Bridging formal and informal learning : a mobile learning attitude scale for higher education

Problem Statement: Over the past decade there has been an increasing global demand towards the integration of mobile technologies for teaching and learning. There has emerged a need for a survey instrument that can form a solid foundation for objective judgment of leaner perspectives as they begin using mobile applications for learning. The Mobile Learning Scale, a seven-item, Likert-type survey instrument, was developed by the authors in response to this need. Items were drawn from the key points developed for a 2011 paper by the authors on mobile learning prospects for informal learning in higher education [13], with many of these points initially developed during group discussions at the 2011 International Summit on ICT in Education hosted at UNESCO Headquarters, Paris, France. Approach: In order to access the performance of the instrument, data were gathered from 81 undergraduate and graduate university students during August and September of 2011. Follow-up data were also gathered from 19 undergraduates in February, 2012. Results: Initial indications are the instrument has good reliability (Alpha = .80 - .85) as well as acceptable content, construct, and criterion-related validity when used with its intended audience. Conclusions/Recommendations: The authors conclude that the Mobile Learning Scale v1.0 performs well as a unidimensional scale that is capable of assessing pre-post gains resulting from a mobile learning intervention within a university course. The authors propose that this new instrument should be useful for helping guide educators in the process of meaningful integration of Mobile Applications (Apps) into teaching and learning, inside and outside the classroom.

Blending student technology experiences in formal and informal learning

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment. Using this model, three categories of mobile application tools, namely tools for collaboration, tools for coordination and tools for communication, have been identified as pertinent in blending formal and informal learning, and they can be connected seamlessly to provide an effective learning mechanism to support the learning process.

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.

Financial inclusion and financial integrity : aligned incentives?

A large percentage of the population in developing countries saves, remits money or accesses credit using informal financial services. Financial inclusion initiatives aim to expand the reach and attractiveness of formal financial services. Recently, the Financial Action Task Force embraced financial inclusion as complementary to anti-money laundering and counter-terrorist financing as it enhances financial transparency. Analyzing preliminary data from FinScope surveys on eight African countries we argue that an increase in access to formal services does not automatically imply an immediate and corresponding reduction of usage of informal services, especially as many individuals use informal and formal services in parallel. We consider customer trade-offs regarding the use of formal and informal services especially considering transparency as a potential disincentive to use formal services. The alignment of financial inclusion and integrity will fail where customers are apprehensive about increased transparency.

Financial liberalisation in Vietnam : impact on loans from informal, formal and semi-formal providers

This paper commences with an overview of the Vietnamese financial sector and a survey of the main reforms to this sector implemented since the late 1980s. A descriptive analysis is then provided, which compares some key characteristics of pre- and post-financial reform borrowing and savings activities using the Vietnam Living Standard Surveys of 1992/93 and 1997/98.

Career progression, human capital and pay equity in Australian public sector labour markets

This study uses data from the Victorian Public Sector Census 2004 to identify the extent of equity in pay and career progression (promotion). A system of three equations is developed to capture the endogeneity between human capital and promotion and the interdependence between promotion, pay and human capital. The results indicate that there are substantial differences in the average wages earned by public sector employees in different Equal Employment Opportunity (EEO) groups. While some of these differences arise from factors beyond the control of the public sector employers, others arise from bias in the public sector employment system and procedures. The earnings of individual employees in the public sector are determined in a systematic way by the wage structures in the different sub-sectors, the skill base of the employee on recruitment, sub-sector specific promotion rates, acquisition of formal and informal training and the apparent bias within recruitment and promotion systems in dealing with particular groups. The apparent bias of recruitment and promotion systems is complex in makeup and varies within EEO groups as well as between EEO groups. Most of the difference in pay across employees can be explained as an outcome of individual choice and labour market conditions external to the public sector. After adjusting for sectoral wage differences, skill base when recruited, sectoral promotion rate differences, experience in the public sector, whether individuals are employed on a full-time or part-time basis and individual training decisions, the statistical evidence is consistent with the finding that public sector recruitment and promotion systems tends to be biased, on average, against females and those from culturally diverse backgrounds. Achievements in formal education are important for salary progression. This is particularly the case for women. The main drivers of participation in formal education were employer support in both financial and non-financial terms. Promotion rates were important factors in explaining wage differences. Women tended to receive slightly fewer promotions than men, but women received, on average, greater rewards for each promotion.

