https://www.youtube.com/watch?v=cHr9qGPHdiA&t=79s

There's a benefit to embarking on a challenge without a more experienced authority to bail you out.

• You learn many more details about why it's a bad idea.
• The lessons you learn in terms of how to avoid the mistakes you made stick with you longer

(I would add that the experience is more visceral, it activates more modalities in your brain, and you remember it much more clearly.)

These types of experiences result in what the author calls more "detailed, precise models". For me they result in a sort of intuition.

Svein Loeng. (2020). Self-Directed Learning: A Core Concept in Adult Education. Education Research International, 2020. https://doi.org/10.1155/2020/3816132

Mistakes programmers need to look out for

• Programming is more about practicising than passive knowledge gain.
• Understand the solutions solved/suggest by your peers, introspect on why he could solve it better and why you couldn't.
• Be a perpetual learner.
• Don't just reuse, reuse and add value.
• Re-affirm and reconfirm your learning.

I was going through my Firefox bookmarks and I found article. I had read this article two years back and had commented that I found it to be useful. I read it back in May 2018. As of now, November 2020, my programming skills are still novice-level. I haven't implemented the ideas or followed suggestions given here.

It has been 2 years and 5 months since I found this article to be relevant and it baffles me that I haven't taken action by making use of the knowledge given in this article. Two long years flew by. I guess reviewing my bookmarks is something that I will do more often.

The article was posted on May 23, 2018 and I had stumbled on it the next day itself, i.e., May 24, 2018. This gets me thinking that we could finds solutions for problems(latest ones in this case) once we identify it, articulate it, hit the search button and just read stuff. I could presume that what happened next was that I misunderstood "finding a solution" to "realizing the solution", and perhaps became complacent or maybe there were more problems that didn't come to my awareness to identify and further find solutions. I'm not quite sure. Should I have identified my problems and googled more so that I could have learned C and C++ sooner?

I wonder what held me back from taking action to accomplish and master something that usually takes not more that 5-6 months maximum.

Project Euler emphasises on programming challenges that involve problem solving and critical thinking skills.

You'll learn more when you read others' code and immitate it. CodeChef provides you access to learn from others' code.

The authors spend time noting and comparing new perspectives between andragogy and pedagogy. The authors compare teaching strategies and personality types. They conclude by defining several rules observed for e-learning in adult education.

Rating: 7/10

Note: https://eric.ed.gov/?id=EJ1013743

(Click Download full text to read.) In this brief article, the authors contrast the child and adult learner. Highlighting the adult learner's characteristics, the article further discusses factors that might affect the individual learning style. Furthermore, the authors discuss these styles in the context of eLearning (extravert, introvert, sensory type, intuitive adult, reflexive type, affective type, rational type, and perceptive type). Each learning type and preferred eLearning method is illustrated (Table 1, p. 60). Rationale for the implementation of eLearning is detailed (p. 61). Guidelines for the use of eLearning is discussed. (6/10)

easy to learn, hard to master

Adult ESL resources

Just additional resources for the language learners.

Great perspectives considering you're making an investment...you would want to know the advantages.

Metacognition will be studied as it relates to self- regulated learning.

I have read about these five assumptions in prior journal readings.

Research skills involve complex, higher order tasks, and they take long-term efforts to learn well. Adult students are better able to do research than younger students do. They need to learn how to understand the different sources available, formulate good questions, learn more advanced database searching skills, and hone their critical thinking skills. Instead of assigning a research paper, instructors should assign each step of the paper so that they can help students properly master the whole process. 8/10

Adult Learners do represent a mixed age group. For that reason, I am learning more about the population by reading this article about ages over 65.

This would be another great source for support. The information so far will provide insight on my mixed group of adult learners. It would be helpful in revealing a sort of hidden factor in the learning process.

This is the very reason I selected this paper. Digital literacy is also a factor in determining one's technological acumen.

Yes that was the impression I hot. Because of this misconception I feel that many of us students sometimes hold... Reality is that real students feel real anxiety in the midst of sharing information.

Adult Learning often takes place within walls or in front of a computer screen this can lead to health problems. This article offers reasons and methods for getting adults outdoors and using Universal Design. Outdoor learning can be used to complement digital learning.

