Podcasts about Informal learning

Send us a textIn this episode, hosts Peter Maddison and David Sharrock delve into onboarding in organizations. They explore the challenges and best practices of integrating new team members, discussing everything from formal training methods to hands-on learning approaches. The conversation covers the importance of providing context, the value of apprenticeship-style learning, and the role of DevOps practices in facilitating smooth onboarding processes.This week´s takeaways:Provide comprehensive organizational context to new hiresImplement apprenticeship-style, hands-on learningCreate easily digestible, on-demand learning contentDevelop robust DevOps practices for early engagementBalance formal training with informal learning opportunitiesRegularly validate learning progress and understandingTailor onboarding approaches to different roles and experience levelsDon't miss this episode if you're looking to enhance your organization's onboarding processes and create a more agile and efficient workplace environment.

Last week on The Mind Tools L&D Podcast, Ross G and Owen explored how the 70:20:10 model is being applied by three L&D Practitioners: Ceri Sharples, Cath Addis, and Carl Akintola-Davis. Today, we wanted to follow up on some of the challenges posed during that discussion with The 70:20:10 Institute's Charles Jennings. What does it really mean to 'integrate learning into the workflow', and how does 70:20:10 move us towards a performance focus? We discuss: ·       Where the numbers ‘70', ‘20' and ‘10' come from ·       How a focus on ‘learning' tends to lead to a ‘10+' approach ·       Examples of interventions that have focused on supporting performance, rather than formal learning. For more on the origins of 70:20:10, see this blog post from Charles. See also The Center for Creative Leadership's chapter ‘Learning Through Experience'. Mind Tools offers a summary of Informal Learning, by Jay Cross. Joseph Stiglitz book is Creating a Learning Culture. Find out more about Dr Edwards Deming. For more from Charles and his team, see 702010institute.com. The case study Charles wrote with Brian Murphy from Citi bank was: ‘From Courses to Campaigns: Citi's Journey to a Culture of Continuous Learning'. For more from us, including access to our back catalogue of podcasts, visit mindtools.com/business. There, you'll also find details of our award-winning performance support toolkit, our off-the-shelf e-learning, and our custom work.   Or become a member to support our show! Visit mindtools.com and use the offer code PODCAST15 for 15% off an individual subscription. This offer is for new subscribers only and can't be used with any other offer.  In ‘What I Learned This Week', Owen recommended (again) Lenny's Newsletter, in particular a recent edition on pricing for AI features. Ross discussed a post from Ben Evans on how users are interacting with ChatGPT. Charles recommended the podcast The Infinite Monkey Cage. Connect with our speakers    If you'd like to share your thoughts on this episode, connect with us on LinkedIn: ·       Ross Garner ·       Owen Ferguson ·       Charles Jennings

Many of us first experience the concept of learning in formal school settings, but how do we learn in non-formal settings like museums and zoos? This is a question that Professor Joe E Heimlich and colleagues at the Center of Science and Industry (COSI), a science museum in Columbus, Ohio, USA are working to answer.Read more in Research OutreachRead the original research: doi.org/10.1080/10598650.2022.2135353

In this episode, Abby and Brenda invite Ed Rodley, an award-winning experience designer and co-founder of Experience Alchemists, to discuss the creativity, psychology, and innovation behind designed experiences. Ed shares his journey from being an 11-year-old museum volunteer to becoming a prominent figure in experience design for cultural organizations.The episode also explores holistic visitor experiences and how they extend beyond the gallery walls. Tune into the episode to join the insightful conversation as they delve into the world of experience design, informal learning, and the transformative power of museums in shaping visitor experiences.

The 5 Moments of Need exist in every department of every enterprise, and requires a strong and efficient learning ecosystem. Both formal and informal learning solutions support each of the moments in different ways. When you need to learn NEW stuff or MORE stuff, those are the first 2 moments of need and probably the most obvious. But there is also APPLY, CHANGE, and SOLVE. These are moments that require learning solutions supported by solid design and development processes, and systems as well.  Bob Mosher is the founding member at 5 Moments of Need and joins us to share his experiences putting these philosophies into practice. We'll talk about the basics, but then we'll jump into why and how we need to adjust our practices. Bob has plenty of case studies and stories to tell about important business impact applying The 5 Moments of Need can have. And you don't need to be an instructional designer to benefit from this conversation. Every business leader can improve their operations by knowing more about these 5 distinct moments where a learning intervention is required.This episode could be the 45mins that launches your career within your organization. Invite your managers, and invite your teams. You don't want to miss it.Become virtual friends with the IDIODC gang on Twitter. Remember you can always stay in the loop by searching through the #IDIODC tag:Brent: @BSchlenkerChris: @Chris_V_WIDIODC: @TeamIDIODC Brent Schlenker is dominKnow's Community Manager. Chris Van Wingerden is dominKnow's Sr. VP Learning Solutions. Want to join us live? Follow us on Crowdcast: https://www.crowdcast.io/@dominknow

