Most learning doesn't occur during formal training programs. It happens
through processes not structured or sponsored by an employer or a
school. Informal learning is the term I use to describe what happens
the rest of the time.
1More
1More
shared by Sebastian Weber on 05 Jun 08
- Cached
The power of syndication at the click of a button - 0 views
www.ibm.com/...wa-gizmos
demo desktop developeworks export feeds gadget gizmo ibm igoogle mashup netvibes syndication web2.0 widget
![](/images/link.gif)
Mashups -- The evolution of the SOA, Part 2: Situational applications and the mashup ec... - 0 views
www.ibm.com/...index.html
article developerworks ecosystem enterprise2.0 enterprisemashup ibm mashup situationalapplication soa socialnetworking web2.0
![](/images/link.gif)
Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix (EDUCAUS... - 0 views
connect.educause.edu/...44592
***** education for:buddylu for:sonjat mashup mupple08 pdf remix report
![](/images/link.gif)
7 things you should know about Mapping Mashups - 0 views
19More
shared by Sebastian Weber on 05 Jun 08
- Cached
Informal Learning :: Ageless Learner - 0 views
agelesslearner.com/...informal.html
definition education graphics informallearning learning mupple08 references
![](/images/link.gif)
-
-
Tools wie z.B Diigo können informelles Lernen aus zwei Perspektiven unterstützen: a) wenn man einen Text gefunden hat und durcharbeitet, kann man seine Gedanken strukturieren und mit existierendem Wissen in Bezug bringen. Durch die Annotationen is es weiterverarbeitbar (Mashup) und auch besser wiederfindbar (tagging). b) Durch die Annotationen und Meta Informationen und den Sharing-Mechanismus profitieren auch andere informelle Lerner davon. Sie können die annotierten Texte als Basis verwenden und ergänzen. Das fördert kollaboratives informelles Lernen
-
-
-
Web 2.0 Technologien fördern die Bereitschaft und die Qualität vom informellen Lernen, weil man weniger Hürden hat, "hochwertiges" Lernen zu betreiben. Am Beispiel Diigo.com: Anstatt einen gefundenen Artikel ausdrucken zu müssen, und mit textmarker usw zu bearbeiten, kann man das vorteilhafter direkt im Browser machen. Man hat auch dann die vorteile des Sharings und Wiederfindens (tagging).
-
-
-
Das eigentliche Wissen steckt in den Köpfen der Menschen. Man kann es am besten nur in Gesprächen teilen. Direkte Gespräche sind aus mehreren Gründen nicht immer möglich: * räumliche Distanz * der Zeitaufwand neben der Arbeit ist zu hoch * man geht ja nicht zu den "richtigen" Leuten (die, die das Wissen gebrauchen könnten; diese kennt man u.U. ja auch garnicht) und erzählt denen die neusten Erkenntnisse. Mit Tools, wie Diigo ist es möglich, die eigentliche Lernqualität und -effizienz (aufgrund des Reflektieren und in Bezugsetzen mit existierendem Wissen) zu verbessern und sein Wissen mit anderen zu teilen. Man stellt es im Prinzip in ein Repository und ggf. findet es jemand und kann es nutzen. Im Unternehmen sollte man dafür sorgen, dass es Mechanismen gibt, Wissen zu speichern (z.B. wie bei Diigo über Gruppen und Sharing-Mechanismen) und dass sich Leute für bestimmte Bereiche registrieren können (RSS-Feeds für tags / themen, Gruppen, usw.)
-
- ...11 more annotations...
-
-
Diigo ist ein Mashup in dem Sinne, weil man (über das Web Frontend) Chunks von Informationen (Highlights, notes, usw.) zusammenbringen kann zu einer Lerneinheit. Der Vorteil ist, dass man das normalweise mühsam und zeitaufwändig manuell über copy&paste in Dokumente machen müsste, die zusätzlich auch nicht für andere verfügbar wären (und keine Web 2.0 Konzepte wie tagging usw. nutzen würden)
-
-
To truly understand the learning in your organization you might want to recognize the informal learning already taking place and put in practices to cultivate and capture more of what people learn. This includes strategies for improving learning opportunities for everyone and tactics for managing and sharing what you know.
-
Informelles lernen wird unbewusst das ganze Leben lang durchgeführt. Ziel ist es jetzt, die Erkenntnisse (das Wissen), das beim informellen Lernen gelernt wird, so abzuspeichern, damit man es besser wieder finden kann, darauf aufbauen kann, und es anderen zur Verfügung stellen kann. Im Unternehmen soll Informelles Lernen unterstützt werden, damit Leute gegenseitig lernen.