Give practical information and tips for teaching adults.

Self-regulated Learning supports metacognition.

I am not certain where humanism comes into play here. But I recently read some information about it in another article.

Engaging adult learners requires an understanding of their motives. Tapping the motivation of the individual learner is the key to fostering high engagement levels. This article offers four key areas to consider and take action on. Rating 8/10

There are many ideas regarding adult learning theory. Understanding andragogy, experiential learning, and transformational learning will help course creators provide better outcomes for adult learners. Rating 7/10

Accommodating adult learners expectations, demands, and challenges in eLearning design will foster better engagement. Utilizing the four step method known as AGES provides a model effective adult learning. Rating 8/10

A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10

Video can be used in synchronous and asynchronous learning in the class and online. This article shares 4 tools for online learning. Rating 6/10

Synchronous and asynchronous learning can be used interchangeably in class and online. This article explores the advantages and disadvantages of both formats to help students select the program that is most suitable. Rating 10/10

Outlines adult learning "theories": Andragogy, Transformational Learning, and Experiential Learning, and states that they are important to educational designers, but doesn't really connect them to instructional design, let alone e-design. 3/10

Adult learning theories for Instructional Designers - Article names adult learning "theories" (andragogy, neuroscience, experiential learning, SDL, and transformational learning). Discusses why these "theories" are relevant to ID. Rating 3/10

Older students (over 25) are often changing careers. They tend to have more responsibilities than traditional college students, and a lower threshold for micro-frustrations like bureaucracy, form. Colleges should accommodate them with things like digital signatures and virtual meeting availability. Technology should be platform-agnostic for them (and everyone). 5/10

(Available as transcript or podcast.) This article reviews the definition of the adult learner, identifying their particular learning needs and challenges. Considerations and recommendations for implementing technology are discussed (agnostic software, alleviate micro-frustrations). 5/10

A school system that extends to adult education utilizes online apps as an option (but doesn't require internet access, as many people lack it at home). They have found them to be helpful, especially because people who work odd shift jobs and have burst of time at odd hours can get some practice in. This is most helpful for ESL learners. 6/10

This article applies the principles of andragogy, self directed learning, experiential learning, transformational learning, and neuroscience (all of which seem rather similar), to low-skilled adults, who are likely to lack confidence about learning and who may be learning in bits of free time via cell phone. Emphasizes the importance of an instructor or coach, along with good use of technology. 8/10

Fidishun, a librarian and Penn State's satellite campuses, expands Knowles' 6 assumptions of andragogy, and draws out some of their implications for technology-based instruction for adults. This is short and to the point, but readers would benefit from the writer going into greater details. 7/10

The author, Delores Fidishun, is the Head Librarian at Penn State Abington College and holds a doctorate in education. This article proposes that just adding technology to instruction is not enough. It must be intentional. Fidishun summarizes six assumptions of andragogy which include the learner's need to know, the learner's self-concept, the role of the learner's experience, a student's readiness to learn, the student's orientation to learning, and the student's motivation to learn.

Rating: 7/10

This article uses educational theory to examine why educators feel anxiety in association with learning and using new technologies and how best to teach new technologies without triggering anxiety. 7/10, good discussion of theories and methods along with reasoning.

This article examines the effectiveness of learning communities to support integration of technology into classrooms and effective teacher growth in the area of technology proficiencies. 5/10, learning community findings are useful but this source is very targeted towards a specific group of adult learners.

This article looks at individual adult learning in technological spaces. It speaks about using appropriate andragogical platforms for adult education. 8/10 interesting and highly related to this class.

This article focuses on using adult education theory to integrate technology into vocational education. This expands adult learning opportunities to community colleges and trade schools. 8/10 interesting and different from an equity and accessibility standpoint.

This article emphasizes the importance of creating online programs that have learning objectives that correspond to learners' real-world needs. It examines Knowles' Andragogical Model to provide guidelines for incorporating adult learning principles into course design. 10/10, very good blend of strategy and theory.

