http://christinemadsen.com/2010/paradox-of-the-week-planning-for-informal-learning/ Thu, 27 May 2010 17:28:43 -0700 hourly 1 http://wordpress.org/?v=3.0 http://christinemadsen.com/2010/paradox-of-the-week-planning-for-informal-learning/comment-page-1/#comment-79 Monica Bulger Thu, 04 Feb 2010 23:18:18 +0000 http://christinemadsen.com/?p=95#comment-79 I agree with Ian that we can design to encourage informal learning processes. But I also think that the formal/informal dichotomy oversimplifies what is occurring in these spaces. What constitutes as learning? While planning matters, perhaps we should consider the experiences in terms of what is learned, how this learning occurs, and where this learning occurs...in doing so, I think we'll find that formal and informal learning often blend together. I agree with Ian that we can design to encourage informal learning processes. But I also think that the formal/informal dichotomy oversimplifies what is occurring in these spaces. What constitutes as learning? While planning matters, perhaps we should consider the experiences in terms of what is learned, how this learning occurs, and where this learning occurs…in doing so, I think we’ll find that formal and informal learning often blend together.

]]> http://christinemadsen.com/2010/paradox-of-the-week-planning-for-informal-learning/comment-page-1/#comment-78 Ian Brown Tue, 26 Jan 2010 16:55:43 +0000 http://christinemadsen.com/?p=95#comment-78 I think as the water-cooler cliche goes, you can design to encourage informal processes. So there might be specific features of museum and library layout and architecture that could create the right conditions for informal learning to spark into life :) I think as the water-cooler cliche goes, you can design to encourage informal processes. So there might be specific features of museum and library layout and architecture that could create the right conditions for informal learning to spark into life :)

]]> http://christinemadsen.com/2010/paradox-of-the-week-planning-for-informal-learning/comment-page-1/#comment-77 Yorick Wilks Tue, 26 Jan 2010 15:44:25 +0000 http://christinemadsen.com/?p=95#comment-77 Sounds like the whole modern educational collapse restated in a slightly new set of terms--in the UK at least there has been a strong reaction against "formal"/"rote" learning for more than 40 years--it grew up teacher-driven from primary schools all the way up to universities. It was also known as 'child-centred" --the result of course is that kids now dont know much at all--or mine dont anyway--its unbelievable the simple things they just dont know at all!!! Ditto university students increasingly--all education is drifting towards the remedial--its easier not to notice this at Oxford/Cambridge. I guess "planning etc...." is just one of the periodic reactions against this by people who see what they have wrought........ Sounds like the whole modern educational collapse restated in a slightly new set of terms–in the UK at least there has been a strong reaction against “formal”/”rote” learning for more than 40 years–it grew up teacher-driven from primary schools all the way up to universities. It was also known as ‘child-centred” –the result of course is that kids now dont know much at all–or mine dont anyway–its unbelievable the simple things they just dont know at all!!!
Ditto university students increasingly–all education is drifting towards the remedial–its easier not to notice this at Oxford/Cambridge. I guess “planning etc….” is just one of the periodic reactions against this by people who see what they have wrought……..

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