We believe deeply in the power of learning to transform individuals, organizations, and communities. That's why we focus the Leading Learning Podcast on serving the learning businesses and learning business professionals that create and support adult lifelong learning, continuing education, and professional development. Learning business professionals need to invest in their own learning and development so they can grow and help the learning businesses they serve improve their reach, revenue, and impact. In this episode of the Leading Learning Podcast, we highlight one of our existing resources: the informal learning business curriculum. We also take a high-level look at the why, what, and how of learning for learning business professionals. Show notes and a downloadable transcript are available at https://www.leadinglearning.com/episode356. We are grateful to our sponsor for this episode Thinkific. *** At Leading Learning, we believe reach, revenue, and impact are essential for all learning businesses. Thinkific Plus is a new-generation platform purpose-built to help growing businesses scale revenue. With Thinkific Plus, you can generate monthly recurring revenue through course subscriptions and membership programs, sell multiple seats for your learning products to a single buyer, suggest additional products in the learning flow to increase sales, and go global with 0 percent transaction fees and payments accepted in over 100 countries. Coastal Drone Co. uses Thinkific Plus to sell online courses, memberships, and certifications to those looking to fly drones in Canada. Since converting its training materials into online courses on Thinkific Plus, Coastal Drone Co. has scaled its business, earning more income, training more people, and positioning itself as a leading educator in the Canadian drone industry. Right now, as a Leading Learning listener, you can get a free month of Thinkific Plus by going to our special URL. Start your free month today at thinkific.com/learning.

In today's episode, we meet a power couple who really know how to connect STEM experiences and picture books for powerful 21st century learning. Kahla DeSmit is the executive director of the Lewisburg Children's Museum and Raymond DeSmit is the Summit Early Learning site coordinator and maker space director.  I met both of them at a Steve Spangler workshop last year where we were putting water over our heads, making bubbles, exploring connections, and bonding over a shared love of STEM/STEAM learning.  What follows is a transcript from our recent conversation, where we explore a wide range of topics, including the power of informal STEM education experiences, strategies for building powerful connections between picture books and STEM experiences, and the freedom and joy that comes from being able to fail and try again. If you want to read the full show notes and access links to the books discussed in the podcast, you can visit the website.[01:13] Describe your adventures in learning.[07:01] What is the role of informal education and STEM in helping kids gain 21st century skills?[11:38] Describe ways informal education helps develop social-emotional learning, critical thinking, and problem solving.[19:20] Building connections between children's literature and STEM.[32:26] What strategies do you use to connect books to learning experiences?[40:27] How has informal education adjusted to a post-pandemic world?[48:39] Hopes and dreams for the futureKahla DeSmit is Executive Director of the Lewisburg Children's Museum. You can reach her via email, or follow her on LinkedIn, Instagram, or Facebook.Ray DeSmit is the Summit Early Learning site coordinator and maker space director. You can reach him via email, or follow him on LinkedIn, Instagram, or Facebook.Support the showRead the full show notes, visit the website, and check out my on-demand virtual course. Continue the adventure at LinkedIn or Instagram. *Disclosure: I am a Bookshop.org. affiliate.

"Do you know 'Brave' by Sara Bareilles?" I asked 10-year-old Anthony in a piano lesson one week. "Yeah," he said. "Well, I read recently that 'Brave' and [Katy Perry's] 'Roar' have a lot of things in common. What do you think?" "Huh. I've never really thought about it!" he said. We listened to both songs a few times and made a list of musical characteristics on the white board. I let Anthony take the lead on what we were listening for—accompaniment style, key, tempo, vocal register, and contour—stepping in to guide the conversation, as needed. Anthony sat at a keyboard in the room, picking out parts of the melody or accompaniment as he listened. "What about the bass line?" I asked. Anthony played along with the recording for 'Roar,' a piece he was learning on his own, and together, we picked out the first part of 'Brave' while listening. We stepped back to look at the board. "Wow, they're basically the same song!" Anthony said.Now, I have a question for all of you listening: is this an example of formal or informal learning? Or, is it both? The context was formal (we were in a school classroom having a private piano lesson) but the genre and learning style were informal (popular music and learning by ear). The learning was intentional (there was an end goal) but the ownership of the experience was something that we shared (we both contributed ideas—I didn't go into the lesson with my mind already made up). That brings us to an interesting question to ask in our teaching: What makes learning formal or informal? And can it be both? How can we balance formal and informal learning in music education?That's what we're going to talk about today.For show notes, click here.Resources MentionedEp. 042 - What Does It Mean to Be a Teacher-Facilitator?