This article examines and gives bit of information from a book covering the intersection of adult learning and technology innovation. 4/10, while there is information here it is certainly not the entire book and therefore incomplete. It does serve as a quick and accessible alternative for those seeking the books information but lacking the time/ access to read the book.

This article examines the potential to connect academic with knowledge learned through life and career experience using technology and other traditional methods. Challenges and best practices are presented and all levels of individual and institution are included in the discussion. Rating 8/10. Very interesting idea and cool how many levels of organization are included.

This article looks at the gap between teacher efficiency in in-person versus online teaching and the need to effectively build teachers' competencies in the are of technology to ensure teachers are not incompetent at teaching online. This study collected data from 122 English language teachers and used the findings to create a blueprint for other institutions hoping to increases teachers' ability to successfully integrate technology into their lessons. 6/10, the study was too small to be truly persuasive scientifically and the findings were more helpful for institutions rather than individual educators.

This article takes on the challenge of investigating what role social media technologies have in adult learning/ their impact on learning outcomes for adult learners. The data showed that social media technologies follow similar patterns to other educational tools. Teaching method used in conjunction with the technology matters significantly. This being said, the article does make several recommendations for using social media in the classroom to boost adult learning outcomes. 10/10 interesting and relevant article with easy to find and utilize recommendations educators could implement.

This article details the methods and results of a research experiment done to determine whether/ how physiological measurement technologies can be used with educational research methods to investigate subjective learning experiences. Describes research methods and data collected. 8/10, very interesting article and a very interesting and well done study but very specific to this one topic. e

This article showcases a framework for course design using theory and research in the learning sciences. It defines student-centered learning and explains how it can/ should be used in the creation of the course and when establishing which theories and methods to structure the course around. 9/10, very detailed source.

This article details how to build an innovative online learning environment using methods based on influential adult learning theories. These theories include Social Development Theory, Behaviorism, Critical Reflection and Nurturing the Soul. 10/10, many theories throughly discussed.

This article discusses the need for teacher education to focus just as much on technology knowledge (regardless of grade level taught) as on educational theory and methods. It argues that teachers cannot be effective if they are not trained in not only current technologies, but also taught to be familiar with navigating new technologies as the emerge. 5/10 Very specific to K-12 teacher education.

The Article often compares Andragogy to Pedagogy and how they are different and should not be confused. The Article goes in depth into core assumptions of Andragogy.

8/10

A short article that looks at the future trends of learning and development. One trend it discusses is that time spent on training may be decreasing. Trainers are getting more creative using cell phones to train bite sized chunks. 8/10

A look at what Googles G2G (Googler-to-Googler) training program is about. It is a short infographic that describes methods that the program uses.

7/10

This is an interview with a google employee about what she does to keep Google heading in the right direction for the development and learning of its employees.

9/10

Interesting read about what top tech companies are doing to promote a growth mindset within their company. From Google to Amazon each company has a different approach that is working for them.

7/10

Ravenscroft, A., Schmidt, A., Cook, J., & Bradley, C. (2012). Designing Social Media for Informal Learning and Knowledge Maturing in the Digital Workplace. Journal of Computer Assisted Learning, 28(3), 235–249.

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This paper presents an original approach to designing social media that support informal learning in the digital workplace. It adapts design-based research to take into account the embeddedness of interactions within digitally mediated work-based contexts. The approach is demonstrated through the design, implementation, and evaluation of software tools supporting a particular type of informal learning called "knowledge maturing". The paper: introduces and presents the rationale for, and concept of, knowledge maturing; presents a new design methodology for developing social media that support informal learning and knowledge maturing; focuses on one prototype, for "people tagging for organisational development", that was produced by the methodology (and concisely describes two others); presents the formative evaluation of the highlighted prototype; and finally, discusses the implications and insights arising from this work.

