informal learning

Informal Learning: Review of Research Perspectives in Polish and German Andragogy

Author: Ewa Przybylska
Institution: Warsaw University of Life Sciences
ORCID: https://orcid.org/0000-0001-8338-5484
Author: Błażej Przybylski
Institution: Maria Grzegorzewska Academy of Special Education
ORCID: https://orcid.org/0000-0002-0663-8692
Year of publication: 2019
Source: Show
Pages: 65-79
DOI Address: https://doi.org/10.15804/kie.2019.04.04
PDF: kie/126/kie12604.pdf

The aim of the article is to present selected themes that form part of the contemporary discourse on informal learning, which since the 1970s has dominated the scientific debate on learning, especially in the area of adult education. The authors, using Polish and German-language literature, outline areas of scientific and research interest, as well as tendencies in the contemporary approach to the learning processes of adolescents and adults. Moreover, they present exemplary results of research on informal learning, conducted within various fields: adult education, social pedagogy, economics and others. They indicate that separate treatment of human learning (division into formal, non-formal, and informal learning) is not always justified, and is not conducive to the analysis of learning processes.

E-learning 2.0 per apprendere e insegnare l’italiano l2: i social network, facebook e le tecniche didattiche

Author: Emanuela Cotroneo
Institution: Università degli Studi di Genova
Year of publication: 2013
Source: Show
Pages: 37-57
DOI Address: https://doi.org/10.15804/IW.2013.04.03
PDF: iw/04/iw403.pdf

E-LEARNING 2.0 TO LEARN AND TEACH ITALIAN AS A SECOND LANGUAGE: SOCIAL NETWORK, FACEBOOK AND LANGUAGE ACTIVITIES

Nowadays it would not be possible to plan an Italian language and culture class without considering the opportunity to use ICT. After the evolution from web to web 2.0 and from e-learning to e-learning 2.0, teachers approached a new concept of learning and teaching online. Web 2.0 tools, the social networks in particular, are considered a valuable resource for communicating, interacting and sharing linguistic and cultural contents, in formal and informal learning. Facebook, the most famous social network, becomes a virtual learning environment for students of Italian as a Second Language where posts, images, links and videos can be shared and used as L2 input. The Facebook page Lingua Italiana Per Stranieri (progetto LIPS), that we described it in this article, represents an example of a didactic use of this famous social network.

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