In this episode, Michael Rowe talks about space as a metaphor for learning and asks if it's still a useful way for us to think about learning and teaching design. Spatial metaphors encourage a certain vocabulary that informs our cognitive frameworks, which possibly limits creative approaches to learning and teaching. Michael asks if other metaphors for learning might get us closer to designing learning experiences that are more aligned with what we care about.

This week on the Leadership Podcast, Patrick Cootes joined Bradley to discuss how informal learning can transform your team.  Patrick is a learning expert with nearly 20 years of experience in the public sector. He's a Co-Founder & Head of Product at Mindstone Learning, a company empowering people and companies globally to learn faster and remember more. They discussed how to create a “doing” culture, rather than a culture that stops at learning.  He has found that, while it has become standard to assume that a person can only learn one way (auditory, visual, kinesthetic), people are actually multisensory and multidimensional in their learning. Patrick also shared his number one strategy for helping new hires get up to speed 2x faster than normal.  Trainers should give new hires a high stakes but low risk opportunity to get them to take action. To learn more about Patrick's company, visit https://www.mindstone.com/ (https://www.mindstone.com/)

For the final PGCE Research Bites of this block, we welcome Ben Pepler, who's here to discuss with Tom his research into how we can get more consistent results in the different components of GCSE music through an integrated approach. We hope you've found this set of Research Bites interesting, and maybe it's inspired you to carry out your own classroom research or enquiry! You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership     Bibliography Badeley, A., (2006). Working Memory: An Overview. In: S. Pickering, ed., Working Memory and Education. Elsevier Inc. Dammann, G. (2008) ‘GCSE music: As for pupils who cannot read a note', The Guardian Limited, 9 August, D'amore, A. (2006) Musical Futures: An approach to teaching and learning. London: Paul Hamlyn Foundation Evans, J. and Philpott, C. (eds.) A Practical Guide to Teaching Music in the Secondary School. London: Routledge Publishing Group Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. London: Ashgate Popular and Folk Music Series. Hartland, J. (2000) Arts Education In Secondary Schools: Effects and Effectiveness. Berkshire: National Foundation for Educational Research. Lindsey, R., Shroyer, J., Pashler, H. and Mozer, M., (2014). Improving Students' Long-Term Knowledge Retention Through Personalized Review. Psychological Science, 25(3), pp.639-647. Major, A. (2008) ‘Appraising composing in secondary-school music lessons', Music Education Research, 10(2), pp. 307-319. London: Routledge Publishing. McCormack, I. and Healey, J. (2008) Getting the Buggers in Tune. London: Continuum International Publishing Group. McPherson, G. (2006) The Child as Musician. Oxford: Oxford University Press. Mills, J. (2005) Music in the school. Oxford: Oxford University Press. Philpott, C. (2001) Learning to Teach Music in the Secondary School. Oxon: Routledge Falmer Publishing Group. Philpott, C. and Spruce, G. (eds.) (2007) Learning to Teach Music in the Secondary School: a Companion to the School Experience. London: Routledge Falmer. Price, J. and Savage, J. (eds.) (2012) Teaching Secondary Music. London: Sage Publications. Sherrington, T. (2019). Rosenshine's Principles in Action. Woodbridge Sherrington, T. and Caviglioli, O., (2017). The Learning Rainforest. Woodbridge. Sherrington, T. and Caviglioli, O., (2020). Teaching Walkthrus. Woodbridge. Sherrington, T. and Caviglioli, O., (2021). Teaching WalkThrus 2. Woodbridge. Spruce, G. (2002) Aspects of Teaching Secondary Music. London: RoutledgeFalmer Swanwick, K., (1979). A basis for music education. [Windsor]: NFER-Nelson Publ. Co. Wales. Department for Children, Education, Lifelong Learning and Skills (2008a) Music: Guidance for Key Stages 2 and 3. Cardiff: Crown Copyright. Wales. Department for Children, Education, Lifelong Learning and Skills (2008b) Music in the National Curriculum for Wales. Cardiff: Crown Copyright. Westerlund, H. and Väkevä, L. (2011) ‘Who needs theory anyway? The relationship between theory and practice of music education in a philosophical outlook'. British Journal of Music, 28 (1), pp 37-49, [Online], Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid= 7967516 WJEC (2021). [online]. WJEC GCSE in Music Specification. Available at: [Accessed 31 May 2021].   Wright, R (2002) ‘Music for all? Pupils' perceptions of the GCSE Music examination in one South Wales secondary school', British Journal of Music Education, 19 (3) pp.227-241, [Online]. Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=onine&aid+1 26504&fulltextType=RA&field=S0265051702000323

This is the second part of our conversation with Tim Jones on learning and development in football Academies.  It is well-established that sport participation involves many other forms of learning beyond sports skills. But are these learning experiences exclusively 'positive'? Are they mainly 'caught' or 'taught'? Should coaches intentionally introduce 'trouble' in athletes' pathways to foster learning and application of social and emotional competencies? Tim Jones is a researcher, coach and creator of the 'Developer Tribe' who has spent extensive time thinking through these questions in his work. He is currently a PhD researcher at the University of Stirling and the head coach for the University of Stirling Women's Football Club. Tim's Developer Tribe work includes education and mentoring for sports coaches and teachers as well as a podcast with researchers and practitioners working in the area of coach development. You can follow Tim's work on Twitter @coachtimjones and @developer_tribe.