8/10

Wittkopf, C., & Berge, Z. L. (2007). The Role of Informal Learning in Today’s Successful Training Department. Journal of Educational Technology, 4(2), 15–22.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eric&AN=EJ1069185&site=eds-live&scope=site&custid=uphoenix

The integration of work and learning is becoming the dominant means of workforce training in many organizations today. Though structured classroom learning will likely but never entirely recede, a preponderance of current research indicates that the future of most job-related learning will lie in non-traditional methods such as short e-training modules delivered directly to the desktop, podcasts, informal knowledge-sharing sessions, and even structured gaming environments. This paper will explore why such learning is becoming increasingly more critical, how a successful blend of informal and formal learning can achieve the individualized training that a majority of employees are beginning to demand, and the difficulties involved, specifically with respect to evaluation and the ways in which it can be leveraged by a training department. These types of learning can be combined with some traditional training events to create a meaningful learning path for new employees and existing ones alike, and training and development specialists will have to find ways to achieve the right blend to achieve improved workforce performance.

7/10

The article focuses on why the cross training practice Disney implements is an effective model and lists its 5 key benefits.

8/10, its not to in-depth but it provides a great starting point for adult learning in a company.

Cunningham, J., & Hillier, E. (2013). Informal Learning in the Workplace: Key Activities and Processes. Education & Training, 55(1), 37–51

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The purpose of this study is to define characteristics and processes that enhance informal learning in a public sector workplace. Design/methodology/approach: Based on interviews and questionnaires, the authors solicited examples of informal learning practices that 40 supervisors experienced during their careers. The examples were content analyzed to define seven broad themes underlying informal learning. Findings: The findings illustrate seven broad themes describing learning activities and processes. The first three themes describe the types of informal learning activities that supervisors found valuable: relationships; learning opportunities enlarging or redesigning their jobs; and enrichment opportunities that provided higher levels of managerial learning. Four themes describe processes for facilitating informal learning: planning processes; active learning and modelling; relationship dynamics; and tying learning to applications. Originality/value: The value of this study is in presenting a possible framework defining informal learning that describes both activities (the what) and the underlying processes (the how) by which they are delivered. Beyond this, it suggests that there is a close connection between the activities and the processes underlying them.

8/10

Shuang Geng, Lijing Tan, Ben Niu, Yuanyue Feng, & Li Chen. (2019). Knowledge recommendation for workplace learning: a system design and evaluation perspective. Internet Research, 30(1), 243–261. https://doi.org/10.1108/INTR-07-2018-0336

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Purpose Although digitalization in the workplace is burgeoning, tools are needed to facilitate personalized learning in informal learning settings. Existing knowledge recommendation techniques do not account for dynamic and task-oriented user preferences. The purpose of this paper is to propose a new design of a knowledge recommender system (RS) to fill this research gap and provide guidance for practitioners on how to enhance the effectiveness of workplace learning. Design/methodology/approach This study employs the design science research approach. A novel hybrid knowledge recommendation technique is proposed. An experiment was carried out in a case company to demonstrate the effectiveness of the proposed system design. Quantitative data were collected to investigate the influence of personalized knowledge service on users’ learning attitude. Findings The proposed personalized knowledge RS obtained satisfactory user feedback. The results also show that providing personalized knowledge service can positively influence users’ perceived usefulness of learning. Practical implications This research highlights the importance of providing digital support for workplace learners. The proposed new knowledge recommendation technique would be useful for practitioners and developers to harness information technology to facilitate workplace learning and effect organization learning strategies. Originality/value This study expands the scope of research on RS and workplace learning. This research also draws scholarly attention to the effective utilization of digital techniques, such as a RS, to support user decision making in the workplace.

7/10

This article by Steve Glaveski reviews common problems in learning in development that companies experience. It ends with a list of things that need change and promptes "Lean Learning".

8/10

Schürmann, E., & Beausaert, S. (2016). What Are Drivers for Informal Learning? European Journal of Training and Development, 40(3), 130–154.

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Purpose: The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/Methodology/Approach: Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings: Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees' informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research Limitations/Implications: The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical Implications: The results show how human resources development (HRD) professionals could better support employees' engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees' informal learning. Originality/Value: This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.

