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Formal and Informal
LearningEnvironmentsYALSA Research Agenda Priority Area 4
ALA Midwinter 2012 Annie Downey
YALSA Research Forum University of North Texas
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The Research Agenda
For those doing research on 21st century libraryservices for young adults, a singular challenge lies inexploring the intersections of formal and informalenvironments (along with friendship-driven and interest-
driven pursuits) with library-related activities as varied asadolescent development and literacy acquisition (Harris,2011)
An example of this type of intersection
Quest to Learn
Harris, F. (2011). Gimme shelter: Informal and formal learning environments inlibrary land. Retrieved from http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/
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http://q2l.org/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://www.yalsa.ala.org/jrlya/2011/11/gimme-shelter-informal-and-formal-learning-environments-in-library-land/http://q2l.org/ -
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Key Points / Topics of Inquiry
Think of learning when designing spaces intentionally
creating learning spaces
Technology in learning environments
Digital divide
Access to technology AND access to specific resources
Inventory of technologies being used (also how usage relates to
income, gender, and ethnicity)
Data driven understanding of technology use
Effect of filters Tech skills of YAs
Online learning - in formal learning environments
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Key Points / Topics of Inquiry
Interest-driven learning
Value of informal learning
Limitations created by the structure of formal learning
environments can affect informal learning (such as setup of
space, filters, etc.)
Supporting informal learning in formal learning environments
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Learning Environments Defined
The social, physical, psychological, and pedagogicalcontexts in which learning occurs and which affect
student achievement and attitudes (from LearningEnvironments Research: An International Journal published by Springer)
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Formal
Classrooms
Computer Labs
Libraries
Online classes
Informal
Home
Science centers
Museums
LibrariesField trips
Social media
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Research Methods
Surveys
Ethnography
Structured Observation
Text and Speech Analysis
Semiotics
Interviews
Focus groups
Critical approaches
Statistical analysis
Combination of qualitative and quantitative is common and
often preferred for this type of research 6
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Questionnaires
A long history in learning environment research Many valid instruments to use
Learning Environment Inventory (LEI)
Classroom Environment Scale (CES)
Individualised Classroom Environment Questionnaire (ICEQ)
Questionnaire on Teacher Interaction (QTI) Constructivist Learning Environment Survey (QLES)
What is Happening in This Class? (WIHIC)
Distance Education Learning Environments Survey (DELES)
Questionnaire data is often used in conjunction with learning
outcome data A good history and summation of the above instruments: Fraser, B. J.
(2002). Learning environment research: Yesterday, today and tomorrow. In S. C. Goh & M.S Khine (Eds), Studies in educational learning environments: An international perspective(pp. 1-26). Singapore: World Scientific.
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http://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdfhttp://www.worldscibooks.com/etextbook/5014/5014_chap1.pdf -
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Ethnography and Observation
Can be simple or very complex
Check out articles in the field of educational anthropology for
guidance
Examples from academic libraries
Studying Students: The Undergraduate Research Project at the
University of Rochester
Ethnographic Research in Illinois Academic Libraries (aka ERIAL
Project)
AnthroLib Library in Zotero has more examples includesexamples of using ethnography techniques for online
environments
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http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436http://www.erialproject.org/http://www.erialproject.org/https://www.zotero.org/groups/anthrolib_bibliography/items/https://www.zotero.org/groups/anthrolib_bibliography/items/https://www.zotero.org/groups/anthrolib_bibliography/items/http://www.erialproject.org/http://www.erialproject.org/http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436http://docushare.lib.rochester.edu/docushare/dsweb/View/Collection-4436 -
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Pew Research
Use their reports or other publications for backgroundinformation, stats, or ideas
Teens, Kindness and Cruelty on Social Network Sites
Generations 2010 (datasets are also available for download)