Lucy Green is Emerita Professor of Music Education at the UCL Institute of Education, London UK. She is internationally known for her work in music education, particularly in relation to popular music, informal learning, new pedagogies, gender, ideology, musical meaning and more generally, the sociology of music. She has written four academic books on music education, co-authored one, edited two, and written one practical handbook for teachers. Her publications have been translated into many languages including Greek and Chinese. She has presented keynotes in countries around the world and serves on the Editorial Boards of numerous journals. Lucy developed the research and development project “Informal Learning in the Music Classroom” within the British movement “Musical Futures” and this work is now being implemented in countries across the world. She holds an Honorary Doctorate from the University of Hedmark, Norway, for services to music education. Currently she is beginning work on a new project concerning self-accompanied singing. Research is in its very early stages but she has made two self-accompanied CDs of 17th and 18th century songs. Check out some more of Dr. Green's content in the links below! Interview about informal learning: https://www.youtube.com/watch?v=4r8zoHT4ExY Musical Futures: "In At The Deep End" Musical Futures: "Modeling Aural Learning with Popular Music" Musical Futures: "Modeling Aural Learning with Classical Music" www.musicalfutures.org www.musicalfuturesinternational.org --- Support this podcast: https://podcasters.spotify.com/pod/show/musicast-podcast/support

In this episode Jason talks with UEFA B Licence qualified grassroots soccer coach Paul Robinson. They discuss different informal learning methods coaches can utilise to support their coaching journey. Paul also shares why he has written a coaching book detailing his own coaching knowledge and experience with the aim of helping other coaches. You can click this link to purchase Paul's book, The Soccer Sessions Book (This is not an affiliate link). ------------------ To get my best coaching tips and practice recommendations, subscribe to my free weekly Global Soccer Education newsletter.

Welcome to Season 2 of the podcast. In this season, I wanted to share my learning experience and reflections from the 2021 Modern Workplace Learning Practitioner Programme - created by Jane Hart, who is the Founder of the Centre for Learning & Performance Technologies – one of the world's leading websites on learning trends, technologies, and tools. Today's episode is about modern approaches to training, in particular - informal learning events. Guidance from MWLPP on how to foster connection, curiosity and reflection when designing virtual interactions. Blue sky ideas for informal learning events I have never tried before Modern Workplace Learning Practitioner Programme https://www.modernworkplacelearning.com/cild/mwl/about/ Contact details & resources https://bit.ly/talentstacklinks Disclaimer: This Season is not sponsored. I chose to enrol into the program on my own, and it's 100% self-funded.

In this episode, I talk with Danni Reches and Ido Rosenzweig, host and producer of ‘What are you going to do with that?' podcast about their experiences hosting and producing an educational podcast series. Danni and Ido are both based in the Minerva Center for the Rule of Law under Extreme Conditions at the University of Haifa in Israel.  Their podcast highlights the work of PhD students and early career researchers about the varying aspects of their research and academic journey. Click HERE for Accessible Transcript Ido and Danni share the inspiration behind the podcast and their desire to share widely not only the success, challenges and struggles that early career researchers face, but also their desire to convey these stories in a way that others can relate to.  Since the launch of their podcast, they have interviewed early career researchers from all over the world and discuss important research that encompasses everything from the study of bananas to baseball and transnational migration.  Most don't realize the work that goes into the production of a podcast from start to finish.  Both Danni and Ido make sure that their guests are in a comfortable space and place to talk about their journey and share their stories.  As the producer, Ido spends time with their guests ahead of the recording, listening to their stories, finding out exactly what they hope to get out of the conversation together, the message they want to convey, and taking detailed notes for Danni, the host.  Danni has a keen interest in mental health awareness in academia, so she always has a glass of amaretto and encourages their guests to bring along their beverage of choice to calm nerves, break the ice, and help make the interview space feel warm and inviting.  As if two friends are sharing a cuppa and a chat together.  Danni and Ido share funny experiences in past interviews and talk about how they handle sensitive issues that sometimes come up in conversations.  They discuss what they have learned as podcasters along the way, and learning that is constantly transforming.  Everything from developing new technical skills, mastering new social media platforms for promotion and networking, to improving listening and speaking skills, and unique perspectives gained from the research of their guests. Ido explains that podcasts are important for conveying a message, for putting new and innovative research in the spotlight, and making learning and knowledge widely accessible.  There is something for everyone and the topics are endless.  We agree that independent podcasters are so incredibly supportive of one another, and collaborations like this one expand your reach as a podcast and make for interesting discussions from varying perspectives.  There is a sense of community among podcasters and you can find a sense of belonging through social media platforms like Twitter and YouTube.   As we conclude our conversation, Danni and Ido have some tips, tricks and advice for anyone who might be interested in starting their own podcast.  Ido wisely advises that podcasting is a commitment, have a clear understanding of the message you want to convey before you start, and don't get discouraged.  ‘Remember, no one becomes a hit show overnight and don't get caught up in the numbers'.  Be patient with yourself and learn as you go.  A really fun and fascinating conversation from one podcaster to another.  Come, #ListenAndLearn Google podcast link: What are you Going to Do with THAT? Website link: what2dowiththat.com Twitter: @What2doWithTHAT @PhD_Genie References to Twitter accounts we've mentioned today. Fernando - @Ferchucky Sophie - @InfraRedRum HaPhDsupervisor Shelley Turner Tahira Talita PapaPhD Vikram - Planthropology

