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Research
Domain: Group Six - Computer Based Informal Learning
Title of
Project: Computer-Based Informal Learning among the
Working-Class
Start Date:
April 1, 1999 (delayed at the request of Academic
Investigator)
Academic Investigator: Dr. Jeff Taylor (Athabasca U.)
The purpose of
this project is to analyze informal learning networks used by
participants in formal online-post-secondary courses and in
nonformal online courses. This theme builds upon TeleLearning
Network of Centres of Excellence (TL/NCE) research project 7.6
"Developing Successful TeleLearning Strategies for Adult
Educators."
This project
analyzes the informal learning activities of adult learners
enrolled in formal, for-credit Athabasca University labour
studies courses and in nonformal, non-credit courses. In the
TeleLearning Research Project (7.6) we are, among other
things, converting print-based distance-education courses for
online delivery and assessing the learning experience in these
courses. Research questions in this project include: How does
computer-based delivery modify the relationship between labour
education and distance education"? How do hypermedia
affect the preparation of learning material and the learning
process? To what extent is community and solidarity fostered
in an electronic environment? What is the relationship between
computer-mediated interaction and pre-existing solidarities?
What is the quality of interaction among conference
participants? What is the role of the moderator?
In this project,
the following questions will guide our research? How and to
what extent to what extent do students use computer-mediated
communication to learn informally" Is one medium
(electronic mail or conference, for example) more conducive to
informal learning than others? How and to what extent is
community fostered through informal online interaction? How
and to what extent do pre-existing social relations affect
informal online learning? What are the gender or other
cultural or status difference, if any, in these experience?
How much time do participants spend in informal online
learning? What is the relationship between formal and informal
online learning? In conference situations where participants
have opportunities for professional dialogue in addition to
online and face-face professional dialogue?
Data will be
collected through analysis of online archives and online
surveys of course and conference participants.
Research
Domain: Group Five - Informal Learning in Different Workplaces
Title of
Project: Practicums as a Site for Informal Learning
Start Date:
April 1, 1997
Academic Investigator: Dr. Roxana Ng, (OISE/UT)
Community Partner: CRIAW
The importance of
linking formal and informal education is increasingly
acknowledged in the educational sector as well as in the
private and public sectors. The need to make the transition
and links between theory, knowledge and practice is seen as a
prerequisite for the
successful entry
or re-entry into the job market. Practicums as Sites for
Informal Learning is determining the connection between formal
(women's studies programs) and informal (women's
organizations) learning gained by students through a practicum
and or field based learning project/assignment.
The key research
questions to be answered by this project are:
- How do
practicums give students insight into the links between
theory and practice?
- How does a
women's studies practicum build partnership with
community?
- What are the
main characteristics of these practica?
This information
gathering is three-fold:
- administering
a survey of women's studies programs in universities in
Canada with the view of discovering whether they have core
and cross-listed courses addressing practicums and field-
based learning;
- conducting a
literature review in the area of practicums and\or field
based learning within women's studies or related fields;
- conduct 20
in-depth interviews with students and organizations who
have participated in these practicums. The final product
will provide a comprehensive information guide for those
interested in practicums and field-based learning.
Major Informal
learning, education/training and any related social issue
addressed.
- For women's
studies field: It is anticipated that this project will
add knowledge to the field of women's studies by providing
descriptive, theoretical and analytical issues addressing
practicums as site for informal learning of students.
- For students:
To provide students with knowledge about student's
practicums and field-based learning.
- For Women`s
organizations; It will contribute to the women's
organizations hosting practicums by exploring the building
of partnership and dynamic tensions between community and
academia. In particular, how the characteristics of these
practica allow future professionals (practicum students)
to contribute to the social change and feminist focus of
the agency. This is of particular importance as practicum
students are assessed for doing community practice
(informal learning), under academic criteria (formal
learning).
To conclude, our
project will contribute knowledge to the dynamic tensions
between academia (women's studies), community activism
(women's organizations) and future professionals (practicum
students). It will also contribute knowledge on the linking of
theory and practice with special emphasis on the possible
racial and linguistic biases within women's studies practicums.
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