E-learning Curve Blog at Edublogs

One of the central components of the impact of learning (and specifically the development of information workers’ expertise in organizations) is the context within which the learning takes place. A central pillar of this discussion is the type or format of the learning taking place. In the literature, it is apparent that a dichotomy exists [...]

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There is a dichotomy between formal, goal-directed training programs and informal learning initiatives – “learning at the watercooler.”

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This month’s Big Question emerged from a short essay written by James Collins in LEARNING JOURNEYS Top Management Experts Share Hard-Earned Lessons on Becoming Great Mentors and Leaders (2000). The author wrote:

A true learning person also has a “to-learn” list, and the items on that list carry at least as much weight in how one [...]

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This month’s Learning Circuits Blog Big Question emerged from a short essay written by James Collins in LEARNING JOURNEYS Top Management Experts Share Hard-Earned Lessons on Becoming Great Mentors and Leaders. The author wrote:
A true learning person also has a “to-learn” list, and the items on that list carry at least as much weight in [...]

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Similar to Rogers’ learning continuum (2004), Eraut establishes a matrix to identify varying types of non-formal learning, based on the timing of the stimulus (past, current, future) and the extent to which such learning is implicit, reactive or deliberative. A key component of the matrix is the intention of the learner’s activity. Eraut makes a [...]

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Similar to Rogers’ learning continuum (2004), Eraut establishes a matrix to identify varying types of non-formal learning, based on the timing of the stimulus (past, current, future) and the extent to which such learning is implicit, reactive or deliberative. A key component of the matrix is the intention of the learner’s activity. Eraut makes a [...]

[Read more]

Similar to Rogers’ learning continuum (2004), Eraut establishes a matrix to identify varying types of non-formal learning, based on the timing of the stimulus (past, current, future) and the extent to which such learning is implicit, reactive or deliberative. A key component of the matrix is the intention of the learner’s activity. Eraut makes a [...]

[Read more]

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

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Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

[Read more]

Looking specifically at learning in the workplace, Michael Eraut in Non-formal learning, implicit learning and tacit knowledge (2000) makes a clear distinction between his interpretation of the term ‘non-formal learning’ and what others including Scribner (1988), Conner (2002) and Cross (2003) would call ‘informal learning’ – what Eraut terms ‘incidental learning’ or ‘the acquisition of [...]

[Read more]