Jon Tota has literally made his living through the "70" part of the 70/20/10 model - by having conversations with other people. Recently, I had a chance to talk with Jon, not just about the value of having conversations, but simply how to have meaningful and productive conversations with others in order to learn.

Today, Sonia Tiwari interviews Maria! Together, they unpack Maria’s learning journey, education and memorable life experiences in Greece. Sonia facilitates an engaging conservation and provides wonderful insights as Maria talks about her childhood growing up in Athens and spending her summers in the Greek countryside. Maria shares her accidental homeschooling experience, her interest in speaking local dialects and her curiosity to explore different cultural norms and lifestyles. She talks about her love for chemistry and physics and remembers her teacher, who affirmed her career path when she was only 17! Maria reflects on her mother’s stories and guidance that motivated her to build a better life through education and hard work.  As Sonia puts it, Maria found her purpose in life through crisis and insights. We hope you enjoy listening to this insightful conversation filled with childhood memories and deep reflections.  Listen to this episode and explore:Flipping the interview: Sonia Tiwari interviews Maria (1:04)Maria’s accidental early-childhood experience with homeschooling (3:12)Starting to learn English at a private school in Athens  (6:00)Learning to understand and speak local dialects in the Greek countryside (7:46)Reflecting on her curiosity to explore new cultural norms and her desire to connect with locals (12:48)Studying for the national exams for her dream to get into the university (13:30)Unpacking her interest in STEM and her decision to study Chemistry (14:52)Remembering her Physics teacher who affirmed her career path (16:12) Unpacking her interest in science and understanding the world around her (16:54)Deciding to pursue her PhD in polymer chemistry and material science (19:10)Discussing her broad interests in history, literature, philosophy, and arts and her experience growing up in the Greek culture (20:02)Reflecting on suggestions from the extended family to become a lawyer or a medical doctor (22:15)Appreciating her mother’s guidance to get educated and become independent (24:00)Sonia’s thoughts on how Maria found her purpose through crisis and insights (26:16)Deciding that education was the path to build a better life; experiencing working-class life and learning from her mother’s childhood stories (27:10)Sharing some of her mother’s stories and the impact they had on Maria’s choices (29:54)Exploring her intellectual interests through learning and education (33:40)Discussing how career exploration has evolved over the years due to technology (37:00)Sharing her experience and choices that led Maria down a corporate career path  (39:30)Shifting her focus on the future of learning and education: how life experience and informal learning guided her choices (43:54)The Impact Learning purpose and the change Maria seeks to create during her lifetime (46:10) Where to find more about Maria Xenidou:LinkedInTwitter Where to find more about Sonia Tiwari:Sonia’s websiteLinkedInTwitter  Mentioned in this episode:Sonia’s Impact Learning interview in Episode 82.   Production team:Host & Producer: Maria XenidouIntroduction Voice: David Bourne  Contact us:impactlearningpodcast(at)gmail.com  Music credits:Like Lee performed by The Mini VandalsTransition sounds: Swamp Walks performed by Jingle Punks