8/10

Informal learning in the workplace : The key role of managers. (2014). Development and Learning in Organizations, 28(2), 26–28. https://doi.org/10.1108/DLO-02-2014-0007

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– Reviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies. – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. – A manager's lot is a tough one at the best of times. There is constant pressure to meet business and client needs, often against a backdrop of constantly dwindling resources. Economic uncertainty has ensured that this balancing act has become even more precarious in recent years. Delivering more for much less is very much the order of the day. Certain areas are notoriously vulnerable when the budget axe is wielded. Training and development is a perfect example. However, this is clearly something of a false economy as few companies will be best positioned to move forward if talent is not properly nurtured. Such short-term thinking continues to prevail though. – Provides strategic insights and practical thinking that have influenced some of the world's leading organizations. – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to digest format.

8/10

Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal and Informal Learning in the Workplace: A Research Review. International Journal of Training and Development, 19(1), 1–17.

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The radical economic, social and cultural changes experienced by the labour market within recent decades have helped to highlight the central role played by the learning process in individual career development and organizational success. In such fast‐moving working contexts, skills and competencies rapidly become outdated and need to be continuously implemented and empowered as a strategic factor for global competitiveness. Traditional models of learning both inside and outside of the workplace have become unable to explain the complexity of such a process, weaving between and overlapping formal and informal components. Starting with this premise, the aim of the present paper was to analyse the role of knowledge and experience as important learning frames, which allow the acquisition and development of competencies in the workplace. A human resource development perspective was adopted, aimed at reconciling both the organizational and individual stances implied in the process. The methodology of achieving this was to review the most recent literature on workplace learning, with a special focus on its formal and informal dimensions.

8/10

Social interactions and workplace learning : The influence of job demands and job resources. (2020). Development and Learning in Organizations: An International Journal, 34(3), 31–33. https://doi.org/10.1108/DLO-11-2019-0275

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Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Businesses that place strong emphasis on workplace learning become better positioned to succeed. Social interactions play a critical role in enabling the informal learning identified as an important aspect of learning overall. Leaders should therefore design tasks to enable such interaction which can become more significant still within culturally heterogeneous firms. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Garcia-Penalvo, F. J., Colomo-Palacios, R., & Lytras, M. D. (2012). Informal Learning in Work Environments: Training with the Social Web in the Workplace. Behaviour & Information Technology, 31(8), 753–755.

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The Internet and its increasing usage has changed informal learning in depth. This change has affected young and older adults in both the workplace and in higher education. But, in spite of this, formal and non-formal course-based approaches have not taken full advantage of these new informal learning scenarios and technologies. The Web 2.0 is a new way for people to communicate across the Internet. Communication is a means of transformation and knowledge exchange. These are the facts that cannot be obviated by the organisations in their training programmes and knowledge management. This special issue is devoted to investigating how informal learning changes or influences online information in Social Web and training strategies in institutions. In order to do so, five papers will present different approaches of informal learning in the workplace regarding Web 2.0 capabilities.

CASAÑ, M. J., HIERRO, N., GALANIS, N., MAYOL, E., & ALIER, M. (2015). Improving the way to Communicate Learning Activities to an Informal Learning Collector. International Journal of Engineering Education, 31(3), 874–883.

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Lifelong Learning has been a growing interest in e-learning research communities, in a similar way as other related kinds of learning (formal, non-formal and informal) already had. In fact, the Tagging Recognition and Acknowledgment of Informal Learning Experiences project proposes a framework to manage these types of learning, giving special attention to informal learning. This project gathers informal learning activities with an Informal Learning Collector. The main way for registering informal learning activities data into the Informal Learning Collector is using push mechanisms where the user explicitly introduces such information. In this paper, we present some evaluation of user opinions about this push communication mechanism, and propose an alternative way to communicate informal learning activities data, by using a pull mechanism. Using the pull mechanism, the Informal Learning Collector collects data directly from external applications. After the introduction of the pull mechanism, Informal Learning Collector users have confirmed that usability has been improved significantly.

Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111

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Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.

8/10

This article raises concerns with the workforce in America and how we are supporting adults who need access to a better education. With a better education adults can access higher paying jobs and contribute more. The article uses case studies and highlights to discuss different methods and best practice of adult learning.

Milligan, C., Littlejohn, A., & Margaryan, A. (2014). Workplace Learning in Informal Networks. Journal of Interactive Media in Education.

Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.

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7/10

Amitabh, A., & Sinha, S. (2012). The Learning Continuum Formal and Informal Learning Experiences - Enabling Learning and Creation of New Knowledge in an Organization. International Journal of Advanced Corporate Learning, 5(2), 10–14. https://doi.org/10.3991/ijac.v5i2.2111

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=eue&AN=76422894&site=eds-live&scope=site&custid=uphoenix

Over the years, there has been a significant shift in the approach towards 'learning' in an organization. The focus of learning is no more limited to only the formal training mediums, such as classroom interventions and elearning programs. The shift in learning paradigm is more towards the creation of new learning solution that provides formal and informal learning, information and collaboration - thereby enabling the formation of a 'personal learning environment.' Now, there is a shift from 'content focus' to 'learner focus' education. This paper will suggest the appropriate use of technologies and processes to create a rich learning environment that includes a broad array of instructions, information resources, and collaborative solutions. The paper will also focus on the areas or situations where the new learning environment can be applied and the ways in which an organization can leverage the full range of its learning continuum.

7/10

Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., Purma, J., Sandars, J., Santos, P., Schmidt, A., Al-Smadi, M., & Trattner, C. (2014). Scaling Informal Learning at the Workplace: A Model and Four Designs from a Large-Scale Design-Based Research Effort. British Journal of Educational Technology, 45(6), 1036–1048.

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Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking; (2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.

In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace, there is the potential for continuous learning to occur not only through formal learning initiatives that are associated with training, but also through informal learning opportunities that are embedded within everyday work activities. This paper surveys the growing body of literature on informal learning, makes some critical observations about the importance of informal learning, and explains the various ways that informal learning can occur in the workplace.

https://eric.ed.gov/?id=EJ952000

This article was written by three faculty members of the University of Zambia. The authors discuss the idea of "adult learning" with respect to child learning. The authors spend most of the article outlining the social, emotional, physical, and cognitive aspects of the adult learning environment.

Rating: 5/10

The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.

Rating: 6/10

A comprehensive guide to blended learning with links to other resources throughout the article. Something that caught my eye was when they talked about Walmart's Spark City, a video game for training managers (pg.13).

10/10

This article provides a short, yet well rounded description of andragogy, SDL, and TL. The author proposes, and concludes, that effective adult education requires a mixture of theories or principles.

Rating: 8/10

Teaching Excellence in Adult Learning (TEAL), a great list of resources for different aspects of adult learning. Theories, lesson planning, student centered... The rest of the website has excellent resources as well. It can be a little daunting to try to navigate but a great resource all the same.

10/10

Nygren, H., Nissinen, K., Hämäläinen, R., & Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807

The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=tfh&AN=138139297&site=eds-live&scope=site&custid=uphoenix

This is an extensive site that offers many resources for adult learning. TEAL (Teaching Excellence in Adult Learning) has helpful information for planning, UDL, goal setting and much more.

10/10 This site cites its sources and is easy to use.

This article provides a brief overview of Knowles Five Assumptions of Adult Learners. These assumptions, and accompanying principles, help provide a baseline for online adult education.

Rating: 5/10

The authors discuss the problem of teacher immediacy and presence in online courses. They propose that this problem must be solved as online instruction becomes increasingly popular. The researchers survey multiple students at Weber State University and present their process, results, and communication theory. They conclude that short videos tangibly increase instructor online presence. And, short videos directed at individual students have an even greater positive impact.

Rating: 10/10

This chapter defines andragogy and reviews the early foundations of adult learning theory. Previous adult learning research performed with multiple constraints demonstrated that circumstance (education, training, health, speed of response) may have more of an impact in learning than age. Studies also revealed that age impacts the ability to perform some cognitive functions yet has little impact on others. While the characteristics of the adult learner have remained relatively consistent, perspectives in classifying the topic and its principles have varied. In discussion of self-directed learning, the authors address related objectives, ethos, self-directed attributes, and assessment methods. The authors report a decline in literature focused on self-directed learning within adult education and advocate for continued investigation and research. 8/10

