UT Linked Data Informal Learning Discussion Series Bibliography

The following bibliographies were created as part of the UT Linked Data Informal Learning Discussion Series hosted at UT LibrariesThe following bibliographies were created as part of the UT Linked Data Informal Learning Discussion Series hosted at UT LibrariesUT Librarie

Informal learning evidence in online communities of mobile device enthusiasts

This chapter describes a study that investigated the informal learning practices of enthusiastic mobile device owners. Informal learning is far more widespread than is often realized. Livingston (2000) pointed out that Canadian adults spend an average of fifteen hours per week on informal learning activities, more than they spend on formal learning activities. The motivation for these learning efforts generally comes from the individual, not from some outside force such as a school, university, or workplace. Therefore, in the absence of an externally imposed learning framework, informal learners will use whatever techniques,resources, and tools best suit their learning needs and personal preferences. As ownership of mobile technologies becomes increasingly widespread in the western world, it is likely that learners who have access to this technology will use it to support their informal learning efforts. This chapter presents the findings of a study into the various and innovative ways in which PDA and Smartphone users exploit mobile device functionality in their informal learning activities. The findings suggested that mobile device users deploy the mobile, connective, and collaborative capabilities of their devices in a variety of informal learning contexts, and in quite innovative ways. Trends emerged, such as the increasing importance of podcasting and audio and the use of built-in GPS, which may have implications for future studies. Informal learners identified learning activities that could be enhanced by the involvement of mobile technology, and developed methods and techniques that helped them achieve their learning goals

The Practices of Play and Informal Learning in the miniGEMS STEAM Camp

Science, Technology, Engineering, and Mathematics (STEM) play an important role in the educational reform and global economy. However, STEM education lacks the hands-on laboratory in the formal middle school and high school curricula. The widespread gender gap in multiple STEM disciplines causes middle-school aged girls have lower positive attitudes and interests towards STEM fields than male students. In recent years, Science, Technology, Engineering, Arts, and Mathematics (STEAM) education has been viewed as other approaches to increase students’ interests and improve study accesses to STEM fields in the United States. The addition of the arts in STAEM education provides more learning opportunities and real-world contexts which meet more students’ interests. miniGEMS 2017 was a free two-week summer STEAM and programming camp for middle school girls in grades six to eight hosted by the Autonomous Vehicle Systems (AVS) Research and Education Laboratory at the University of the Incarnate Word (UIW). miniGEMS was the first free camp with a special focus on engineering and programming in San Antonio. The camp utilized project-based learning curriculum and provided multiple hands-on experiments, field trips, and significant interactions with guest speakers, all of which were designed to increase the middle school girls’ interests in STEM-related fields. This paper provides an overview of miniGEMS STEAM camp, motivation for miniGEMS camp, and details on practicing project-based play activities in an informal learning environment.Cockrell School of Engineerin

Effective Informal Learning: Considerations For The Workplace

This article consists of an academic librarian\u27s suggestions for an individual wanting to be a successful informal Learner in the workplace. Examples of modes of communication, scholarly activity, and education are explored, in addition to helpful mindsets and practical strategies for becoming an efficient and effective informal Learner. Discussion is given concerning an individual\u27s responsibilities and the environmental factors necessary for success in this type of learning. Prevailing climates and attitudes by administrators and employers are examined in addition to how these factors might influence learning of this typ

How to promote informal learning in the workplace? The need for incremental design methods

Informal Learning in the Workplace (ILW) is ensured by the everyday work activities in which workers are engaged. It accounts for over 75 per cent of learning in the workplace. Enterprise Social Media (ESM) are increasingly used as informal learning environments. According to the results of an implementation we have conducted in real context, we show that ESM are appropriate to promote ILW. Nevertheless, social aspects must be reconsidered to address users' needs regarding content and access, quality information indicators, moderation and control

Understanding the learning process in SMEs

A major obstacle to the diffusion of management development learning technologies from Higher Education Institutions to Small and Medium-sized Enterprises (SMEs) is a lack of understanding about how SME learners learn. This article examines the nature of learning in SMEs and considers the incidence of informal support for informal learning. Consideration is given to the potential for the use of learning technology to support SME learning, considering potential benefits, development of appropriate content, formal vs. informal learning technology support and the socialisation of learning content. Finally, the application of this study at both a macro and micro level is reflected upon

Frontline Employees’ Informal Learning and Customer Relationship Skills in Macao Casinos: An Empirical Study

This study uses qualitative methods to better understand how the informal learning of frontline employees influenced their customer relationship skills in dealing with patrons at gaming tables, in the hope of achieving positive customer experiences in a competitive environment in Macao. As casino operators need to get their employees to work after limited formal training, they might find that their emphasis on formal training might be insufficient to provide patrons with customized service in Macao. In this context, the concept of informal learning, which is determined and directed by learners themselves to further improve what they have learned from their formal training, is likely to be of special significance in Macao. Based upon a constructivistic framework, this study used semi-structured interviews to gather data from 49 frontline employees. The study relied upon the Miles and Huberman (1994) framework to analyze qualitative data. Data analysis suggested that informal learning among frontline employees would lead to four strategies: (i) to be polite and respect patrons; (ii) to uncover patrons’ emotional status from their body language; (iii) to manage patrons’ emotions in their gaming pursuit; and (iv) to self-regulate emotions to the demands of a service encounter

Factors that Influence Informal Learning in the Workplace

Purpose – The purpose of this study was to investigate factors that influence informal learning in the workplace and the types of informal learning activities people engage in at work. More specifically, the research examined (1) the relationship between informal learning engagement and the presence of learning organization characteristics, and (2) perceived factors that affect informal learning engagement. Methodology – Workplace learning and performance improvement professionals were invited to respond to an anonymous online survey, and 125 professionals volunteered to participate in the study. Findings – This study did not find a significant correlation between informal learning engagement and the presence of learning organization characteristics. While age and education level did not impact informal learning engagement, it was found that older workers tended to engage in more informal learning. There were also certain types of informal learning activities in which they were most likely to engage. The findings also include rank-ordered lists of personal and environmental factors that workers perceived to influence their engagement in informal learning. Practical implications – The rank-ordered lists of factors that influence informal learning engagement is likely to be useful to practitioners for prioritizing informal learning interventions. The results of this study suggest that the degree of engagement in informal learning alone would not be a sufficient construct for predicting the presence of learning organization characteristics. Originality/value of paper – Very little empirical research has attempted to connect individual learning to the learning organization concept. This research addresses that gap by examining the relationship between individual informal learning engagement and the presence of learning organization characteristics