Today's episode is with Steve Giddings, from stevesmusicroom.com, who is an amazing music educator not afraid to think outside of the box. In this episode, we discuss rock and popular music ensembles and also what informal learning really is. We also talk about creativity in the music room and how to help your students be their most creative selves while letting them be in control of the learning that happens in your music classroom. This interview will challenge you to think of teaching music in a new way and will inspire you with fresh ideas to use with your students. Steve Giddings teaches 1-6 Music in Montague, Prince Edward Island where he coaches rock groups, singing groups, and is musical director for various productions at the school. Musically, his experience is very diverse, performing in various genres on various different instruments. He has been a long-time advocate for creative musical practices and a conduit for pushing the envelope in music education throughout Canada and across the world. He is a regular columnist in the Canadian Music Educator Journal where he writes on topics including popular music education and creativity, is author of the award-winning book, Rock Coach: A Practical Guide for Teaching Rock Bands in Schools, and just recently released his newest book, Creative Musicking: Practical, Real-Life Ideas to Get Your Learners Creating Their Own Music in early 2020. His website and blog, StevesMusicRoom.com, is a comprehensive resource for music educators of any experience level. You can connect with Steve on Twitter @stevesmusicroom and on Facebook at Steve's Music Room. Find out more about and sign up for the HARMONY membership waitlist here. Head to my website to grab your free music teaching resource. Join the Elementary Music Teacher Community Facebook group to continue the conversation and you can watch the Thursday Facebook lives on my Facebook page The Domestic Musician. I'd love for you to leave a rating and a review of the podcast on I-tunes, be sure to share the podcast with any music teacher friends who would find it helpful and be sure to tag me on Instagram or Facebook.

Sherman Rosenfeld, Atari Institute for Education Action Research Dr. Sherman Rosenfeld is an internationally-known leader in informal learning and science education. He was a consultant to the Atari Institute for Education Action Research. Founded in June 1981 and led by Ted Kahn, the Institute provided equipment, advice, and financial support to non-profit educational organizations. It granted more than $1 million in hardware and software to schools, science museums, vocational and special education programs, even a prison.   Ted Kahn, whom I have previously interviewed, recently dug through his files to uncover several documents about the Institute, including "Informal Learning and Computers," the working paper written by Sherman Rosenfeld for the Atari Institute for Education Action Research in September 1982. Ted also graciously scanned a 1981 Atari Institute brochure, a 1983 progress report, and "Atari in Action," the Institute's newsletter, dated fall 1982. This interview took place on May 25, 2020. Sherman talked to me from his office in Israel. A video version of the interview is also available. Informal Learning and Computers Atari Institute For Educational Action Research Brochure Atari in Action — Atari Institute Newsletter fall 1982 Atari Institute Report Feb. 1983 Caspi Towards Creative Self Education Synopsis ANTIC Interview 185 - Ted Kahn, Atari Institute for Educational Action Research ANTIC Interview 288 - David Thornburg, Koalapad inventor Antic magazine: Atari Institute—Grants support educational projects by Gary Yost   Dr. Rosenfeld's web site

In this episode we look back at the time we've had podcasting thus far. We also give our top 3 book recommendations, talk about our boy Elon Musk and the lifting of stay at home restrictions! Social Media Twitter - https://twitter.com/JJConnectionPo1 Instagram - https://www.instagram.com/jandjconnectionpodcast/ Facebook - https://www.facebook.com/jjconnectionpodcast Email - jandjconnection95@gmail.com

Show Notes In this bonus episode, we share the audio from a community conversation we hosted with Corey Marcel of Docebo. We discuss how to embrace continuous and informal learning, especially during challenging times.Docebo is an AI-powered, cloud-based and mobile-ready learning platform. Be sure to check out Docebo at https://www.docebo.com!Subscribe to the show using your favorite podcast listening app or platform and stay tuned for future episodes. We'll be diving into talent experience management and the end-to-end talent journey with the greatest in HR, recruiting, talent acquisition, and management.The Talent Experience Show is a weekly podcast proudly brought to you by the team at Phenom.

Marijke Hecht is a doctoral candidate in Learning Sciences and Policy at the University of Pittsburgh. Her research is focused on how people learn about nature outside of the classroom. I shared her paper, “Becoming a Naturalist,” this past summer (see Episode 21).What has Marijke learned about how a naturalist identity develops?How can guest educators contribute to an outdoor program?What drives learning ecosystems in the informal sector? What should be driving them instead?Let’s find out. LINKSView Marijke’s researchFollow Marijke on Twitter (@marijkehecht)Visit the UPCLOSE lab at the University of PittsburghiNaturalistEpisode 21: Cultivating NaturalistsTranscript: Ep40, Marijke Hecht, Developing a Naturalist Identity

Craig Deed discusses the need forstudent-oriented teaching and learning environments and theemergence of built informal learning environments oncampus.

