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A Personal Learning Network (PLN) is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment. In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection.
The informal organization is the interlocking social structure that governs how people work together in practice. [1] It is the aggregate of norms, personal and professional connections through which work gets done and relationships are built among people who share a common organizational affiliation or cluster of affiliations.
Their work has focussed on the architecture of learning networks - aiming to identify arrangements of tasks, tools and people that contribute to successful learning networks. Some conclusions from this work have been published in The architecture of productive learning networks , which also includes a chapter on the history of networked learning.
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". [1] The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. [2]
Network of practice (often abbreviated as NoP) is a concept originated by John Seely Brown and Paul Duguid. [1] This concept, related to the work on communities of practice by Jean Lave and Etienne Wenger, [2] refers to the overall set of various types of informal, emergent social networks that facilitate information exchange between individuals with practice-related goals.
Informal education is a general term for education that can occur outside of a traditional lecture or school based learning systems. [1] The term even include customized-learning based on individual student interests within a curriculum inside a regular classroom, but is not limited to that setting. [ 1 ]
Advantages of informal learning cited include flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems. [6] For improving employees' performance, task execution is considered the most important source of learning. [7]
Although educational management at the educator level is similar to that of the education ministry, [78] its planning, development and monitoring focuses on individual students. [76] Teachers adopt classroom-management strategies and incorporate instructional approaches which promote independence, discipline, and a positive learning mindset.