Informal Learning in Hybrid Settings

Author(s):

Joerg Dinkelaker

Conference:

ECER 2009

Network:

19. Ethnography

Format:

Paper

Session Information

19 SES 11, Learning in schools

Paper Session

Time:

2009-09-30

16:45-18:15

Room:

JUR, HS 17

Chair:

Bob Jeffrey

Contribution

Informal learning activities are embedded in other everyday activities, which are related to multiple ways of dealing with knowledge and ignorance. By this, everyday activities of dealing with knowledge get involved in learning and learning gets involved in everyday activities of dealing with knowledge as well. Once this interconnection gets a stable expectation in social situations, hybrid settings are evolving, in which learning and other ways of dealing with knowledge and ignorance occur continuously entangled in each other. European policies for lifelong learning aim to strengthen the relevance of informal learning activities, but evidence about what happens actually in the social situations, in which they occur, is rare. In order to open up an empirical access to such situations, the continuation of informal learning of adults in hybrid settings has been explored in a comparative field study by observing the dealing with knowledge and ignorance in two social worlds – one organisation, which is offering services for homeless people, and one organisation, which is offering services for chemical industry. Natural occurring conversations in these two fields have been audiotaped and transcribed. Different patterns of dealing with knowledge and ignorance in interaction have been found in this data. One of these patterns can be characterized as learning-related interaction: it is used by actors, as soon as they are concerned with a transition from ignorance to knowledge. This specific pattern of dealing with ignorance can be found very common in both of the researched fields. As distinct from formal and non-formal learning contexts, these learning-related interactions in informal contexts are expectable overlayed by other patterns of dealing with ignorance, like negotiating the validity of knowledge, solving problems or excluding nescients.

Method

Collected Data: field notes, audio-tapes of natural occuring interaction and expert interviews. Analytic tools: ethnomethodological conversation analysis, comparative analysis (theoretical sampling).

Expected Outcomes

The observation of everyday learning in hybrid settings shows, that the meanings of learning activities change, when they are sourced out from educational contexts and embedded in other contexts of day-to-day life. Teaching activities are not necessarily linked to pedagogical intents and informal learning activities have not to be necessarily autonomous, even if they are realised by the learners single-handed. This change of meaning is yet neither mentioned in current theories of informal learning nor taken in account of European policies for lifelong learning .

References

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Author Information

Joerg Dinkelaker

Goethe-Universität Frankfurt am Main

Institut für Sozialpädagogik und Erwachsenenbildung

Frankfurt am Main

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