Informal Learning Basics provides training and development professionals with guidance and practical lessons on harnessing the vast potential of informal learning in their organizations. While formal ...training has been the focus of many corporate training programs for the past century or more, much of the actual knowledge and many of the skills workers use in performing their jobs are nonetheless developed informally. Informal Learning Basics will assist you in recognizing and utilizing the informal learning possibilities in your company, and will show you how to create a framework of highly cost-effective training opportunities and a culture in which your employees are able to learn and grow in an efficient and unobtrusive way. In addition to providing an in-depth study of the concepts of informal learning, Informal Learning Basics also offers:-an analysis of how workers develop much of the knowledge for their jobs informally-real-world case examples of informal learners -an examination of the nine principles which govern informal learning in the workplace-suggestions on how to blend formal and informal learning in your organization-descriptions of specific activities for both group and individual informal learning opportunities - a discussion of the importance of support personnel in creating and maintaining effective informal learning programs - an exploration of the significant role played by technology in informal learning- information on the importance of providing a codified framework for informal learning in your organization- a consideration of the fact that traditional approaches to evaluating training are often ineffective when evaluating informal learning, and suggestions on how to best evaluate informal learning programs. In an era where organizations of all shapes and sizes are increasingly focused on cutting budgets and maximizing the return on their training investment, incorporating informal learning opportunities into your training programs will result in competent and knowledgeable employees, and great ROI for your company. With its wealth of insight and information on capturing the potential of informal learning and using it to your organization's advantage, Informal Learning Basics is essential reading for every training and development professional.
The study examined adolescents' social involvement and volunteerism in their student councils and becoming civically engaged adults. Two‐hundred and two middle‐ and high‐school students active in ...their councils were asked about their involvement in the student council's activities and their perception of the student council as a framework for volunteerism and social involvement. Findings revealed that middle‐ and high‐school active members had been active already in elementary school and were involved in additional school/community volunteerism projects, and their parents were civically engaged adults. To conclude, the student council is an educational platform that promotes students to develop as socially involved adult citizens.
Decoloniality, Language and Literacy Carolyn McKinney, Pam Christie / Carolyn McKinney, Pam Christie
2021, 2021-12-02, 2021-12-20, Letnik:
3
eBook
Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and ...border thinking in the Global South. It addresses processes of knowledge production and participation in the highly divided and unequal schooling and higher education system in South Africa, and highlights the consequences of the monolingual myth in post- colonial education, demonstrating opportunities for learning provided by translanguaging. It explores both embodied, multimodal and multilingual instances of knowledge-making in teaching and teacher education that take place outside but alongside formal classroom, lecture and seminar modes, and the positionality and learning experiences of teacher educators in science, literacy and language across the curriculum. The book is not only transdisciplinary but also captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.
Des-clasificar a Pinocho Charabati, Esther
Childhood & Philosophy (Rio de Janeiro. Online),
10/2023, Letnik:
19
Journal Article
Recenzirano
ResumenLas aventuras de Pinocho es uno de esos pocos cuentos que no solo ha resistido al paso del tiempo, sino que se incorporó a la cultura y 139 años después, sigue recreándose en versiones ...literarias, cinematográficas, teatrales, plásticas, incluso pedagógicas. En este artículo tratamos de levantar algunos de los velos con los que Disney cubrió una parte importante de la historia dejando fuera, por ejemplo, el tema de la pobreza. Hoy nos preguntamos si un producto cultural como Las aventuras de Pinocho puede detonar conversaciones y reflexiones con niños de hoy, y si la escuela puede apropiarse de este material para filosofar con los alumnos e incluso con los adultos. ¿Por qué en un mundo de malhechores que roban, engañan, cocinan, venden o cuelgan a los niños, la mirada reprobatoria está fija en un niño que dice mentiras? ¿Qué experiencias tiene que vivir un niño para verse a sí mismo como “malo”? ¿Cuáles son los riesgos de la clasificación, por otro lado, tan necesaria en el conocimiento? Si bien partimos de una experiencia realizada en una escuela de la Ciudad de México, el análisis que se presenta se ocupa principalmente del vínculo entre la(s) lectura(s) y la reflexión filosófica en este cuento.Palabras claveFilosofia con niños Pinocho Educación no formal Pinocchio is one of those few stories that has not only stood the test of time, but continues to be recreated in literary, cinematographic and theatrical versions... Pinocchio is no longer just the story written by Carlo Collodi at the end of the 19th century; over the course of 130 years, the social imaginary has incorporated numerous interpretations. In this article we ask ourselves whether a cultural product such as The Adventures of Pinocchio can trigger conversations and reflections with today's children, and whether the school can appropriate this material to philosophize with students and even with adults. Although we start from an experience carried out in Mexico City, the analysis presented here is mainly concerned with the link between reading and philosophical reflection in this story.Key wordsPhilosophy with children Pinocchio Non-formal education Pinóquio é um dos poucos contos de fadas que não apenas resistiu ao teste do tempo, mas continua a ser recriado em versões literárias, cinematográficas e teatrais... Pinóquio não é mais apenas a história escrita por Carlo Collodi no final do século XIX; ao longo de 130 anos, o imaginário social incorporou inúmeras interpretações. Neste artigo, nos perguntamos se um produto cultural como As Aventuras de Pinóquio pode desencadear conversas e reflexões com as crianças de hoje, e se a escola pode se apropriar desse material para filosofar com os alunos e até mesmo com os adultos. Embora partamos de uma experiência realizada na Cidade do México, a análise apresentada aqui se preocupa principalmente com o vínculo entre a leitura e a reflexão filosófica nessa história.Palavras-chaveFilosofia com crianças Pinóquio Educação não formal
Producing tutor performance appraisal instruments is a practical step to improve the quality of human resources and the quality of non-formal education units. This instrument development research ...aims to produce a standard instrument for assessing tutor performance by involving 250 tutors as respondents when conducting an empirical test by filling in 33 questions representing 11 variables. Data on instrument filling was then analyzed using the formula of Jeffreys's Amazing Statistics Program (JASP) version 16.3. After the instrument met the requirements of factor analysis, an analysis was carried out using the PCA method the results in general the tutor performance assessment instrument had formed eleven main components with various sub-variables of each component such as seven sub-variables, three sub-variables, two sub-variables and one sub variable with matrix values. high correlation, so that the tutor's performance assessment instrument is suitable to be used to assess the tutor's performance.