-
-
-
-
"Our Shared Playground: An Interview with Michael Schrage," Marcia Conner. LiNE Zine, Winter 2001. http://agelesslearner.com/intros/informal.html
-
-
Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training. Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media. Intentional learning is the process whereby an individual aims to learn something and goes about achieving that objective. Accidental learning happens when in everyday activities an individual learns something that he or she had not intended or expected.
-
-
reading journals or magazines, reading book(s), talking with experts, talking with peers, email or other written correspondence, and through a coach or mentor.
-
"Still think learning means school? Expand your definition of learning to include conversations with your peers and your children, from books, articles, informal networks, Internet searching, television, and what you learn through trial and error. Use everything that happens in your world as a resource to learn more now." Learn More Now, Informally. Marcia L. Conner, May 2005.
30More
At the Water Cooler of Learning by David Grebow :: Ageless Learner - 0 views
-
-
Ist so was wie lesen von zufällig in Netvibes gefundenen Ressourcen, die man dann mit seinem existierenden Wissen verknüpft, auch informal learning?
-
Meiner Meinung nach ja, weil das lesen im informellen Umfeld geschieht (es war ja nicht beabsichtigt, dieses Thema jetzt zu lesen). Es ist accidential learning
-
-
Learning makes brains physically bigger. Learning also makes them smarter. Smarter translates into faster, newer, better, and more competitive. And the competitive advantage of smarter in a Darwinian business ecosystem eventually leads to more profits.
-
If people in your company learn what your company needs to know and do, you can get smarter. You can have a higher corporate IQ than some other company, and you can win. The only problem is that we have very little idea how real learning occurs. We spend billions of dollars on formal training and education, and then we wonder, where is the payoff?
- ...17 more annotations...
-
-
Mashups (z.B. Diigo) macht es möglich, dass Leute tendenziell qualitativ besser (oder überhaupt) informell lernen. Statt die vielen Informatoinen die in vielen Artikeln verstreut sind mühselig zu organisieren (ausdrucken, annotieren, nebeneinander legen, zusammenfassung schreiben), kann man das alles schön über Services wie Diigo machen. Außerdem sind die Sachen wiederverwendbar (Mashup) und sharebar.
-
-
Real learning, the kind of “aha!” moment that signals the brain has connected the dots, is an absolutely wondrous and amazing mystery. It involves memory, synapses, endorphins, and encoding, and, more often than not, those accidental and serendipitous moments we call informal learning.
-
Formal learning happens when knowledge is captured and shared by people other than the original expert or owner of that knowledge. The knowledge can be captured in any format—written, video, audio—as long as it can be accessed anytime and anywhere, independent from the person who originally had it. Examples of such formal knowledge transfer include live virtual-classroom courses with prepared slides, self-paced off-the-shelf instructional CBT courses, books, video- and audiotapes, team rooms in which documents are stored, digital libraries and repositories, a real-time seminar on the Web (or webinar), electronic performance-support tools, programs accessed during a job or task, instructor- led courses that follow an outline, repeatable lecture labs, a recorded Web-based meeting, or even e-mails that can be forwarded. Formal learning often requires prerequisites, pre- and post-assessments, tests, and grades, and it sometimes results in certification. It is often presented by an instructor, and attendance and outcomes are tracked.
-
Informal learning is what happens when knowledge has not been externalized or captured and exists only inside someone’s head. To get at the knowledge, you must locate and talk to that person. Examples of such informal knowledge transfer include instant messaging, a spontaneous meeting on the Internet, a phone call to someone who has information you need, a live one-time-only sales meeting introducing a new product, a chat-room in real time, a chance meeting by the water cooler, a scheduled Web-based meeting with a real-time agenda, a tech walking you through a repair process, or a meeting with your assigned mentor or manager.
-
-
Vorteile von informellem Lernen: * Der Lernende entscheidet selbst, wen er wann was frägt * Er kann die Lerngeschwindigkeit steuern. Er hat Zeit zu reflektieren und die Sachverhalte mit existieriendem Wissen in Verbindung zu bringen * Während des formalen Lernens (z.B. in einem Kurs) ist man häufig überfordert zuzuhören und gleichzeitig zu refklektieren und die Sachverhalte zu vestehen (z.B. ist man nur mit Abschreiben oder lesen beschäftigt)
-
-
We all need that kind of access to an expert who can answer our questions and with whom we can play with the learning, practice, make mistakes, and practice some more.