Steve Heatherington is an alpaca shepherd and co-owner of Welsh Valley Alpacas in Wales. Steve manages a large herd of alpacas and offers support services to alpaca owners, as well as workshops for individuals interested in owning alpacas. Steve welcomes the public to his farm and provides immersive learning experiences for visitors.Steve also provides learning opportunities through his podcast. To “visit” the farm yourself, visit Steve and the alpacas on Instagram. There’s a link in the show notes.How did Steve become an alpaca shepherd?What is his podcast about?What's next for this 21st-century shepherd? Let's find out. LINKS Welsh Valley AlpacasAlpaca Tribe podcastThe Waterside

Informal Learning Communities: How can informal learning and learning communities impact training delivery? (AOE 3. Training Delivery; 3.4. Ways to Facilitate Informal Learning and Build Learning Communities) Connect with the podcast post on Twitter: @laurapasquini Or LinkedIn: https://www.linkedin.com/in/laurapasquini/ Are you studying for the CPLP? Want more learning & performance ideas? Subscribe to the pod for the next study session: https://learnperform.transistor.fm/subscribe

Our guest today is Julian Stodd of the consulting firm Sea Salt Learning. He is a writer, artist, consultant, and explorer, with a deep interest in how things work: systems, societies, and structures, both technical and human. Join us for a conversation that will challenge your thinking about how organizational learning may be developed and orchestrated.

Jay Cross: Informal Learning | Steve Hargadon | Mar 19 2013 by Steve Hargadon

One of the best ways to inspire and cement learning is understanding two related concepts.  Now despite that their names imply that they’re polar opposites, FORMAL LEARNING and INFORMAL LEARNING work together to create a depth of understanding and students’ ability to truly grasp the fundamentals of an idea or concept. When a student can take a concept that they’ve learned FORMALLY, say in the classroom… and they can supplement it and test it by using it in their everyday experience, then the learning becomes CEMENTED in place.  The understanding is deeper. This takes INTENTION, it takes FORETHOUGHT, and PLANNING.  First off, remember that INFORMAL LEARNING comes from things that students experience with their senses.  What they see, what they hear, what they touch, feel, and taste.  When you designate “free time” for your students… set up your environment so that they immediately have access to the items that support the concepts you’re teaching.  Now, with the advent of afterschool programs, we have a huge opportunity – and a duty – to make sure that INFORMAL LEARNING time is available. The fact is, as humans on the search for deeper understanding and knowledge, we absolutely need and must embrace both FORMAL LEARNING and INFORMAL LEARNING and we must encourage the interplay between the two.

Myth of Truth? "We are already doing performance support; we have e-Learning and SharePoint"..."Informal Learning doesn’t need Structure; that’s why it’s called informal Learning"..."Performance support replaces training." All Myths!  In this episode  Bob debunks 7 common misconceptions around The 5 Moments of Need. A must-hear and must-share. Listen now.

In this podcast, Dave and Dan are joined by Mike Dodds (Lead Youth Development Coach), Danny Barham (Head of Analysis) and James Brayne (Lead U11/12 Coach) to review the Learning Tribes Conference at Birmingham City.Exclusive offer for Podcast listeners: 30 Days Free Active Membership. Visit www.playerdevelopmentproject.com/podcast

Host, Corey Tatel, speaks with Dr. Chris Cerasoli about informal learning at work and its importance in the modern day work context. Dr. Cerasoli is currently a Senior Talent Analytics Consultant at UnitedHealth Group and has previously worked as a consultant at the Group for Organizational Effectiveness and as an adjunct professor at the University of Hartford and at the University of Albany.

Dr. Kimberlee Kiehl is a passionate supporter of education in the Columbus area, and she has been for a number of years. She actually started a career in formal education, but she left to focus on informal education – and that’s what makes her the perfect person to teach us about how informal education spaces are disrupting the education world and how teachers can utilize local resources and opportunities in the everyday classroom. Dr. Kiehl currently serves as Senior Vice President of Operations and Experience at the Center of Science and Industry (COSI) in Columbus, Ohio, which she claims is “the best science museum in the world” (and we might be a little biased, but we’re inclined to agree). To learn more, visit: (http://pastfoundation.org/) Resources: COSI: https://www.cosi.org/ Big Science Celebration (FREE on May 4, 2019): https://cosiscifest.org/bsc/ The 95 Percent Solution: https://www.americanscientist.org/article/the-95-percent-solution Learning Unboxed is produced in part by Crate Media Recorded by Eric French at (http://wosu.org/) in Columbus, Ohio

Welcome to the first Hubcast of 2019! In this episode, Bill Heinrich, head of assessment and experiential learning for the Hub, talks about My Spartan Story, a new interactive web-based platform to track MSU student learning experiences outside of the classroom. He speaks with Leslie Thompson, an academic advisor in the College of Natural Science,… Read MoreEpisode 14 – My Spartan Story

