Wyniki wyszukiwania - Biblioteka Nauki

1

Exploring the Dynamic Landscape of Formal, Informal and Non-Formal Learning

100%

Jurczyszyn E.

International Journal of Pedagogy, Innovation and New Technologies

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2024

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tom 11

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nr 1

53-59

EN

This article explores the nuanced landscape of formal, informal and non-formal learning, transcending traditional educational boundaries. It scrutinizes the pervasive influence of unplanned learning throughout the lifespan, challenging the conventional emphasis on formal settings. Informal learning is a fundamental process in human development that persists throughout one's entire life. Both informal and non-formal learning are intricate yet highly impactful phenomena. The dynamically changing needs of society contribute to the increasing popularity of informal and non-formal learning as vital sources of knowledge and skills, driven by adaptation processes. The scale and impact of this phenomenon generates significant interest among contemporary researchers, governments, politicians, and educators, especially in the field of adult education. The lack of clarity in defining these terms may have serious consequences for further research and analyses. While a common understanding of these learning types is presented, it appears inadequate given the complex nature of the phenomenon. Theoretical models based on a learning continuum and gradation are deemed more appropriate, leading to relevant consequences for research approaches. The article delves into theoretical movements emphasizing context, learning outcomes, and recognition, suggesting a learning continuum for a nuanced view. It critically engages with complexities, emphasizing the contextual nature of formal, non-formal, and informal learning distinctions.

2

Pedagogical Aspects of Voluntary School Work

100%

Mária Jármai E. , Palányi I. Z.

Practice and Theory in Systems of Education

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2015

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tom 10

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nr 1

23-45

EN

The economic importance of voluntary work has been exceedingly appreciated in the last few decades. This is not surprising at all, because it is highly profitable according to the related estimated data. There are 115,9 million people doing voluntary work only in Europe, which means that they would create the world's 7th biggest economy with EUR 282 billion value creation if they formed an individual state. The organizations know that voluntary work has several advantages apart from the economic benefits. It is profitable both for the society and for the individuals as well. Several researches have proven that voluntary work positively influences the development of the personality, because the key-competencies - such as: co-operation, empathy, solidarity, conflict handling, problem solving, etc. - expected in the labor market can be improved.

3

Mezigenerační učení v rámci programů a kurzů neformálního vzdělávání pro děti, rodiče a prarodiče

100%

Rabušicová M. , Klusáčková M. , Kamanová L.

Studia paedagogica

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2009

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nr 2

131-153

EN

The paper is one of the first outputs of a research project called “Cross-generational Learning: Children, Parents and Grandparents in Non-formal Education and Informal Learning” . It opens with a brief account of the concept of cross-generational learning and then moves on to map the offer of courses and programmes of non-formal learning presenting an opportunity for members of families belonging to different generations to learn from one another. This outline is used as a starting point for further analysis of to which extent, in which ways and by whom these courses are attended, which is the participants’ motivation for enrolment, how they view their benefits and whether at all they perceive these activities as a part of their learning. These more detailed insights are based on participant observation and questioning undertaken in selected courses to be used for subsequent implementation of a questionnaire survey among participants of courses and programmes of non-formal education.

4

Wzory do naśladowania w budowaniu kultury rzetelności naukowej. Komunikat z badań w projekcie Path2Integrity

100%

Dwojak-Matras A. , Kalinowska K. , Koterwas A.

Człowiek i Społeczeństwo

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2021

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tom 52

181-193

EN

The subject of the text is the use of role models in building an academic culture of research integrity. We present some possible ways of involving them in teaching and promoting research integrity at universities. The acquired empirical results concern the qualities of a scientist worthy of emulation indicated by undergraduates, postgraduates and PhD students. The qualitative analysis of the collected data enabled us to describe two profiles of a good scientist: an accessible one, who sets an example to his/her mentees in a direct relationship, and a distant one, admired because of his/her work ethos and outstanding achievements. The research was conducted as an online survey in 2020 as part of the project

5

How to assess the effectiveness of the informal learning? Controversies about the procedures PLA (Prior Learning Assessment) in Polish higher education

88%

Frąckowiak A.

Rocznik Towarzystwa Naukowego Płockiego

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2014

|

tom 6

s. 248-263

EN

The author discusses the phenomenon of the informal learning. Furthermore, she presents the assessment principles of life and work experience at universities which should be equalized with academic knowledge.

