Digital systems for open access to formal and informal learning

 Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods – moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment – moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms.

Own your learning : self-directed learning in informal environments

Technological advancements made it possible to create learning environments which can integrate learning from different sources and approaches. Moving between different modes and media become easier than ever before. Present day learner can record his/her learning journey in electronic databases and reflect upon them, identify the gaps and take initiatives towards future career goals. A cultural shift is required in our schools and universities to allow learners to be more responsible and have the ownership of their own learning. Changes such as integration of Web 2.0 tools and electronic portfolios in formal system will provide the opportunities to develop critical thinking skills, reflective skills, communication skills, decision making skills and foster collaboration and creativity. Some of the innovative learning environment design studies conducted by the authors are discussed in the article

Multiple informal imperial connections and the transfer of accountancy to Ethiopia (1905 to 2011)

The accounting history literature expounds the role of imperial connection on the transfer of Western accountancy concepts and practices to developing countries. An emerging theme within this literature is the shift in imperial power from Britain to USA over the last century and the ramifications of this shift on accountancy globally. Using a framework developed by prior research for investigating the transfer of accountancy across countries, this study examines historical developments of accounting practice, education and professional training in Ethiopia (from 1905 to 2011) in the light of the country’s interactions with Britain and the USA. These interactions facilitated Ethiopia’s continued importation of British accountancy practice and professional training contemporaneously with importation of accounting education from the USA. Over the past two decades, Ethiopia has been undertaking accounting reforms as part of economic policy reforms in pursuit of neo-liberal economic ideals. In response to shifting priorities of transnational actors, Ethiopia continued trialling policy initiatives that are yet to yield a stable equilibrium with coherent links of accounting education, practice and professional training.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

Informal settlements and placemaking : The case of Caracoli barrio in Bogotá

Placemaking in the developed world can be understood as a concept where through a social and political process, value and meaning in a particular setting is created. This focus of placemaking revolves around a setting in the urban environment, its role as a unique setting and, importantly, the people that make up this place: all of which is focused on a highly structured and formal participatory planning process.The role of placemaking in Latin America’s informal settlements, however, is largelyuntested. With more than 75% of Latin America’s population living in cities since 2001and over 30% (128 million people) of the urban population estimated to reside in what the United Nations define as slums; these informal settlements can offer alternative ways of thinking about urban space and the transformation of spaces people live in. In essence, informal settlements are, to a large extent, what people make of them through their own initiative and imagination. What they achieve is remarkable considering their limited resources and sometimes nonexistent participation in formal planning.Through empirical data collected in 2013 and 2014, this paper discusses how in theabsence of a formal participatory planning process (as the west or developed worldmay perceive it) and lack of resources the barrio of Caracoli, in Bogotá has been ableto create value and meaning in their place. This has been possible, despite social and economic difficulties –which are not to be forgotten-, through inventiveness and the richness of community members’ lives. In this sense, it can be argued that informal settlements can offer a different path to understanding the concept of placemaking currently dominating the developed world.

Learning from others at work: communities of practice and informal learning

This paper addresses the question of who is involved in learning in workplaces and the ways in which members of workgroups learn as part of their normal work. It draws on qualitative data from a study of multiple worksites with differentiated work within a large organisation. It examines the value of the notion of communities of practice in conceptualising such workplace learning and suggests that other forms of conceptualisation are also needed.

Supporting informal caregivers of people with advanced cancer: a literature review

Informal carers are people who provide care without a specific professional role. They provide diverse caregiving supports including disease-related problems, side effects of treatment and psychosocial impacts. This paper reports on a comprehensive review of caregiving literature, focusing specifically on cancer caregivers. The paper presents five observations drawn from the literature in order to make recommendations about how caregivers of people with advanced cancer can best be supported. The observations are: 1) caregivers are a heterogeneous group; 2) they have unique needs that differ to the patient; 3) their role includes more than attending to physical caregiving tasks; 4) they may feel unable to take a break from the role and 5) they need their own support which may be beneficial to their capacity to continue in the caregiving role. Recommendations for how health professionals can assist in supporting caregivers in their role are discussed.

