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Disconnected Connections of Learning beyond Formal Schooling through Human--Computer--Human Interactions

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Title: Disconnected Connections of Learning beyond Formal Schooling through Human--Computer--Human Interactions
Language: English
Authors: Sarah Prestridge (ORCID 0000-0002-7873-1538), Seng Chee Tan, Michele Jacobsen, H. Ulrich Hoppe, Charoula Angeli, Marcelo Milrad, Shesha Kanta Pangeni, Eugenia Kovatcheva, Ayoub Kafyulilo, Brendan Flanagan, Ferial Khaddage
Source: Technology, Knowledge and Learning. 2024 29(4):1791-1807.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Informal Education, Nonformal Education, Computer Mediated Communication, Computer Assisted Instruction, Man Machine Systems, Computer Uses in Education, Partnerships in Education, Teaching Methods, Communities of Practice, Student Centered Learning, Reciprocal Teaching, Learning Processes, Alternative Assessment, Credits
Geographic Terms: Japan
DOI: 10.1007/s10758-024-09779-6
ISSN: 2211-1662
2211-1670
Abstract: This article originated from a working group on "Learning beyond formal schooling through human--computer--human interaction (HCHI)" convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one's life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human--human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or 'bridges' to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449296
Database: ERIC
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  Data: Disconnected Connections of Learning beyond Formal Schooling through Human--Computer--Human Interactions
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Prestridge%22">Sarah Prestridge</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7873-1538">0000-0002-7873-1538</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seng+Chee+Tan%22">Seng Chee Tan</searchLink><br /><searchLink fieldCode="AR" term="%22Michele+Jacobsen%22">Michele Jacobsen</searchLink><br /><searchLink fieldCode="AR" term="%22H%2E+Ulrich+Hoppe%22">H. Ulrich Hoppe</searchLink><br /><searchLink fieldCode="AR" term="%22Charoula+Angeli%22">Charoula Angeli</searchLink><br /><searchLink fieldCode="AR" term="%22Marcelo+Milrad%22">Marcelo Milrad</searchLink><br /><searchLink fieldCode="AR" term="%22Shesha+Kanta+Pangeni%22">Shesha Kanta Pangeni</searchLink><br /><searchLink fieldCode="AR" term="%22Eugenia+Kovatcheva%22">Eugenia Kovatcheva</searchLink><br /><searchLink fieldCode="AR" term="%22Ayoub+Kafyulilo%22">Ayoub Kafyulilo</searchLink><br /><searchLink fieldCode="AR" term="%22Brendan+Flanagan%22">Brendan Flanagan</searchLink><br /><searchLink fieldCode="AR" term="%22Ferial+Khaddage%22">Ferial Khaddage</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Technology%2C+Knowledge+and+Learning%22"><i>Technology, Knowledge and Learning</i></searchLink>. 2024 29(4):1791-1807.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+Education%22">Nonformal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Man+Machine+Systems%22">Man Machine Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reciprocal+Teaching%22">Reciprocal Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Credits%22">Credits</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1007/s10758-024-09779-6
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  Data: This article originated from a working group on "Learning beyond formal schooling through human--computer--human interaction (HCHI)" convened at the UNESCO EDUSummIT 2023 in Kyoto (Japan). A polylogue approach was adopted by engaging eight co-authors whose diverse perspectives culminated in propositions that addressed the pivotal question: How should the connections between formal, non-formal, and informal learning be considered in a digitally mediated world? Formal learning is typically structured, organized and chronologically arranged institutional learning, whereas informal learning is associated with everyday learning across contexts throughout one's life, and non-formal learning is a hybrid of these forms of learning. Considering the growing prominence of informal and non-formal learning in a digitally mediated world, the evolving learning ecosystem calls for a recalibration of the emphasis on formal learning. In this regard, HCHI has the potential to mediate human--human interactions, thereby bridging formal and informal learning. Our articulated position is to preserve the distinct boundaries and inherent complexities of each type of learning while creating opportunities or 'bridges' to authentically draw on the processes of each through meaningful actions. The polylogue yielded three propositions to bridge the connections between formal, non-formal and informal learning spaces in a digitally mediated world: (a) formal education institutions can establish strategic alliances and collaborations with learning organizations beyond the formal educational system, (b) the creation of digital learning communities within formal and non-formal spaces exemplify a paradigm of operation in an unregulated, student-centric cohesive space where the educator is a co-participant, (c) the recognition of the value of informal learning experiences by formal education institutions is critical, with emphasis on the learning process rather than the product.
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