6

An Iconographic Analysis of Photographs of Two Famous Football Players: Additional Information about the Career of Puskás and Deák

88%

Horváth H. A.

|

EN

The lifestyle reform movements at the turn of the century played a remarkably important role in the growing priority attributed to physical education. Sports clubs could be considered the most influential nongovernmental organizations at the beginning of the 20th century. Sports were given special priority and were even supported by legal measures in Hungary between the two world wars. Playing football gained vast popularity. We focus on two famous football players, Puskás, “the most famous Hungarian” and Deák, a Guinness record-holding top goal scorer. To be precise, we focus on their photos: we have similar ones of a young Puskás and a young Deák. These photos depict a very important moment in the lives of both youngsters. We conduct an iconographic analysis in order to illustrate connections the two young football players have to their clubs and to the sport.

7

OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING

88%

Cinganotto L. , Cuccurullo D.

Teaching English with Technology

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2016

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tom 16

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nr 4

3-11

EN

The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.

8

‘Is This a Joke?’: The Delivery of Serious Content through Satirical Digital Games

88%

YI S.

Acta Ludologica

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2020

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tom 3

|

nr 1

18-30

EN

Games that utilize satire have largely been unexplored despite their potential to be used as learning supplements or tools to foster conversations around difficult large-scale topics. To what game genre do these games belong, and what are the uses and benefits for learning from such games? In this exploration study, we examine six popular and culturally relevant digital games (5 directly, 1 indirectly) utilizing satire as part of their narrative and gameplay. The range of games covers topics such as global overpopulation, the use of artificial intelligence for surveillance, and the process of mass capitalist production and the manner of its consumption. Satirical digital games serve both the purposes of serious games and entertainment games, pointing to the problematic connotations of the term serious games. It is suggested that the name satirical games is used to describe digital games created for entertainment with underlying political messages and to make a statement and/or commentary on society. Satirical games have potential as powerful learning tools to help facilitate discussion around difficult topics about society’s functions and practices. Future studies should examine additional digital game titles that rely on satire in their narrative and gameplay and investigate the relationship between satire and its role in the learning goals of the games.

9

Men’s Sheds: Australia’s gift to the world

75%

Golding B.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2023

|

tom 24

143-159

EN

This paper provides a window into recent developments in the international Men’s Shed movement up to 2022. It includes useful insights into the complex, fascinating and still evolving role that gender plays in Sheds, and is essential for understanding where the 25 year old Men’s Shed movement and also the decade old Women’s Shed movement, both originating in Australia, might be headed, and perhaps how it might take root in Poland or elsewhere in mainland Europe. The paper also explores what it is about Men’s Sheds which is so attractive to older men and particularly how it informally enhances their learning and wellbeing. I have also included a brief reflection on some of the professional and personal factors which attracted me to research Sheds internationally, and to since become a Shed advocate and an Australian Men’s Shed Patron.

10

Nowe wyzwania walidacji w polskich uczelniach – potwierdzanie efektów uczenia się osiągniętych poza szkolnictwie wyższym

71%

Lewicki J.

Nauka i Szkolnictwo Wyższe

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2016

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nr 1(47)

145-162

EN

This article is an introduction to the issue of validation of learning outcomes achieved outside higher education in Polish Higher Education Institutions. The first part discusses the national regulations on the basis of the Law on Higher Education. In the second and the third parts the experiences of selected pilot projects devoted to validating learning outcomes were delineated. The last part contains preliminary conclusions and recommendations.

PL

Niniejszy artykuł stanowi wprowadzenie do problematyki potwierdzania (walidowania) przez uczelnie efektów uczenia się osiągniętych poza szkolnictwem wyższym. W pierwszej jego części omówiono regulacje krajowe na gruncie ustawy Prawo o szkolnictwie wyższym. W częściach drugiej i trzeciej naszkicowano doświadczenia wybranych projektów pilotażowych poświęconych potwierdzaniu efektów uczenia się. Ostatnią część stanowią wstępne wnioski i rekomendacje.

11

Forschendes Lehren und Lernen (FLL) in Angewandter Linguistik und Sprachdidaktik Muttersprache Deutsch: Praxiserfahrungen mit dem FLL-Beispiel Informelles Lernen in Szenen: Soziosemiotik des (Heavy) Metal

65%

Lang E.

