La importancia del aprendizaje informal [infografía] The Importance of Informal Learning (Infographic)

Hoy traemos a este espacio esta infografía de degreed titulada The Importance of Informal Learning (Infographic)

Educación disruptiva está transformando el entorno de aprendizaje de hoy. El aprendizaje informal es un aspecto importante de esa interrupción. El aprendizaje informal a menudo toma la forma de artículos, videos, cursos en línea, etc, y es la forma no oficial, no programada, y la mayoría de las personas aprenden improvisada.

Degreed realizó una encuesta entre los profesionales que trabajan para entender cuánto se está produciendo el aprendizaje informal hoy y el impacto que está teniendo hacia el desarrollo de las habilidades relevantes para el lugar de trabajo. Los resultados de la encuesta con título y los conocimientos que proporcionan están representados en la infografía a continuación.
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Fuente: [degreed ]

Vol 9, No 7 (2014) iJET International Journal of Emerging Technologies in Learning

Hoy traemos a este espacio el nuevo número de  iJET International Journal of Emerging Technologies in Learning

Vol 9, No 7 (2014)

Special Issue ALICE 2013

Table of Contents

Guest Editorial

From the ALICE2013 ChairPDF
Santi Caballép. 4


Personalization and Contextualization of Learning Experiences based on SemanticsPDF
Nicola Capuano, Giuseppina Rita Mangione, Anna Pierri, Saverio Salernopp. 5-14
An Experience on the Correlation Analysis Between Academic Marks and EmotionsPDF
Ruth Cobos, Francisco Jurado, Alvaro Ortigosa, Pilar Rodriguezpp. 15-22
Perception Of Space, Empathy And Cognitive Processes: Design Of A Video Game For The Measurement Of Perspective Taking SkillsPDF
Pio Alfredo Di Torepp. 23-29
Wiring Role Taking in Collaborative Learning Environments. SNA and Semantic Web can improve CSCL script?PDF
Nicola Capuano, Giuseppina Rita Mangione, Elvis Mazzoni, Sergio Miranda, Francesco Orciuolipp. 30-38
Embedding emotion awareness into e-learning environmentsPDF
Michalis Feidakis, Thanasis Daradoumis, Santi Caballé, Jordi Conesapp. 39-46
A case study for measuring Informal Learning in PLEsPDF
Francisco J. García-Peñalvo, Miguel Conde González, Marc Alier, Ricardo Colomo-Palaciospp. 47-55
Managing CSCL Activity through networking modelsPDF
Luis Casillas, Thanasis Daradoumis, Santi Caballépp. 56-63

(leer más...) Fuente: [iJet ]

Smart Companies Support Informal Learning

“It’s critical that training and development professionals not go overboard with command and control when they support informal learning. If they do they are likely to kill it. And since informal learning makes up the bulk of learning inside organizations, this could be a truly perilous move.”   ~ Patti Shank, Director of Research at The eLearning Guild

How can we define informal learning?

Michael Eraut, professor of education at the University of Sussex Institute of Education in the UK, says that we often treat informal learning as a ‘leftover’ to describe learning that “does not take place within, or follow from, a formally organised learning programme or event.”

Eraut explains informal by defining what it is not, i.e. by defining “formal learning” as having any of the following:  a prescribed learning framework; an organized learning event or package; the presence of a designated teacher or trainer; the award of a qualification or credit; the external specification of outcome. Patti Shank, Director of Research at The eLearning Guild, provides a better definition (what it is rather than what it is not!) – a definition adapted from Saul Carliner’s book, Informal Learning Basics: informal learning includes situations where the learner determines some or all combinations of the process, location, purpose, and content, and may or may not even be aware that instruction has occurred.

Workers rely most on informal learning

According to The eLearning Guild Research Library, studies show informal learning as a proportion of all workplace learning at more than 50% to 80%, and research shows that many workers say that informal workplace learning is far more important to them than workplace training programs.

Given this information we can conclude that it’s of vital important that companies support informal learning and assume new roles, including managing organizational knowledge and coaching. In the graphic below for example, Sara Lee sales and marketing representatives, management and the HR department were asked to rate the importance of a number of workplace learning activities – job experience and networking were highest on the list.


Managers of training and development functions need to make strategic decisions about the direction their department will take in regards to informal learning and how they will support it. For more, download the full eLearning Guild report which examines informal workplace learning, and offers guidance on how companies can make it work for them.

About the author: Roberta Gogos is a Social Media and Content Strategist who contributes to a number of blogs, focusing on social media, culture-specific communication, collaboration, elearning and social learning. She can be contacted on LinkedIn or Twitter.

UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning.UNESCO

Aquí os traemos hoy este documento de la UNESCO titulado: UNESCO GUIDELINES for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning. del UIL Institute for Lifelong Learning

La noticia  UNESCO Guidelines for the Recognition, Validation and Accreditation of the outcomes of Non-formal and Informal Learning

To move the Belém Framework for Action forward, the UNESCO Institute for Lifelong Learning (UIL), on behalf of the UNESCO Education Sector, has taken the initiative to work with Member States to develop the UNESCO Guidelines on the Recognition, Validation and Accreditation (RVA) of the Outcomes of Non-formal and Informal Learning. These Guidelines were developed through a participatory process involving consultation with Member States to reflect their experience and diverse needs. They follow the professional advice of an Experts Group comprising representatives of each of the regions and of leading international agencies. The preparation of these Guidelines also reflects insights from studies on RVA policy and practice that were entrusted to UIL by 33C/Resolution 10 of the 2005 UNESCO General Conference.

Aquí os dejo el sumario de 

Note from the Assistant Director-General for Education 1
Acknowledgements from the Director of the UNESCO
Institute for Lifelong Learning 2
Introduction 3
Vision 3
Purposes 3
Principles 4
Key areas of action at national level 4
1. Establishing RVA as a key component of a national lifelong learning strategy 4
2. Developing RVA systems that are accessible to all 5
3. Making RVA integral to education and training systems 5
4. Creating a coordinated national structure involving all stakeholders 5
5. Building the capacities of RVA personnel 6
6. Designing sustainable funding mechanisms 6
UNESCO commitments 7
Glossary 8
Bibliography 10

(leer más..PDF, 10 PP.) Fuente: [ UIL unesco]