Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item A Social Framework for Supporting, Evaluating and Validating Informal Learning(2014-10) Galanis, N.; Mayol, E.; Alier Forment, Marc; García-Peñalvo, Francisco J.Item Transferring knowledge and experiences from informal to formal learning contexts(2014) García-Peñalvo, Francisco J.; Griffiths, DaiItem Rethinking informal learning(2015-10) García-Peñalvo, Francisco J.; Griffiths, D.Informal learning has been always an important source of knowledge, perhaps the most important at the workplace, but its own informal nature has caused difficulties to be recognized and introduced in the “official” ways of training and certification. TEEM conference has paid special attention to the problems associated with informal learning from the first edition of this event, and now this track continues with this significant tradition with the aim of rethinking the informal learning basis.Item Del PLE al LMS+Portfolio: Integración de elementos de aprendizaje informal en Moodle + Mahara(2012) Alier Forment, Marc; Galanis, N.; Mayol, E.; Piguillem, J.; Casany, M. J.; García-Peñalvo, Francisco J.; Conde-González, M. Á.Item Detection of Non-Formal and Informal Learning in learning communities supported by social networks in the context of a Cooperative MOOC(2015-11) Cruz-Benito, Juan; Borrás-Gené, Oriol; García-Peñalvo, Francisco J.; Fidalgo Blanco, Á.; Therón, R.Item Peer-to-Peer learning technologies, Visualisation and the education around the Person(2016-06-13) García-Peñalvo, Francisco J.This presentation was made in the Distributed ledgers bed meeting held in University Complutense of Madrid (Spain) in June 13th, 2016. This presentation is devoted to discuss about peer-to-peer learning technologies with a focus on informal learning [1-6]. The presentation is organised in three main points: • Personal Learning Environments (PLE): definition [7-13], interoperability issues [14-17] with Learning Management Systems [18-23] and architectural and ecosystem issues [24-31]. • TRAILER project for tagging, recognition and acknowledgement of informal learning [32-48]. • Visual Analytics [49-55] and Visual Learning Analytics [56-66].Item Using informal learning for business decision making and knowledge management(2014) García-Peñalvo, Francisco J.; Conde-González, M. Á.The process of making decisions in businesses requires, amongst other things, the efficient management of information related to employees competencies. However it is not sufficient to deal with competencies acquired in institutional contexts, as employees also achieve competencies through informal learning activities outside the organizations. If an organization is to make well informed decisions, it must therefore gather information about the external activities of its employees which contribute to their competence development. This paper proposes a methodology to facilitate the identification and recognition of an employee's informal learning instances, supported by a technological framework. To validate the methodology, a pan-European project has implemented it and a panel of experts has evaluated how it works. The main findings from this study suggest that although it is possible to make decisions on the basis of informal learning instances, both the methodology and tools used should be flexible enough to satisfy the needs of the organization.Item Problems and opportunities in the use of technology to manage informal learning(2014-10) García-Peñalvo, Francisco J.; Griffiths, Dai; Jonhson, M.; Sharples, P.; Sherlock, D.There is a mismatch between the enthusiasm of policy makers and other actors for initiatives to support the validation of informal learning, and the lack of adoption of systems in practice. This problem is explored, with reference to the creation of the Informal Learning Collector in the European Commission TRAILER project. It is proposed that formality in learning can be usefully understood as a measure of the degree of managerial control over the learning process. It is then argued that the use of managerial tools, such as validation and competence catalogues, runs the danger of constraining the scope for informal learning. Analytics techniques offer the possibility of providing insight into practice by examining documents, without the need for formal description or tagging. However, these methods raise problems of surveillance (by companies and the state), confidentiality, and security of data. A prototype system is described which tests the feasibility of the approach.Item Detección de aprendizaje no formal e informal en Comunidades de Aprendizaje soportadas por Redes Sociales en el contexto de un MOOC Cooperativo(Instituto Politécnico de Setúbal (Portugal). Escola Superior de Educação, 2015-11-25) Cruz-Benito, Juan; Borrás-Gené, Oriol; García-Peñalvo, Francisco J.; Fidalgo Blanco, Ángel; Therón Sánchez, RobertoEste artículo recupera información y realiza análisis básicos sobre la participación de usuarios de entornos MOOC cooperativos en Comunidades de Aprendizaje soportadas por entornos hipermedia externos como las redes sociales. Para realizar este estudio, se ha analizado la interacción de los usuarios de un curso de la plataforma iMOOC que implementa cursos MOOC basándose en conceptos como el conectivismo, el aprendizaje colaborativo, la gamificación, o la adaptatividad, entre otros. Concretamente, en este estudio se trata de obtener información sobre las conversaciones que se desarrollan en comunidades de aprendizaje dentro de las redes sociales Google+ y Twitter de forma paralela a la plataforma iMOOC, de modo que a través de esta información sea posible establecer los tipos de aprendizaje que se produce en ellas (aprendizaje no formal e informal), así como realizar una estimación de cómo la interacción de los usuarios con los contenidos etiquetados en ellas les permite seguir conversaciones ya existentes o crear nuevas que les permitan ampliar o reforzar los contenidos que se tratan en el curso del MOOC.Item Informal learning recognition and management(Computers in Human Behavior, 55A, 501-503. doi:10.1016/j.chb.2015.10.019, 2016) Griffiths, Dai; García-Peñalvo, Francisco J.