Glottodidactica

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2014

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tom 41

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nr 2

23-46

EN

Teaching and learning research appears to be both a suitable and sustainable means to achieve an up-to-date competence for university students in applied linguistics. The understanding of and dealing with new multimodal ‘glocal’ semiotic systems and codes has thus emerged as a new core competence in that field. Since formal educational institutions still adhere to traditional contents, goals and methods, it has turned out to become necessary to focus on informal learning, especially when experienced in subcultures. This approach will lead to acquiring better sociosemiotic competences. The present contribution is based on data and results of imparting of knowledge about informal socio-semiotic learning at the university Wuppertal (Germany), using documents used advanced in seminars of German studies.

12

Rap story. Biograficzne aspekty uczenia się odczytane z twórczości Taco Hemingwaya

63%

Pryszmont M.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2023

|

tom 24

221-240

EN

The paper focuses on the analysis of biographical aspects of learning in the works of Taco Hemingway – a modern generation rap artist. In recent years, rap has been gaining popularity and has moved from the underground to the mainstream. Rap texts are both forms of expression and an educational practice focusing on the hardships of daily existence (Michalak, 2010: 33). This becomes particularly meaningful from the perspective of adults for whom the main advantage of learning, also informal, is its pragmatic nature. Another advantage is the biographical character of rap, which makes it more authentic and convincing. For this reason, the analysis presented herein focuses on the texts of one of the most recognised rap artists, Taco Hemingway. The goal of the study was to explore the biographical aspects of learning found in Taco Hemingway’s texts. The research was conducted under the interpretativist paradigm using the document analysis method. The results present not only the elements of biography in the artist’s work but also important life events and turning points, which show how he has learned throughout the course of his private and artistic life.

PL

Niniejszy artykuł poświęcony jest analizie biograficznych aspektów uczenia się Taco Hemingwaya – rapującego artysty współczesnego pokolenia. Muzyka rap zyskała w ostatnich latach na popularności i przeniosła się z podziemia do mainstreamu. Teksty rapowe są zarówno formą ekspresji, jak też rodzajem praktyki edukacyjnej, zorientowanej na trudy codziennej egzystencji (Michalak, 2010: 33). Nabiera to szczególnego charakteru w perspektywie dorosłych, dla których pragmatyczny charakter edukacji, także nieformalnej, stanowi jej szczególną zaletę. Inną jest niewątpliwie biograficzny charakter twórczości raperów, dzięki czemu przekaz staje się bardziej autentyczny i przekonujący. Z tego powodu autorka artykułu przedmiotem swojej analizy uczyniła twórczość jednego z najbardziej rozpoznanych raperów, tj. Taco Hemingwaya. Celem badań uczyniła analizę biograficznych aspektów uczenia się odczytanych z twórczości tego artysty. Swoje poszukiwania badawcze umieściła w paradygmacie interpretatywnym i posłużyła się metodą analizy dokumentów. Wyniki analizy unaoczniają nie tylko elementy biografii wplecione w twórczość rapera, ale także ważne wydarzenia życiowe i punkty zwrotne, które ukazują uczenie się rapera w biegu życia – prywatnego i artystycznego.

13

L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française

63%

Grabowska M. , Sadkowska-Fidala A.

Academic Journal of Modern Philology

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2023

|

nr 20

83-94

EN

The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.

14

Aktywność obywatelska w organizacjach trzeciego sektora a pedagogia agatologiczna Józefa Tischnera

63%

Czerwiński K.

Paedagogia Christiana

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2018

|

tom 1/41

149-164

PL

Społeczeństwo obywatelskie, określane też jako trzeci sektor, składa się z organizacji, stowarzyszeń, fundacji, ruchów społecznych itp., w których ludzie dobrowolnie zrzeszają się i działają dla realizacji dobra wspólnego. Efektywne działanie w tych organizacjach kształtuje u ich członków takie cechy i postawy, jak: aktywność, samosterowność, komunikatywność, krytycyzm, ale też zaufanie, lojalność, solidarność, tolerancję itp. Ma tu miejsce uczenie się nieformalne, przy okazji innych działań, od siebie nawzajem – a ten rodzaj całożyciowego uczenia się dorosłych jest zdaniem np. Mieczysława Malewskiego nowym paradygmatem andragogicznym. Koresponduje to z koncepcją pedagogii agatologicznej Józefa Tischnera, której rdzeniem jest ujęcie człowieka jako istoty, która staje się i która jest ukierunkowana na dobro. Artykuł stanowi próbę uargumentowania tej zależności.

