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Michael Eraut - One of the best experts on this subject based on the ideXlab platform.
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non Formal Learning and tacit knowledge in professional work
British Journal of Educational Psychology, 2000Co-Authors: Michael ErautAbstract:Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and Learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as non-Formal Learning, implicit Learning and tacit knowledge, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non-Formal Learning distinguishes between implicit Learning, reactive on-the-spot Learning and deliberative Learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved-reading the situation, making decisions, overt activity and metacognition-and three modes of cognition-intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both Formal and inFormal social knowledge is discussed; and it is argued that situated Learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself. (http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract)
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non Formal Learning implicit Learning and tacit knowledge in professional work
2000Co-Authors: Michael ErautAbstract:This article reports on research carried out under the Economic and Social Research Council's (ESRC's) Learning Society Programme. The program comprised 14 projects involving research into the Learning society and the ways in which it can contribute to the development of knowledge and skills for employment and in other areas of adult life. In this comprehensive theoretical description of inFormal Learning, the author presents an innovative set of definitions of the main terms under consideration, a typology of non-Formal Learning, a detailed analysis of tacit knowledge (of people and contexts and of tacit knowledge in practice), and a critique of interpretations of situated Learning. The author argues that the term 'non-Formal Learning' rather than inFormal Learning should be adopted in contrast with Formal Learning. A new framework and language for the investigation of non-Formal Learning is described which provided other researchers within the ESRC Learning Society Programme with a common basis for their investigations and a tool for coordination of research within the program.
Ingo Eilks - One of the best experts on this subject based on the ideXlab platform.
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the potential of the non Formal educational sector for supporting chemistry Learning and sustainability education for all students a joint perspective from two cases in finland and germany
Chemistry Education Research and Practice, 2017Co-Authors: Fiona Affeldt, Maija Aksela, Sakari Tolppanen, Ingo EilksAbstract:Non-Formal education has been suggested as becoming more and more important in the last decades. As the aims of non-Formal education are broad and diverse, a large variety of non-Formal Learning activities is available. One of the emerging fields in many countries, among them Finland and Germany, has been the establishment of non-Formal laboratory Learning environments. These laboratories were established in universities and research institutes to aim at enriching opportunities for primary and secondary school students to do more and more intense practical work, e.g. in chemistry. The primary rationale of these laboratories, in the beginning, was mainly to raise students’ interest in the fields of science and engineering, possibly inspiring them to pursue a career in these fields. However, recently the movement has started offering more programs aiming at all learners, but especially those students who are sometimes neglected in traditional science education in the Formal sector. A focus on all learners is suggested to help raise students’ level of scientific literacy when connecting practical science Learning with the societal and environmental perspectives of science. Chemistry Learning connected to sustainability issues offers many contemporary topics that are often not yet part of the chemistry Formal curriculum but can easily form contexts for non-Formal Learning. Because of its flexible character, non-Formal education can help implementing aspects of sustainability into chemistry education and also can take a gander at the growing heterogeneity of today's students. This paper derives a joint perspective from two non-Formal chemistry education initiatives from Finland and Germany focusing education for sustainability for both talented and educationally disadvantaged students in the foreground of a more general perspective on non-Formal and sustainability education in chemistry.
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the potential of non Formal laboratory environments for innovating the chemistry curriculum and promoting secondary school level students education for sustainability
Sustainability, 2015Co-Authors: Nicole Garner, Antje Siol, Ingo EilksAbstract:Developing skills and attitudes among students in terms of Education for Sustainable Development (ESD) requires that educators address issues of sustainability in both Formal and non-Formal education. However, up to now, ESD seems to have been insufficiently implemented in secondary science education in many countries in general, and in high school chemistry Learning in particular. A lack of suitable experiments, coupled with missing teaching and Learning materials and insufficient teacher professional development have been identified as the reasons for this gap. This paper describes a project of innovation and research in the field of ESD for secondary school chemistry education. Within the project, both half- and full-day Learning environments have been developed for non-Formal, laboratory-based Learning of secondary level students at the university. The research-based development focuses on teaching-Learning modules which link Formal and non-Formal Learning. The pedagogy employed is both learner-centered and inquiry-based. All the modules focus on sustainability issues in chemistry-related contexts. Data was collected by questionnaires from teachers and students both prior to and after the visit of the non-Formal Learning environment. Likert-items were analyzed statistically and the evaluation of the open-ended questions was done by Qualitative Content Analysis. An overview of the project, a case from the non-Formal laboratory setting, and findings from accompanying research and evaluation are discussed in this paper. Potential impacts on teacher professional development and curriculum innovation are also outlined.
