“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”

Sangrà, Albert; Raffaghelli, Juliana Elisa; Veletsianos, George

doi:10.1111/bjet.12828

Cited by 21 publications

(16 citation statements)

References 14 publications

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“…Learning to use the Internet, and continuing to develop digital skills, is a complex process. The findings above support the concept of the learning ecology as a useful way to describe this phenomenon: where any individual's unique combination of material resources (technical and otherwise), social relationships and local context interact together to enable (or sometimes stymie) learning (Barron, 2006;Sangr a et al, 2019). Through this lens, it draws attention to the social elements of learning (and how learning may be limited by the expertise held within social networks) alongside the technical aspects-as the nature of the device and the risks and opportunities the Internet affords come into sharper focus.…”

Section: Recognising Learning Across the Life Coursesupporting

confidence: 54%

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Eynon

2020

British Educational Res J

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The development of digital skills for all is a key focus of many educational policies across the globe. Despite the significant attention paid to the nature and suitability of such policies targeted at young people, there has been far less focus on digital skills policies targeted at adults. This article contributes to this literature. It outlines current digital skills policy in England. Having established this background, it analyses 30 interviews with digitally competent adults from lower socioeconomic backgrounds about their experiences of learning to use the Internet. In doing so, the article highlights that a narrow and instrumental digital skills agenda is emerging in the education of adults, driven by the needs of the commercial sector, that is in stark contrast to the experiences, motivations and hopes of adults who learn about, and use, digital technologies. Reframing digital skills as part of a broader adult education agenda may offer a way to facilitate the development of digital literacies that individuals seek.

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Section: Recognising Learning Across the Life Coursesupporting

confidence: 54%

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Eynon

2020

British Educational Res J

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“…Although the OxIS data set is likely the best available to examine trends of lifelong learning and Internet use in Britain, we are restricted by the items that are in the survey. In future work, improved measures of digital skills (Silber‐Varod, Eshet‐Alkalai, & Geri, 2019), a broader array of measures to capture how people might learn via the Internet that capture an array of formal and informal opportunities (Peters & Romero, 2019; Sangrà, Raffaghelli, & Veletsianos, 2019) and how technologies can be used to promote lifelong learning skills such as reflection and self‐regulation (Kay & Kummerfeld, 2019); and more sophisticated measures of the outcomes from learning that people can achieve (OECD, 2010; van Deursen and Helsper, 2015) would all be valuable.…”

Section: Discussionmentioning

confidence: 99%

Lifelong learning and the Internet: Who benefits most from learning online?

Eynon¹,

Malmberg²

2020

Brit J Educational Tech

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This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning online; and (2) how agency (as measured by digital skills and engagement with online learning) mediates this relationship. We demonstrate that social structure remains an important factor in understanding patterns of uptake and outcomes of online learning, alongside an individual’s agentic behaviours. We suggest that countries such as the UK, which have become overly focused on individual interventions to increase the uptake of lifelong learning via the Internet, are going in the wrong direction. Such interventions have failed in the past, and we suggest that they will continue to do so unless policy makers reconceptualise lifelong learning and the Internet in ways that take social structures into account.

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“…It can enable instructors, regardless of the discipline of study, to connect academic assignments with those informal learning activities that undergraduate students are already performing for personal purposes. Ideally, instructors aim to nurture learners that engage in a personalized and self-directed journey bridging formal, non-formal, and informal learning experiences as part of a lifelong learning ecology (Sangrà et al, 2019).…”

Section: Significance Of This Researchmentioning

confidence: 99%

Untitled

2021

JAID

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This journal will provide a peer-reviewed format for the publication of scholarly articles in the field of applied instructional design. The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design of the practitioner can still provide valuable knowledge for the field. Sponsoring OrganizationJAID is a publication of the Association for Educational Communications and Technology (AECT).

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“Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era”

Cited by 21 publications

References 14 publications

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Becoming digitally literate: Reinstating an educational lens to digital skills policies for adults

Lifelong learning and the Internet: Who benefits most from learning online?

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