Publications

Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

Browse

Has files: YesSubject: search.filters.subject.Informal learning

Search Results

Now showing 1 - 10 of 21
  • Thumbnail Image
    Item
    Towards the Organization of a Portfolio to Support Informal Learning
    (Tempus Publication, 2017-03-31) Galanis, N.; Mayol, E.; Casany, M. J.; Alier Forment, Marc
    The accelerating change that the society is experiencing worldwide is exposing the weaknesses in the education system we have inherited from previous generations. Every year lots of kinds of jobs disappear and new job descriptions are being created as well. Lifelong learning is no longer a theoretical concept, but a very real need for most people. Not all learning comes from formal education processes. Students and professionals are getting actionable knowledge from all kinds of sources and activities. Thus, informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately from human resources departments, academics and policy makers. A number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner’s competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. In this paper, we propose a framework to gather, enhance, organize, evaluate and showcase a user’s informal learning using a social approach to engage the learners to use the system by providing valuable recommendations, contacts and feedback.
  • Thumbnail Image
    Item
    A Social Framework for Supporting, Evaluating and Validating Informal Learning
    (2014-10) Galanis, N.; Mayol, E.; Alier Forment, Marc; García-Peñalvo, Francisco J.
  • Thumbnail Image
    Item
    Transferring knowledge and experiences from informal to formal learning contexts
    (2014) García-Peñalvo, Francisco J.; Griffiths, Dai
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    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.
  • Thumbnail Image
    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.
  • Thumbnail Image
    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].
  • Thumbnail Image
    Item
    New Challenges for the Motivation and Learning in Engineering Education Using Gamification in MOOC
    (2015-08) Borrás-Gené, Oriol; Martínez-Núñez, Margarita; Fidalgo-Blanco, Ángel
  • Thumbnail Image
    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.
  • Thumbnail Image
    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.