EN

Civic society identified as the third sector consists of institutions, associations, foundations, social movements and others of this type, where people voluntarily associate and work for the common good. Effective acting in these organizations forms features and attitudes of the third sector members such as self-steering, communicativeness, criticism, but also trust, loyalty, solidarity, tolerance, etc. On the occasion of other (alternative) activities, informal learning from each other happens and this kind of adults’ lifelong learning – according to Mieczysław Malewski – is a new andragogical paradigm. It corresponds with Józef Tischner’s conception of the agatological pedagogy at the core of which lies the recognition of a human as a being who is becoming and who is oriented towards good. This article is a trial of asserting the described dependence as an argument position.

15

Methods for creating academic Internet-resources for it students’ indyvidual work management

63%

GLAZUNOVA O. , VOLOSHYNA T.

Edukacja-Technika-Informatyka

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2014

|

tom 5

|

nr 2

315-321

EN

Informational and educational resources for independent work of students today are one of the most effective means. Technique of creating and using these tools requires constant research through the intensive development of of new information technologies. The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties. Methods of their use in the educational process are The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties, substantiated methods of their use in the educational process substantiated.

16

Non-Formal Learning and Learning Organizations. Review of the Primary Notions

63%

Pavlović N.

|

nr 1(69)

7-20

PL

Celem tego artykułu jest ocena oddziaływania modeli pozaformalnego uczenia się na wzrost wiedzy w organizacjach. Aby go zrealizować, autor najpierw przedstawia swoją pracę, a następnie przechodzi do analizy koncepcji pozaformalnego i nieformalnego uczenia się, koncepcji formalnej edukacji oraz różnic między nimi. Następna część artykułu dotyczy zapobiegania kryzysowi, którego obecnie doświadcza społeczeństwo w obszarze wiedzy i edukacyjnych oddziaływań, oceniając kulturę organizacji uczenia się. Są one najważniejszym czynnikiem, który należy wziąć pod uwagę, aby zrozumieć odpowiedzialność przypisaną do uczenia się. Przed omówieniem i ostatecznym zamknięciem przeprowadzonej oceny w artykule znajduje się rozdział poświęcony omówieniu stosunków istniejących pomiędzy modelami uczenia się i uczącymi się organizacjami. Ważne jest podkreślenie, że celem tej analizy jest właśnie ten rozdział. Analiza przeprowadzona jest w oparciu o prace P. Senge oraz E. Schein, jak również dokumenty UNESCO.

EN

This paper seeks to assess the impact of non-formal learning models in the increment of knowledge within organizations. In order to achieve this, it introduces the work which is presented herein and proceeds to analyze the concepts non-formal and informal learning, formal education as well as the differences that exist among all of them. The next part of the paper preempts the crisis society is experiencing today in terms of knowledge and educational influences by assessing the culture of organizations of learning being the most useful factor to consider in order to understand the responsibility assigned to learning. Before discussing and ultimately concluding the assessment conducted, there is a section of the paper dedicated to discussing the relationship existing between models of learning and learning organizations. It is prudent to note that the purpose of this analysis is this particular section. The analysis elements are based on P. Senge’s literary work as well as E. Schein’s. There is also reliance on papers from UNESCO.

17

Europejski system walidacji uczenia się pozaformalnego i nieformalnego - mechanizm tworzenia kapitału ludzkiego czy biurokratycznego?

63%

Drobny P.

Unia Europejska.pl

|

2014

|

nr 6

25-31

PL

Procesy takie jak starzenie się społeczeństwa oraz brak siły roboczej i ich konsekwencje dla rynku pracy i gospodarki skłoniły Unię Europejska (UE) do podjęcia działań, które mogą doprowadzić do poważnych zmian w procesie edukacji. Polegają one na wprowadzeniu w państwach członkowskich zgodnych ze sobą krajowych systemów kwalifikacji, które wsparłyby realizację idei uczenia się przez całe życie. Problem poruszony w artykule dotyczy tylko części tych działań, tj. walidacji uczenia się pozaformalnego i nieformalnego. Celem artykułu jest próba pokazania, że wprowadzanie systemu walidacji w Polsce zgodnie z wytycznymi UE jest nieadekwatne do potrzeb rynku pracy i bezzasadne. Dubluje bowiem istniejący już system i nie przyczynia się do powstawania nowego kapitału ludzkiego, a zatem jest także kosztowne, ponieważ podnosi koszty inwestycji w kapitał ludzki. Może ponadto zwiększać zakres biurokracji. W pracy wykorzystano metody badawcze w postaci analizy dokumentów i danych statystycznych, rozwiązania problemu w oparciu o konstrukcje myślowe oraz metodę interpretacji humanistycznej. Wykazano, że proponowany przez Unię Europejską system walidacji uczenia się pozaformalnego i nieformalnego opiera się na błędnej koncepcji kapitału ludzkiego i nie jest procesem jego tworzenia. Stanowi on natomiast potencjał rozwoju biurokracji. Ponadto jego aplikacja na gruncie polskim jest nieadekwatna do potrzeb edukacyjnych Polaków i może przyczynić się do zasadniczych i szkodliwych zmian w całym systemie edukacji.