Este trabajo tiene por finalidad estudiar los procesos de enseñanza-aprendizaje del baile flamenco en el contexto no formal de las escuelas de flamenco de Granada. Así, sus objetivos son averiguar si ...a ellas acuden personas con diversidad funcional y determinar el enfoque pedagógico que estos centros asumen respecto a la misma, en cualquiera de sus tipologías (física, sensorial, intelectual y psíquica). Al efecto, se ha diseñado una investigación de corte cualitativo en tres fases que ha permitido (1) la identificación y caracterización de la totalidad de las escuelas de flamenco de la ciudad indicada, (2) la realización de entrevistas semidirigidas a 13 de sus directoras y profesoras y (3) la elaboración de historias de vida de 5 estudiantes con diversidad funcional (intelectual, física y sensorial) que acuden a tales centros. Los resultados sugieren que el profesorado adolece de falta de formación sobre la adaptación de sus enseñanzas para incluir a las personas con discapacidad, pese a que existe una gran empatía hacia este tipo de discentes. Así, se suelen practicar adaptaciones de manera intuitiva que llevan a que el flamenco se erija en un número importante de casos como una práctica inclusiva.
THE IMPORTANCE OF NONFORMAL EDUCATION ON CHILDREN 10-12 YEARS OLD Andrieş, Vasile; Onesim, Florin
Annals of the "Ștefan cel Mare" University. Physical Education and Sport Section. The Science and Art of Movement (Online),
7/2020, Letnik:
13, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Non-formal education, created by different means in the education of children aged 11-12, plays a very important role in the implementation of the education process, as we know it. By using this ...adjacent means of education, we hope that students will practice physical exercises in a more unitary and greater way than they used to.
THE IMPORTANCE OF NONFORMAL EDUCATION ON CHILDREN 10-12 YEARS OLD Andrieş Vasile; Onesim Florin
Annals of the "Ștefan cel Mare" University. Physical Education and Sport Section. The Science and Art of Movement (Online),
07/2020, Letnik:
13, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Non-formal education, created by different means in the education of children aged 11-12, plays a very important role in the implementation of the education process, as we know it. By using this ...adjacent means of education, we hope that students will p
Penelitian ini bertujuan untuk mengungkapkan (a) konsep pendidikan Sanggar Teras Warna Kampung Kaliasin Surabaya, (b) metode pendidikan seni Sanggar Teras Warna, (c) dampak pendidikan seni Sanggar ...Teras Warna Kampung Kaliasin Surabaya. Dalam penelitian, peneliti menggunakan pengumpulan data melalui observasi partisipatif, wawancara, wawancara semistruktural, dan dokumentasi. Adapun informan yang dibutuhkan peneliti meliputi pengurus Sanggar Teras Warna, owner atau pendiri, pengurus Sanggar, anak-anak Kampung Kaliasin dan warga Kelurahan Tegalsari. Hasil penelitian ini menemukan konsep pendidikan di Sanggar Teras Warna bertujuan mengembangkan potensi anak-anak Kampung Kaliasin melalui kegiatan-kegiatan yang telah di programkan. Sasaran dari kegiatan tersebut adalah anak-anak Kampung Kaliasin sendiri dimana anak-anak Kampung Kaliasin sendiri merupakan generasi penerus yang akan merubah kondisi kampung. Metode yang digunakan pada dasarnya adalah kegiatan pembelajaran berbasis aktivitas yang kemudian menghasilkan produk berupa aktivitas event dari implementasi peserta belajar. Dampak yang terlihat dari proses kegiatan di Sanggar Teras Warna nantinya dapat mengurangi aktivitas-aktivitas yang bersifat negatif dari pengaruh luar Kampung Kaliasin
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