel Pohl (Editor), Barbara Stauber (Editor), Andreas Walther (Editor), and Rui Manuel Bargiela Banha (Editor), eds. Communities of Youth: Cultural Practice and Informal Learning. Ashgate Publishing, 2002.

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28

Miles, Steven, Barbara Stauber, Andreas Walther, Axel Pohl, and Rui Manuel Bargiela Banha. Communities of Youth: Cultural Practice and Informal Learning. Taylor & Francis Group, 2018.

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29

Miles, Steven, Barbara Stauber, Andreas Walther, Axel Pohl, and Rui Manuel Bargiela Banha. Communities of Youth: Cultural Practice and Informal Learning. Taylor & Francis Group, 2018.

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30

Communities Of Practice Fostering Peertopeer Learning And Informal Knowledge Sharing In The Work Place. Springer, 2008.

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31

Ramani, Geetha B., and Robert S. Siegler. How Informal Learning Activities Can Promote Children’s Numerical Knowledge. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.012.

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Анотація:

Before children begin school, there is a wide range of individual differences in children’s early numerical knowledge. Theoretical and empirical work from the sociocultural perspective suggests that children’s experiences in the early home environment and with informal number activities can contribute to these differences. This article draws from this work to hypothesize that differences in the home explain, in part, why the numerical knowledge of children from low-income backgrounds trails behind that of peers from middle-class backgrounds. By integrating sociocultural perspectives with a theoretical analysis of children’s mental number line, the authors created an informal learning activity to serve as an intervention to promote young children’s numerical knowledge. Our studies have shown that playing a simple number board game can promote the numerical knowledge of young children from low-income backgrounds. The authors discuss how informal learning activities can play a critical role in the development of children’s early maths skills.

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32

Hara, Noriko. Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place. Springer, 2010.

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33

Singh, M. Meeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship. Springer, 2006.

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34

Singh, M. Meeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship. Springer, 2011.

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35

Meeting Basic Learning Needs in the Informal Sector: Integrating Education and Training for Decent Work, Empowerment and Citizenship (Technical and Vocational ... Training: Issues, Concerns and Prospects). Springer, 2005.

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36

Hara, Noriko. Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place (Information Science and Knowledge Management Book 13). Springer, 2008.

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37

Research, ASTD, i4cp, Robert Putnam, and Everett Chasen. Informal Learning. American Society for Training & Development, 2012.

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38

Cross, Jay. Informal Learning. Wiley & Sons, Incorporated, John, 2010.

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39

Davies, Lloyd. Informal Learning. Routledge, 2017. http://dx.doi.org/10.4324/9781315252292.

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40

Informal Learning. ASTD Press, 2005.

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41

Hoffman, Bob. Informal Learning. American Society for Training & Development, 2005.

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42

Mayer, Richard E., and Logan Fiorella, eds. The Cambridge Handbook of Multimedia Learning. 3rd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108894333.

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Анотація:

Digital and online learning is more prevalent than ever, making multimedia learning a primary objective for many instructors. The Cambridge Handbook of Multimedia Learning examines cutting-edge research to guide creative teaching methods in online classrooms and training. Recognized as the field's major reference work, this research-based handbook helps define and shape this area of study. This third edition provides the latest progress report from the world's leading multimedia researchers, with forty-six chapters on how to help people learn from words and pictures, particularly in computer-based environments. The chapters demonstrate what works best and establishes optimized practices. It systematically examines well-researched principles of effective multimedia instruction and pinpoints exactly why certain practices succeed by isolating the boundary conditions. The volume is founded upon research findings in learning theory, giving it an informed perspective in explaining precisely how effective teaching practices achieve their goals or fail to engage.

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43

Franz, Carleen, Lee Ascherman, and Julia Shaftel. A Clinician's Guide to Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.001.0001.

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A Clinician’s Guide to Learning Disabilities provides succinct descriptions of the various types of learning disabilities that affect educational achievement, illustrated with numerous case studies. Clear descriptions of educational assessment best practices and score reporting simplify the interpretation of psychoeducational reports. An entire chapter on historical context and legal framework describes obligatory supports for students with learning disabilities in all settings. Chapters on preschool assessment and the transition to post–high-school college and career expand the scope of the book beyond the school years. Clinicians who work in nonschool settings view learning disorders through the lens of DSM-5. They may be surprised at IDEA requirements and how the law works to identify and serve students with learning disabilities. Clinicians may not be aware that DSM-5 is not familiar in the school setting and that their diagnoses and recommendations may not have their intended effect. Through detailed examination of relevant special education requirements and procedures, this text addresses and clarifies the confusion that clinicians and families often experience about the lack of diagnostic congruence and differing terminology between DSM-5 and IDEA. No other book describes learning disorders and the psychoeducational evaluation process for mental health clinicians who work with these children and adolescents. A chapter on referral and collaboration will inform clinicians who seek deeper educational knowledge about their clients to better guide students and their families.

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44

Hager, Paul, and John Halliday. Recovering Informal Learning. Springer, 2008.

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45

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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46

Carliner, Saul. Informal Learning Basics. American Society for Training & Development, 2010.

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47

Research, ASTD. Informal Learning Whitepaper. American Society for Training & Development, 2013.

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48

Carliner, Saul. Informal Learning Basics. American Society for Training & Development, 2011.

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49

Informal Learning Basics. American Society for Training & Development, 2012.

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50

Williams, Colin C., Enrico Marcelli, and Pascale Joassart. Informal Work in Developed Nations. Taylor & Francis Group, 2014.

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