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 [...]
Tags: Colley · Eraut · Hodkinson · Malcolm · formal learning · informal learning · lcbbq · learning and development · learning continuum · non-formal learning · organizational learning
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 [...]
Tags: Colley · Eraut · Hodkinson · Malcolm · formal learning · informal learning · lcbbq · learning and development · learning continuum · non-formal learning · organizational learning
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 [...]
Tags: Eraut · learning styles · learning theory · non-formal learning
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 [...]
Tags: Eraut · learning styles · learning theory · non-formal learning
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 [...]
Tags: Eraut
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 [...]
Tags: Eraut · definition of learning · informal learning · learning theory · non-formal learning · organizational development · organizational learning · workplace learning
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 [...]
Tags: Eraut · definition of learning · informal learning · learning theory · non-formal learning · organizational development · organizational learning · workplace learning
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 [...]
Tags: Eraut · definition of learning · workplace learning
As discussed in a previous blog entry, one of the central components of the impact of learning (and specifically the development of knowledge workers’ expertise in organisations) 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, [...]
Tags: Eraut · definition of learning · informal learning · learning theory · non-formal learning · nonformal learning
As discussed in a previous blog entry, one of the central components of the impact of learning (and specifically the development of knowledge workers’ expertise in organisations) 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, [...]
Tags: Eraut · definition of learning · informal learning · learning theory · non-formal learning · nonformal learning
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