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Reconceptualizing Learning: A review of the Literature on Informal…
Reconceptualizing Learning: A review of the Literature on Informal Learning (Michelle Van Noy, Heather James, Crystal Bedley , 2016)
Active learning ( Smith, Sheppard, Johnson, & Johnson, 2005)
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Active learning strategies that incorportae reflection, guided engagement, problem solving, constructive learning, or intercation are more likely to encourage lasting learning than are other more passive strategies
Active learning can still include lecture-based forms intendend to convey specific content but also include reflection, problem solving, and opportunities to apply content (Bransford, Brown, & Cocking, 2000)
Situated learning
It posits that learning is inherent in the environnement and completely inseprable from all aspects of the real work encironment (Stein,1998)
It's occur in many contexts and is clearly related to experiential learning (Roessger,2012)
It can also be defined as learning in the social context of a specific organization, such as workplace (Bresnen, Goussevskaia, & Swan, 2005) or more generally in at home, at a place of worship, or in the community
Lave and Wenger (1991) argue that learning is an integral part of social practice and includes noth experiential learning and relational learning. Based on constructivist viewpoint, this perspective assumes that all learning occurs from the intercation of a person with his other experiences and the surrounding world. It eschews the idea that the learner is passive recipient of factual knowledge of the world. This perspective highlights the importance of seeing learners as participants in a social context; they may not be full participants, but their "peripheral participation" in a social context is part of the learning process and moves them toward greater khnowledge and eventual involvement as their learning grows. From this perceptions flows the idea of participation in communities of practice, broadly applied to many settings from the classeroom to the moste informal of learning environments
Transformative learning (Mezirow, 1997)
Experiential learning
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The key to experiential learning is that the learner is active and learns through actions rather than by observing (Dean & Murk1998, Kolb, 1984, Roessger, 2012)
It's the active process of grappling with conditions and problems in the world, constructing and testing solutions trough immediate experience, and intercating with others to make sense of progress (Kolb, 1984, Moore, 2010)
with experiential learning, learners use reflection to make meanigful connections with past practices, leading to transformative learning or to the developpement of a new perspective as a result of new internaliztion knowledge (Roessger, 2012)
It can occur in both formal and informal learning experiences and can be directed and designed within a formal school setting trought direct engagement in productive work outside the classroom (Moore ,2010)
Relational learning
is sharing of language along with cultural, organizational, and community knowledge (Vygotsky, 1978)
Observational learning (Bandura 1977) People acquire knowledge from their various social environements through observation of others - a fact that occurs troughout life.
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la théorie de la cognition distribuée qui situe l'apprentissage non plus au niveau individuel mais au niveau d'une communauté (Charlier, Daele, et Deschryver, 2002).