Public and private psychiatry : can they work together and is it worth the effort?

OBJECTIVE: Partnerships in mental health care, particularly between public and private psychiatric services, are being increasingly recognized as important for optimizing patient management and the efficient organization of services. However, public sector mental health services and private psychiatrists do not always work well together and there seem to be a number of barriers to effective collaboration. This study set out to investigate the extent of collaborative 'shared care' arrangements between a public mental health service and private psychiatrists practising nearby. It also examined possible barriers to collaboration and some possible solutions to the identified problems.

METHOD: A questionnaire examining the above factors was sent to all public sector mental health clinicians and all private psychiatrists in the area.

RESULTS: One hundred and five of the 154 (68.2%) public sector clinicians and 103 of the 194 (53.1%) private psychiatrists returned surveys. The main barriers to successful collaboration identified by members of both sectors were: 'Difficulty communicating' endorsed by 71.4% of public clinicians and 72% of private psychiatrists, 'Confusion of roles and responsibilities' endorsed by 62.9% and 66%, respectively, and 'Different treatment approach' by 47.6% and 45.6%, respectively. Over 60% of private psychiatrists identified problems with access to the public system as a barrier to successful shared care arrangements. It also emerged, as hypothesized, that the public and private systems tend to manage different patient populations and that public clinicians in particular are not fully aware of the private psychiatrists' range of expertise. This would result in fewer referrals for shared care across the sectors.

CONCLUSIONS: A number of barriers to public sector clinicians and private psychiatrists collaborating in shared care arrangements were identified. The two groups surveyed identified similar barriers. Some of these can potentially be addressed by changes to service systems. Others require cultural shifts in both sectors. Improved communications including more opportunities for formal and informal meetings between people working in the two sectors would be likely to improve the understanding of the complementary sector's perspective and practice. Further changes would be expected to require careful work between the sectors on training, employment and practice protocols and initiatives, to allow better use of the existing services and resources.

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.

Social justice and the study and practice of leadership in education : a feminist history

This historical sociology deconstructs the interrelationship between the theory and practice of the troublesome notions of leadership, social justice and feminism. First, it tracks marginalised groups' relationship to the field of educational administration and their claims upon the state. Mainstream approaches have been informed by theories, practices and politics that do not focus on the core educational work of teaching and learning, therefore sidelining social justice issues. Second, it maps feminist and critical theorists' alternative conceptualisations, for example, of democratic leadership, which dissolve artificial binaries between formal and informal leadership. Finally, it considers what this means for re-theorising leadership for social justice.

Integration: parents and teachers working together

The successful integration of a child with a disability requires an effective partnership between professionals and parents. This means participation on an equitable basis with decisions regarding the child's educational needs. At this level it is necessary for both parents and professionals to review their active roles, so that collaborative decision making can be reflected in practice. An important component of this current perspective is the concept of the family as part of a socially structured system, where there is a need to recognise both the formal and informal pressure, which act on the family and the child. It is necessary to consider this broader family context in which the child is immersed, so that planning can be family/child orientated rather than just professionally driven. Within this context the unique knowledge and understanding of the student, by parents, is a pivotal part of planning for individual needs. Parents can be active partners in the educational process of program planning, implementation and evaluation.

Do dot coms add value : a preliminary study of the market capitalisation of Australian and Indian telecoms and banking sectors

E-Business is increasingly reshaping the way businesses operate across the globe. Globally, businesses in the banking and telecoms sectors have been re-engineering their value chains by adopting e-Business presence by means of dot com launches. The second half of the 1990s, however, saw both the rise and subsequent collapse of dot com entities as a major focus of investment interest, with consequent speculation over the viability of this corporate vehicle. The perceived increase in market capitalisation by means of these ventures during the boom period is now not so certain. In this paper, we report the results of a preliminary study which investigated the impact of dot com launches on market capitalisation within the banking and telecoms sectors of Australia and India.