-
If we want to become smarter companies, we need to encourage informal learning. We need to create what I have been calling collaborative learning environments, where we seamlessly knit together formal and informal learning. We need to use technology to facilitate the informal as well as the formal transfer of knowledge by including expert locators, e-mail connections with instructors, real-time Internet meeting places, virtual-learning support groups, instant messaging, expert networks, mentor and coaching networks, personal e-learning portals, moderated chats, and more. We need to start taking advantage of the tools and technology that exist today and those coming online tomorrow. We need to create the 100 percent learning solution, in which the proscribed formal learning events and the serendipitous learning moments are given equal value. Formal learning is only the beginning of the challenge, not the end.
-
How to establish informal learning into the organization. Informal learning must go hand in hand with formal learning. At the beginning, when there is no expert who you can ask (informal learning), somebody has to read articles (formal learning). He establishs deeper knowledge of the subject with the time by try & error, connection of the subject with his existing knowledge and by discussion with other people. New people, who want to learn the subject can then benefit from the expert and can leverage informal learning techniques. In fact, informal learning is by far the greater and most important part of learning activities.
-
-
-
To illustrate the difference between formal and informal learning, let’s consider the game of golf. If you want to learn to play golf, you can go to a seminar, read a book about the history and etiquette of golf, watch a videotape of great golfing moments, and then you can say you know something about golf. But have you really learned to play golf?
-
From your first tee shot on your first hole, it takes hours of adopting and adapting, alone and in a foursome, in all sorts of weather and conditions. You discover what you know and can do, swing all the clubs, ask all sorts of questions, fail and succeed, practice and practice some more, before you have really learned to play golf. Real learning, then, is the state of being able to adopt and adapt what you know and can do—what you have acquired through formal learning—under a varying set of informal circumstances.
-
I call this the 75/25 Rule of Learning. We get only about 25 percent or less of what we use in our jobs through formal learning. Yet the majority of companies are currently involved only with the formal side of the continuum. Most of today’s investments in corporate education are on the formal side. The net result is that we spend the most money on the smallest part of the learning equation.
-
The other 75 percent of learning happens as we creatively adopt and adapt to ever changing circumstances.
-
We need to factor those accidental, informal intersections of learning and performance into the process.
-
In the early days of the personal computer, we would all go to the same course to “learn” how to use an application or operating system, and then we would go back to our desks, usually with a thick how-to manual. The problem was that we never used those manuals. Instead, we found the local “power user,” the person who for one reason or another had spent more time playing with the computer, or had taken more courses, or had learned directly from an expert, and we began to pepper that person with phone calls and show up frequently at his or her doorway or cube entrance. Two things quickly became apparent. First, the power user was teaching what people had not managed to learn in the class, and second, the power user had learned how to use the PC in a very different way: what he or she showed you was often not the way it had been taught. But it was the time I spent huddled in front of the power user’s screen when I really learned the word processing and spreadsheet and graphics programs I needed in my work. My learning may have started in the course, but it ended in the huddle.
-
no formal mailboy-training program. I just walked around for an unspecified number of days with a senior mailboy, watching and learning, asking and listening. I was a young apprentice on the move. Then, one day, when I was deemed fit and ready, I walked around on my own. And if I had a question, I went over by the water cooler (yes, they did have them back then), where the mailroom su
Mashups -- The evolution of the SOA, Part 1: Web 2.0 and foundational concepts - 0 views
1More
shared by Sebastian Weber on 05 Jun 08
- Cached
Mashups: The new breed of Web app - 0 views
www.ibm.com/...x-mashups.html
2006 api app article development examples googlemaps ibm mashup reference social tutorial web2.0
![](/images/link.gif)
3More
Web 2.0: A Pattern Library - 0 views
-
Iterative launches The best way to launch web products is to first release the smallest parts that will be useful and which can stand up as a "product." Then, follow this up by watching user behavior closely and letting your users steer the product toward the real demand while adding more features. Leave your product in "beta" for a year or more if you want.
-
The biggest problem with the old "big release" model is that it required design and development teams to go quite far down the road of development before seeing any real-world user action, which meant that the builders had to make many more predictions about how users would behave before seeing real user behavior.
-
Mashup-ability Mashups add value when two or more web apps have more meaning mixed together than the component parts did separately. If the mashup doesn't add considerable value, it's not worth doing. Unless you're doing it for fun.
Mashups: The new breed of Web app - 0 views
www-128.ibm.com/...x-mashups.html
***** 2006 article categories definition genres ibm mashup programming social technology web2.0
![](/images/link.gif)