EN

The processes such as an ageing population and lack of manpower and their consequences for the labour market and the economy have led the European Union to take actions that may lead to major changes in the process of education. They rely on the introduction in the Member States of harmonised national qualifications systems which would support the implementation of the idea of lifelong learning. The problem tackled in the article deals only with a part of these activities that is the validation of non-formal and informal learning. The author tries to show that the introduction of the validation system in Poland in accordance with the EU Guidelines on validation is inadequate to the needs of the labour market and unfounded. It duplicates the existing system and does not contribute to the creation of new human capital. It is costly because it raises the cost of investment in human capital and is a potential for increasing bureaucracy. The author used the research methods in the form of analysis of documents, analysis of statistical data, solution to the problem based on the mental construction and method of humanistic interpretation. The author concluded that the system of validation of non-formal and informal learning proposed by the European Union bases on an incorrect conception of human capital and is not a process of its creation. It poses instead a risk for the development of bureaucracy. In addition, its application in Poland is inadequate for the educational needs of Poles and can contribute to substantial and harmful changes throughout the education system.

18

Project “e-Marine”, a new approach for port and maritime activities

63%

Carp D.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

|

2007

|

tom Vol. 1, no. 2

223--225

EN

An important problem our days is to recognize the knowledge, the skills and the competencies wherever it might be acquired. Most European countries are currently developing and implementing methods, institutions and systems for the validation of non-formal and informal learning.

19

Doskonalenie warsztatu metodycznego nauczyciela języka specjalistycznego w kontekście kształcenia nieformalnego. Wyniki badania pilotażowego

63%

Wojakowska M.

Neofilolog

|

2024

|

nr 62/1

105-122

EN

The importance of foreign language skills has increased in the labor market in recent years. A 2012 survey in Poland shows that effective communication and language skills are the most important skills sought from job applicants. It is therefore not surprising that private language schools and companies are offering more and more foreign language courses for professional purposes. In the context of thinking about informal learning of a language for specific purposes (LSP), it is worth reflecting on how a LSP teacher is prepared for work. It seems that attending workshops or practical training should be part of the repertoire of enhancing the professional competence of LSP teachers. However, discussions with experienced language teachers reveal that the reality is quite different. Therefore, given the growing demand for specialized language courses, diagnosis and discussion of the difficulties faced by LSP teachers is of academic relevance. The first part of this article presents a pilot study conducted in 2023 among LSP teachers. Following this, the difficulties of teaching professional languages will be presented. The last part refers to the presentation of methods, techniques and forms of work that can improve the methodological repertoire of LSP teachers.

20

Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego

63%

Szplit A.

Rocznik Andragogiczny

|

2018

|

nr 25

157-169

PL

Podejmowane przez nauczycieli akademickich działania skierowane na poznawanie i doskonalenie własnej praktyki są wyrazem ich nieformalnego uczenia się. Autorka próbuje określić kierunki aktywności badawczej nauczycieli akademickich, którzy kształcą przyszłych nauczycieli. Dokonuje ich przeglądu w oparciu o analizę literatury międzynarodowej. Odnajduje cztery strategie zmierzające do uczenia się poprzez poszukiwania badawcze dotyczące własnej praktyki dydaktycznej: strategię opisu, strategię wzbogacania rzemiosła, strategię ewaluacji oraz strategię współpracy.

EN

Teacher educators’ actions aimed at learning and improving their own practice are the forms of informal learning. The author describes the directions of practitioners’ research on the basis of literature review (80 professional papers). She finds four research-based learning strategies of teacher educators: describing practice, practice improvement, practice evaluation, and cooperative learning.