All Things Bold and Beautiful: Researching Adult Learning Through Soaps

This paper proposes that, globally, informal lifelong learning outside of education institutions is often neglected, and that cultures of learning must recognize and value a wide range of informal learning. In popular culture, soap operas have both intentionally and unintentionally been sites for learning, and their significance need to be more thoroughly researched. But this challenges conventional methodologies. Innovative approaches are needed, including the use of chat forums on the worldwide web, through the internet

Learning through social spaces: migrant women and lifelong learning in post-colonial London

This article shows how migrant women engage in learning through social spaces. It argues that such spaces are little recognised, and that there are multiple ways in which migrant women construct and negotiate their informal learning through socialising with other women in different informal modes. Additionally, the article shows how learning is shaped by the socio-political, geographical and multicultural context of living in London, outlining ways in which gendered and racialised identities shape, construct and constrain participation in lifelong learning. The article shows that one way in which migrant women resist (post)colonial constructions of difference is by engaging in informal and non-formal lifelong learning, arguing that the benefits are (at least) two-fold. The women develop skills (including language skills) but also use their informal learning to develop what is referred to in this article as 'relational capital'. The article concludes that informal lifelong learning developed through social spaces can enhance a sense of belonging for migrant women

Using ICT to contact the target culture: teachers’ view

While information and communication technologies (ICT) have made speakers of and content from the target foreign culture easily accessible to learners and teachers alike, they may cause conditions for FL teachers. This study sought to uncover the nature and extent of FL teachers' use of ICT to contact the target culture, both for instruction and teachers’ informal lifelong learning. By means of a survey, interviews and a mini-group interview with students, we portrayed the FL teachers' knowledge, beliefs, context, and behaviour in terms of ICT, and scrutinized how they are related. Findings showed that while teachers and students are sufficiently ICT-skilled and equipped, informal exchanges on the Internet are the exception. Excerpts from the interviews are presented in association with quantitative results

Is internet an acceleration factor in voluntary lifelong learning ?

IT Technologies are said to make access to learning easier and cheaper. Virtually all theorical knowledge is available in one form or another on the web, with possibilities for beginners as well as, in certain cases, for extremely sophisticated users.informal learning; lifelong learning; e-learning; Internet; Knowledge, quantitative methodology

Uključenost učitelja Glazbene kulture u aktivnosti informalnog cjeloživotnog učenja

The purpose of this paper was to determine the frequency of Music Culture teachers’ participation in different types of informal lifelong learning activities, as well as to find out their opinions on the importance and contribution of the above-mentioned points to the development of their own competencies necessary for teaching Music Culture. It is concluded that teachers participate the most in informal learning activities which do not require dedication of additional time and accordingly, they participate less frequently in activities which require more of their attention. They feel competent in performing all musical activities. Furthermore, they see benefits and the importance of participating in informal learning activities, however, their opinions are divided when considering whether they should dedicate additional time to informal learning and when deciding whether their teaching would be of the same quality if they did not apply the new knowledge acquired through informal learning.Svrha ovog rada bila je utvrditi učestalost sudjelovanja učitelja Glazbene kulture u različitim aktivnostima informalnog cjeloživotnog učenja te saznati njihovo mišljenje o važnosti i doprinosu navedenog razvoju vlastitih kompetencija potrebnih za poučavanje Glazbene kulture. Utvrđeno je da učitelji najviše sudjeluju u informalnim aktivnostima učenja koje ne zahtijevaju dodatno izdvajanje vremena te shodno tome rjeđe sudjeluju u aktivnostima koje zahtijevaju veću njihovu pažnju. Osjećaju se kompetentnima u izvođenju svih glazbenih aktivnosti koje se provode u nastavi Glazbene kulture. Nadalje, vide doprinos i važnost sudjelovanja u aktivnostima informalnog učenja, no podijeljeni su u razmišljaju trebaju li posvetiti više dodatnog vremena aktivnostima informalnog učenja te kada razmišljaju o tome bi li njihova nastava bila jednako kvalitetna da ne primjenjuju nova znanja stečena informalnim učenjem

A Case Study of Informal Learning in the Family associated with Very-Late-Onset of Schizophrenia in Female

Family is a place of development and informal lifelong learning also in situations of crises, associated with illness or disability of its members. This study is non-clinical, ethno-educational case study of informal learning in Polish family supporting older female, who at age of 76 was diagnosed as having very-late-onset of schizophrenia. Case study I was based on the research no: 195/FES titled "Traces of disability in Polish culture". The field project lasted 13 months, from the beginning of July 2013 – to the end of July 2014. Studies were based on analyzes of the codes and explanations categories of informal learning through family members while supporting female with very-late-onset schizophrenia. The main research question was: what is informally learned by the family in a situation of schizophrenia in female in late adulthood? In the study there were 4 informers, lonely, divorced woman aged 77-78 and 3 members of her family. Personal data research of participants were coded, ensuring anonymity. The woman received a code Prue Patton and her family name Patton. The case study method I leaned on ethnographic field techniques and data collection as: participant observation, in-depth interviews and visual data designing. The analysis was made using techniques of qualitative data analysis: coding and categorization. The results showed three main codes of informal learning in the family such as learning about the schizophrenia, learning about the communication with Prue and learning about changes of support in the family

Tendencias tecnológicas en educación

Esta infografía recopila los informes de tres Instituciones que han analizado las tendencias, en diferentes ámbitos, que marcarán el futuro de la educación en el mundo

The library dividend: summary report

This study explores the value of public libraries in Queensland. It finds that for every $100 invested by local government and state government, Queensland public libraries deliver$230 dollars worth of value to their communities. It also found that nearly 50% of all Queenslanders are members of a public library and those who are not library users value what libraries offer

(Un)obvious Education, or Complexities of the Polish Education Aimed at Older People

The contemporary combination of information infrastructure with the commonly experienced transformation of knowledge created, in relation to education especially for older adults, an entirely new area of activeness. In accordance with the social awareness, education became an accessible good regardless of age. In this context, the maximal extending of the potential group of education receivers means, on the one hand, meeting the real social expectations towards so-called educational services. On the other hand, it is another challenge which the contemporary education faces. Unfortunately, the system of permanent education was not created in Poland since what is missing is both the strategy and some practical resolutions enabling old people the access to education with regards to their educational. Presently, the University of the Third Age is the only solution in the educational offer. In order to change the present status quo, what is needed is the re-definition of education and the modern perception of education and then perhaps, there will appear, the expected, by the senior citizens, module educational solutions providing them not only with the competencies but also the acknowledged certificate confirming their knowledge