Session Information
06 SES 03, Learner and Content
Paper Session
Contribution
This conceptual paper refers to the field of e-learning and presents a systematical and theory-based framework in order to analyze (and conceptualize) processes of informal learning in online environments. By this, it contributes to the discussion of how competencies are generated by online learning processes within a knowledge society.
The framework is based on previous research on formal learning in offline and online learning environments (as presented at the ECER 2010 in Helsinki by Iske & Meder). It is anchored in the field of general didactics (Didactic Triangle), media didactics (educational media) and philosophy of education (Bildungsphilosophie) and is furthermore based on a didactical ontology (see Meder 2006) and research on navigational processes in hypertextual environments (Iske 2007).
From a structural point of view the proposed framework is based on the classical Didactical Triangle - with teacher – content – learner as main elements – which is further elaborated and differentiated.
In contrast to formal learning it is assumed that in the field of informal learning – by definition – there is no teacher who is (1) animating the learning process, (2) guiding and controlling the learning process, (3) supporting the learning process and (4) evaluating the results of the learning process.
Besides transformations in informal learning resulting from the absence of a teacher structuring the learning process, in this presentation transformations of the relation of content and informal learner are focused and discussed: Processes of informal learning differ from processes of formal learning as there are (1) no predefined objectives, (2) no predefined and arranged setting of (educational) media, (3) no activity oriented structure of learning and (4) no issue-oriented structure of learning. In general in processes of informal learning (1) there is rather a learning tendency (i.e. self-defined or not explicitly defined objectives), (2) the learner chooses specific types of media (within the field of non-educational and educational media), (3) processes of informal learning rely on a communication-oriented structure and (4) – as in processes of formal learning - on a issue-oriented structure.
Consequently the informal learner is in charge to organize his learning process on his own. Crucial aspects from the learners perspective are (1) the learning initiation (being involved / being touched), (2) the learning process i.e. navigational path within online environments (being focused / being fascinated), (3) learning barriers and problems (facing problems / facing barriers) and (4) concluding learning results (integrating into experience). From a didactical perspective, this process can be characterized as self-didactics: Based on a (linear) navigational path within online environments, the learner develops a (non-linear) mental model of a topic.
Exemplary these processes of informal learning as regards the relation of informal learners to “content” are analyzed for emerging informal learning cultures in social online networks.
Method
Expected Outcomes
References
Flechsig, K.-H.: The Goettingen Catalogue of Instructional Models (GCIM) - An Overview. Education 32/1985, S.25-30. Flechsig, K. H. (1996). Kleines Handbuch didaktischer Modelle. Eichenzell: Neuland. Iske, S. (2007): Navigationsanalyse: Methodologie der Analyse von Prozessen der Online-Navigation mittels Optimal-Matching. Duisburg-Essen: DuEPublico. Iske, S. (2008). Educational Research Online: E-Learning Sequences Analyzed By Means Of Optimal-Matching. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008. Chesapeake, VA: AACE, (pp. 3780-3789). Iske, S.; Meder, N. (2010): Lernprozesse als Performanz von Bildung in den Neuen Medien. In: Hugger, K.; Walber, M. (Hrsg.): Digitale Lernwelten. Wiesbaden: VS Verlag für Sozialwissenschaften. S. 21-37. Kompetenzzentrum Informelle Bildung (Hrsg.) (2007): Grenzenlose Cyberwelt? Zum Verhältnis von digitaler Ungleichheit und neuen Bildungszugängen für Jugendliche. Wiesbaden: Verlag für Sozialwissenschaften. Meder, N. (2000). Didaktische Ontologien. In H. P. Ohly (Ed.), Globalisierung und Wissensorganisation: neue Aspekte für Wissen, Wissenschaft und Informationssysteme (Vol.6, pp. 401-416). Würzburg: Ergon-Verl. Meder, N. (2006). Web-Didaktik. Eine neue Didaktik webbasierten, vernetzten Lernens. Bielefeld: Wilhelm Bertelsmann Verlag. Prange, K. (2005). Die Zeigestruktur der Erziehung: Grundriss der operativen Pädagogik. Zürich: Schöningh.
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