Fostering self-directed learning through strategy is discussed by Bailey et al. (2019) in chapter 1 of “Self-Directed Learning for the 21st Century: Implications for Higher Education.” The authors review the changing role of the educator and the learner based on respective self-directed teaching strategies (problem-based learning, cooperative learning, process-oriented learning) and the learner’s propensity for self-directed learning. In addition to providing principles to promote self-directed learning, the Grow and Borich models for implementing said learning were briefly reviewed. 8/10

The authors of this article question the effectiveness of video-based online learning. The authors/researchers studied multiple undergraduate level online courses. Information was gathered via student surveys and interviews. The researchers present four themes found through the study, which include varying video use frequency, balancing time and level of understanding to achieve learning efficiency, manipulation of video functions to achieve learning efficiency, and reliance upon multiple tools.

Rating: 5/10

This article, published by the College of DuPage, gives an introduction to hybrid learning environments. The authors outline the benefits of hybrid learning, how to utilize time wisely, the student experience (both in person and online), and how to structure and plan hybrid courses.

Rating: 6/10

The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."

Rating: 9/10

In this article, the author defines Web 2.0 technology and use for Web 2.0 in higher education. Through a small study of educators, discovery includes advantages, obstacles, and general guidance for implementation of web 2.0 tools. The author supports use of Web 2.0 to supplement learning, not as a substitute for the educator. Technologies must be implemented strategically and purposefully. 7/10

Through a study of freshman students, the author aimed to determine the success of the Wiki for collaboration. Results revealed variances in learner responses and use of the tool. Lack of use was explained by individual barriers (family, social, work) and system barriers (wiki design). The authors conclude that for the Wiki to be an effective, collaborative tool, additional resources must be provided to the learner, and the Wiki must be meaningful in its design to foster that participation. 7/10

The author provides a comprehensive overview of Web 2.0 technologies, their use in online learning recommendations, and considerations for implementation. (7/10)

Trends in Web 2.0 technologies and various networking modalities are briefly reviewed. Furthermore, advantages and barriers in the use of said technologies are discussed. Implementation of social media as a learning tool can be advantageous, however, it must supplement learning, not replace a structured environment. The educator should still remain present in the learning environment. And, he/she should provide appropriate support and training, as well as model, respective online tools to ensure efficacy. 6/10

(Click on download full text to read.) Through a cooperative learning assignment, University students responded to a case study that implemented use of a Wiki. Results demonstrate that Wiki is an effective communication and collaboration tool (access, structure, versioning) for all individuals (introvert, extrovert). Recommendations and considerations for use in the learning environment were provided. 6/10

The author, Cynthia Brame, is the Associate Director of the Vanderbilt University Center for Teaching and holds a Ph.D. in Education. In this article Brame recognizes the importance video has become in online and blended instruction. Brame suggests three things to consider when designing and implementing videos, which include cognitive load, non-cognitive elements that impact engagement, and features that promote active learning.

Rating: 7/10

(Available as text or podcast.) This article review adult learning theory, cognitive flexibility theory and accompanying design approaches (problem-based learning, collaborative learning). While it affirms strategies, it does little to address incorporation of technology. (2/10)

(Available in text or audio.) This article provides basic principles (agenda, duration) and technologies (gamification, discussion boards) and activities to keep employees engaged in online learning. While this provides strategy, it does not provide implementation guidance within the corporate environment. (2/10)

This article reviews the concept of active learning and its need in today's workplace training. Ten strategies to promote active learning via technology are discussed (collaborative virtual classrooms, mind mapping, brainstorming, scavenger hunts, role play/simulation, problem-based learning, discussion boards, teach back, jigsaw technique, flipped classroom, game based learning). This is a good resource for active learning strategies. (5/10)

(Click Download full-text PDF to read.) In this article, the authors discuss the blended learning instructional delivery method. Through case study, the authors demonstrate the benefits of blended course design. Furthermore, the article addresses potential detriments (financial, instructional design) of a blended course design. A brief review of considerations and recommendations for a blended design was provided. Though this article focuses on the relationship to forensic science, the information is applicable across disciplines and delivery venues (corporate, academic). (6/10)

(Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.

Rating: 8/10