The new normal in the digital age
Speaking the language of the next generation
Reading, Writing, & Research in the Digital Age
More: http://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspx
Use their data for your own study
Trend Data for Teens http://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspx
Data Sets http://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspx 9
http://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitterhttp://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitterhttp://www.pewinternet.org/Reports/2010/Generations-2010.aspxhttp://www.pewinternet.org/Presentations/2012/Feb/NFAIS--New-Normal.aspxhttp://www.pewinternet.org/Presentations/2012/Feb/National-Religious-Broadcasters.aspxhttp://www.pewinternet.org/Presentations/2011/Sept/SLJ.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://pewinternet.org/Data-Tools/Download-Data/Data-Sets.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Static-Pages/Trend-Data-for-Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Topics/Topic-Category-1/Teens.aspxhttp://www.pewinternet.org/Presentations/2011/Sept/SLJ.aspxhttp://www.pewinternet.org/Presentations/2011/Sept/SLJ.aspxhttp://www.pewinternet.org/Presentations/2012/Feb/National-Religious-Broadcasters.aspxhttp://www.pewinternet.org/Presentations/2012/Feb/NFAIS--New-Normal.aspxhttp://www.pewinternet.org/Reports/2010/Generations-2010.aspxhttp://www.pewinternet.org/Reports/2010/Generations-2010.aspxhttp://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitterhttp://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitterhttp://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitterhttp://pewresearch.org/pubs/2128/social-media-teens-bullying-internet-privacy-email-cyberbullying-facebook-myspace-twitter -
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Kaiser Family Foundation
Focused on major health care issues, including the effect of
media on health
Generation M2: Media in the Lives of 8- to 18-Year-Olds
is the third in a series of large-scale, nationally representative
surveys by the Foundation about young peoples media use. Itincludes data from all three waves of the study (1999, 2004, and
2009), and is among the largest and most comprehensive publicly
available sources of information about media use among
American youth.
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http://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfmhttp://www.kff.org/entmedia/8010.cfm -
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Additional Quantitative
Sources The GFI Software 2011 Parent-Teen Internet Safety Report
This survey is a probability sample designed to be nationally
representative - of 535 pairs of teens ages 13-17 and their
parents in households with Internet access.
UNESCO ICT in Education International perspective
Some data available; more forthcoming
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http://www.gfi.com/parent-teen-internet-safety-reporthttp://www.uis.unesco.org/Communication/Pages/ict-education.aspxhttp://www.uis.unesco.org/Communication/Pages/ict-education.aspxhttp://www.gfi.com/parent-teen-internet-safety-reporthttp://www.gfi.com/parent-teen-internet-safety-reporthttp://www.gfi.com/parent-teen-internet-safety-report -
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Designing a Study - Tips
Choose your method
Your question should guide you
Be very clear on your what you want to find out
Familiarize yourself with the method you have chosen
Make sure you understand the important concepts
Do a GOOD literature review
can be before or after you choose your method
Can be very helpful when trying to develop your question
Sample size: how many people should I study? Quantitative - formula-based
Qualitative no clear boundaries; supposed to reach saturation12
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Designing a Study - Tips
Analyze your results
Evaluate the quality of your study
Quantitative
Reliability
Validity
Qualitative
Credibility
Transferability
Dependability
Write it up and submit for publication
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Resources for Research Help
Research Methods Knowledge Base covers the basics of
research
Open Learning Initiatives Statistics and Probability course
full, free stats course from Carnegie Mellon University
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http://www.socialresearchmethods.net/kb/contents.phphttp://oli.web.cmu.edu/openlearning/forstudents/freecourses/statisticshttp://oli.web.cmu.edu/openlearning/forstudents/freecourses/statisticshttp://www.socialresearchmethods.net/kb/contents.phphttp://www.socialresearchmethods.net/kb/contents.phphttp://www.socialresearchmethods.net/kb/contents.php -
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Questions?
Annie Downey
Head, Research and Instructional Services
University of North Texas Libraries
Denton, TX
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mailto:[email protected]:[email protected]