Learning in non-formal settings: Investigating cemetery guides’ talk during school visits

Badger, James

doi:10.1016/j.ijer.2021.101852

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…NFE is oriented to encourage educational processes to promote social inclusion or to give support in difficult situations, so targeting a wide diversity of people and groups, among which are families, child and adolescents who may be in situations of risk and vulnerability. In this educational field, the broad range of learning activities focus less on cognitive performance and more on the intellectual, emotional, social, and behavioral aspects of learning (Badger, 2021;Johnson & Majewska, 2022).…”

Section: Non-formal Education and Transmediamentioning

confidence: 99%

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Erta-Majó

Tió

2023

CONT ED TECHNOLOGY

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Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non-formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators’ indications (2), level of participants’ needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.

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Section: Non-formal Education and Transmediamentioning

confidence: 99%

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Erta-Majó

Tió

2023

CONT ED TECHNOLOGY

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“…Non-formal learning (such as field trips) can have a holistic impact on learners, cultivating affective, cognitive, and social domains (Badger, 2021). At an affective level, learner interest can be heightened through non-formal learning contexts (Garner et al, 2015), and this can have a positive impact on future career aspirations (Lin & Schunn, 2016).…”

Section: Benefits Of Non-formality In Educationmentioning

confidence: 99%

“…There is evidence that field trips impact on critical thinking skills through encouraging interdisciplinary, cross-curricular knowledge linkages. Reflecting on teachers' perceptions of students' learning gains, Badger (2021) explains this further:…”

Section: Benefits Of Non-formality In Educationmentioning

confidence: 99%

“…Educator variability is another concern for non-formal learning. Some negative relationships have been found between attending after-school science programmes and science achievement (Lin & Schunn, 2016), and it is possible that those responsible for leading learning activities may not have the ability to link the concepts encountered to learners' prior experiences or to a formal curriculum (Badger, 2021).…”

Section: Disadvantages Of Non-formality In Educationmentioning

confidence: 99%

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Human Strivings, between Social Change and Lifelong Learning

Nilă Stratone

2023

ERAZ Conference – Knowlegde Based Sustainable Development: Vol 9. Conference Proceedings

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This paper explains the relationship between social change and lifelong learning, based on human efforts. The connecting element turns out to be the permanent process of transformation, both in terms of social change and education focused on lifelong learning. It is obvious that lifelong learning has become largely dependent on digitization, and the dominant method of this is becoming more and more pronounced as a new form of pedagogy of the self. This aspect leads to the new identity of the pedagogue/teacher, who, being also a dynamic element in the process of social change, transforms himself and at the same time the subject of learning. In this study, it is explained the need for a common vision about the interdependence between continuous and permanent social change on the one hand and the social need or the citizen’s right of the adult to train throughout life, on the other hand.

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“…Collaborative learning groups come in various forms, customized to specific objectives, activities, and timeframes. These attributes are interdependent, resulting in the categorization of groups as informal, formal, or base (Badger, 2021;Bourke et al, 2018;Matthews et al, 2012):…”

Section: Group Classificationmentioning

confidence: 99%

Agile teaching methodology - Manual

Gorczyca,

Klimek-Kopyra,

Kiełbasa

et al. 2023

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2.9. Practical tools and methods for boosting motivation during online classes 2.10. Design Thinking prototypes (ideas) from the Bioera+ 2.11. My Ideal Course and Learn, Connect, Fly 2.12. Appreciation Day 2.13. Motivation of teachers 2.14. Improved teaching 2.15. Job shadowing 2.16. Financial motivation 2.17. Collaborative opportunities 2.18. Self and external validation 2.19. Online teaching. How to keep teachers motivated? Chapter 3 Assessment and evaluation of students' work 3.1. Assessment vs evaluation of students' work 3.1. The importance of co-creating assessment criteria: building collaborative networks 3.2. Assessment methods and measures to judge student learning 3.3. Classification of assessment depending on the needs of the teacher Chapter 4 Work organization 4.1. Modalities of the traditional teaching-learning process 4.2. Organization and development of a theoretical class 4.3. Organization and development of seminars and workshops 4.4. Organization and development of practical classes shops 4.5. Organization and development of practical classes shops 4.6. Organization and development of practical classes shops 4.7. Organization and development of the student's study and autonomous work 4.7. How to transform the traditional teaching-learning process into a digital one 4.8. Capacities and skills for e-lecturers 4.8. Managing conflicts during e-learning 4.9. The capacity to facilitate individual and group learning processes 4.10. The capacity to design educational programs 4.11. The capacity to direct learning 4.12. The capacity to cooperate successfully in teams 4.13. The capacity to communicate meaningfully with others 4.14. Technological strategies 124 4.15. Learning reinforcement strategies 124 List of tables and figures References

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Learning in non-formal settings: Investigating cemetery guides’ talk during school visits

Cited by 7 publications

References 20 publications

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Human Strivings, between Social Change and Lifelong Learning

Agile teaching methodology - Manual

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Learning in non-formal settings: Investigating cemetery guides’ talk during school visits

Cited by 7 publications

References 20 publications

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Human Strivings, between Social Change and Lifelong Learning

Agile teaching methodology - Manual ﻿

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Agile teaching methodology - Manual