Summer is a good time for informal education

Students look forward to summer because usually it means a break from formal and non-formal education. Formal education refers to education in formal educational institutions, such as pre-schools, primary, secondary and tertiary educational institutions and other registered training organisations. Non-formal education refers to organised educational activity outside the established formal system, that is intended to deliver a defined set of learning objectives to an identifiable group of learners (Chemistry in Australia, October 2014, page 33). Informal education refers to all learning outside the formal non-formal educational system; informal education is often associated with life-long learning as it can include reading non-fiction books and scholarly articles, viewing documentaries and other informal professional development. Informal education can also include travel to other countries and climates. Social constructivist theory maintains that learning occurs in social settings; conversely, most learners are limited by their cultural experiences. For example, Australian students have little first-hand experience of sublimation, but this is commonly observed in very cold climates when frost, ice or snow apparently “disappears” as it sublimes to water vapour, without passing through the liquid state. A favourite summertime activity is to go to the movies, especially in air-conditioned cinemas on a hot day or night. Watching movies are a form of virtual travel, and many educators make use of movies to illustrate chemistry concepts. Some movie producers want a sense of authenticity and work hard to get the details right, even though those details might be incidental to the main plot. For example, in Centurion, Roman soldiers fail in their rescue attempt, and are taunted by the Picts for stupidity -- they would have succeeded if they had only realised that metal become brittle in the cold. Another favourite example comes from The Lord of the Rings: The Two Towers, when Bilbo, Samwise and Gollum are crossing the Dead Marshes and see lights that appear to float over the Marshes. These wills-o-the-wisp have been known for centuries, and was the subject of a debate between George Washington and his officers. Washington and Thomas Paine, “the Father of the American Revolution”, believed that the lights were due to a flammable gas released from the marsh, while Washington’s officers believed that the lights were due to a flammable liquid on the surface of the marsh. On Guy Fawkes Night, 5 November, 1783, the Washington-Paine experiment showed that when mud at the bottom of a river was disturbed, bubbles of flammable gas rose to the surface of the water. (Unknown to Washington and Paine, Alessandro Volta had performed a similar experiment in 1776.) A problem with informal education is that it is often unguided. Students may find it difficult to discern the difference between scientific reality and an artistic distortion of reality in novels and movies. Educators have an important role here. If we only teach facts and concepts, learners will be dependent on a teacher. If however, we foster students’ curiosity and ability to exercise judgement, they will be able to learn for themselves, not just during the summer, but also in every season of every year.

Informal social networks within and between organisations: on the properties of interpersonal ties and trust

Purpose

– The purpose of this paper is to explore the underlying relational properties of security networks by focusing specifically on the relationship between formal and informal ties, and interpersonal and inter-organisational trust.

Design/methodology/approach

– The research is based on 20 qualitative interviews with senior members of police and security agencies across the field of counter-terrorism in Australia.

Findings

– The findings suggest that the underlying relational properties of security networks are highly complex, making it difficult to distinguish between formal and informal ties, interpersonal and inter-organisational trust. The findings also address the importance of informal ties and interpersonal trust for the functioning of organisational security networks.

Research limitations/implications

– The research is exploratory in nature and extends to a number of organisational security networks in the field of counter-terrorism in Australia. While it is anticipated that the findings will be relevant in a variety of contexts, further research is required to advance our knowledge of the implications and properties of informal social networks within defined network boundaries.

Practical implications

– The findings suggest that the functioning of security networks is likely to be highly dependent on the underlying social relationships between network members. This has practical implications for those responsible for designing and managing security networks.

Originality/value

– The paper calls attention to a very understudied topic by focusing on the dynamics of informal ties and interpersonal trust within organisational security networks.