Clyde T Conine - One of the best experts on this subject based on the ideXlab platform.
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the impact of workplace Learning on job satisfaction in small us commercial banks
Journal of Workplace Learning, 2005Co-Authors: Robert W Rowden, Clyde T ConineAbstract:Purpose – This study aims to examine workplace Learning and job satisfaction in small, commercial US banks.Design/methodology/approach – Survey data collection with correlational procedure.Findings – The study found a statistically significant relationship between the workplace Learning variables and the job satisfaction variables.Research limitations/implications – Furthers the linkages between the opportunities for Learning in the workplace with how satisfied employees are with their jobs. Also establishes the importance of inFormal and incidental Learning, rather than Formal Learning.Practical implications – Emphasizes the need for managers to make Learning opportunities available to enhance overall job satisfaction. In addition, helps place the need for expenditures on non‐Formal Learning, not just Formal Learning where all the money is usually spent.Originality/value – Few studies have looked at the role of workplace Learning in small businesses. Very few have linked workplace Learning to the things ...
Victoria J Marsick - One of the best experts on this subject based on the ideXlab platform.
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toward a unifying framework to support inFormal Learning theory research and practice
Journal of Workplace Learning, 2009Co-Authors: Victoria J MarsickAbstract:Purpose – The purpose of this Guest Editorial is to introduce the papers in this special issue and outline how they help us to better understand the theory and practice of inFormal Learning.Design/methodology/approach – The Guest Editorial provides an overview of the topics discussed in the special issue, focusing on teachers and schools, social workers, and knowledge management in academic and business settings.Findings – In practice inFormal and Formal Learning are often inextricably intertwined.Originality/value – The papers in this issue contribute to the search for a unifying framework to support theory, research and practice.
Helen Colley - One of the best experts on this subject based on the ideXlab platform.
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the interrelationships between inFormal and Formal Learning
Journal of Workplace Learning, 2003Co-Authors: Janice Malcolm, Phil Hodkinson, Helen ColleyAbstract:This paper summarises some of the analysis and findings of a project commissioned to investigate the meanings and uses of the terms Formal, inFormal and non-Formal Learning. Many texts use these terms without any clear definition, or employ conflicting definitions and boundaries. The paper therefore proposes an alternative way of analysing Learning situations in terms of attributes of Formality and inFormality. Applying this analysis to a range of Learning contexts, one of which is described, suggests that there are significant elements of Formal Learning in inFormal situations, and elements of inFormality in Formal situations; the two are inextricably inter-related. The nature of this inter-relationship, the ways it is written about and its impact on learners and others, are closely related to the organisational, social, cultural, economic, historical and political contexts in which the Learning takes place. The paper briefly indicates some of the implications of our analysis for theorising Learning, and for policy and practice.
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non Formal Learning mapping the conceptual terrain a consultation report
2002Co-Authors: Helen Colley, Phil Hodkinson, Janice MalcolmAbstract:In this piece Helen Colley, Phil Hodkinson & Janice Malcolm provide a very helpful overview of different discourses around non-Formal and inFormal Learning and find that there are few, if any, Learning situations where either inFormal or Formal elements are completely absent. Boundaries or relationships between inFormal, non-Formal and Formal Learning can only be understood within particular contexts. They conclude that it is often more helpful to examine dimensions of Formality and inFormality, and ways in which they inter-relate with each other; and that attention should be paid to the wider historical, social, political and economic contexts of Learning, and to the theoretical view of Learning that is held by the writer.