In our latest episode, MIND’s Lead Mathematician Brandon Smith joins Brian once again, this time for a discussion on informal learning. Brandon first explains how the achievement gap and the perception gap are symptoms of a larger problem called the experience gap. He then delves into the work ongoing MIND has been doing to bridge that experience gap, and the lessons learned along the way. Brandon also shares a bit about MathMINDs Games: South of the Sahara, which re-imagine storytelling to connect math, games and history.Topics Covered in the Podcast:0:45 Intro3:45 The Achievement, Opportunity and Perception Gaps6:20 Math Anxiety and Parental Influences7:35 The Experience Gap9:30 Moving Beyond the Classroom10:45 Friendship and Culture Building with Math12:45 Scaling Experiences for Accessibility and Impact15:00 Designing Experiences that Build a Friendship with Math21:00 Applying Lessons We’ve Learned29:20 Using Storytelling to Break Through the Rules Barrier36:30 MathMINDs Games: South of the SaharaThanks for listening to the podcast! Please leave us a review on iTunes, Google Podcasts, Spotify, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

In our latest episode, MIND’s Lead Mathematician Brandon Smith joins Brian once again, this time for a discussion on informal learning. Brandon first explains how the achievement gap and the perception gap are symptoms of a larger problem called the experience gap. He then delves into the work ongoing MIND has been doing to bridge that experience gap, and the lessons learned along the way. Brandon also shares a bit about MathMINDs Games: South of the Sahara, which re-imagine storytelling to connect math, games and history.Topics Covered in the Podcast:0:45 Intro3:45 The Achievement, Opportunity and Perception Gaps6:20 Math Anxiety and Parental Influences7:35 The Experience Gap9:30 Moving Beyond the Classroom10:45 Friendship and Culture Building with Math12:45 Scaling Experiences for Accessibility and Impact15:00 Designing Experiences that Build a Friendship with Math21:00 Applying Lessons We’ve Learned29:20 Using Storytelling to Break Through the Rules Barrier36:30 MathMINDs Games: South of the SaharaThanks for listening to the podcast! Please leave us a review on iTunes, Google Podcasts, Spotify, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

What can people learn on YouTube and Facebook? In this interview, Thomas Hillman (University of Gothenburg) talks about his research on how people learn through large online platforms. This includes studies of Facebook teacher groups, citizen science platforms and people using YouTube to fix washing-machines. We discuss how all these activities offer valuable insights into how learning takes place.

Saul Carliner is a Professor and Interim Chair of the Department of Education at Concordia University in Montreal, and Research Director for Lakewood Media (publishers of Training Magazine) and has consulted with organizations like Alltel Wireless, Boston Scientific, Bronx Zoo, Canada School of Public Service, PwC, ST Microelectronics, and Turkish Management Centre. He is the author of several best-selling and award-winning books on e-learning, including An Overview of Online Learning, Training Design Basics, Informal Learning Basics, e-Learning Handbook (with Patti Shank), and Advanced Web-Based Training (with Margaret Driscoll). He chairs the Certification Steering Committee for the Institute for Performance and Learning and is a Fellow of that organization and the Society for Technical Communication. Saul's analysis of Informal Learning, Certification, and Industry 4.0 is a must listen for Instructional Designers or anyone interested in workplace behavior. Saul also offered a little bit of what he thought the future held for those of us in L&D. Sponsored by:

Moderator Tom Petro leads the discussion about informal learning. Questions he asks include: What are the different forms of informal learning in the corporate environment? How do we track informal learning?

The Creating a Culture of Learning program is designed to help you lay the foundation for building meaningful learning. To learn more, click here: http://tldc18.com/creating-a-culture-of-learning/ We teach you how to create learning programs that INSPIRE and ENGAGE. Maximize your experience at The Training, Learning, and Development Conference 2018. Join our six-week course online, then meet us in Phoenix January 28, 29 & 30! It’s well worth the effort to transition from an organization that simply delivers learning, to one that provides a “Learning Culture”. We will teach you how to establish a successful learning culture by simultaneously providing support for both Structured and Informal Learning. Our Creating A Culture of Learning Workshop will teach you: How and why Structured Learning provides an avenue to introduce new concepts. How Informal Learning provides immediate support for learners throughout your organization. Ways Informal Learning provides a means for capturing, retaining, and transferring expert knowledge as turnover and retirement occur. REGISTER NOW: http://tldc18.com/register/ This podcast is powered by ZenCast.fm

We speak with renowned expert, Bob Mosher about meeting moments of need in the workflow where authentic learning occurs.

We interview consultant/writer/learning expert, Marc Rosenberg, on Learning Culture. What is a learning culture and how do you make it grow in your organization?

What has hotel lobbies, Italian piazzas and popular cafés to do with learning spaces at universities? And why does Karolinska Institutet got a Harry Potter library? Teresa Sörö talks about informal learning spaces with Dr Jonas Nordquist and their experiences from the project "Future Learning Environments" at Karolinska Institutet

What has hotel lobbies, Italian piazzas and popular cafés to do with learning spaces at universities? And why does Karolinska Institutet got a Harry Potter library? Teresa Sörö talks about informal learning spaces with Dr Jonas Nordquist and their experiences from the project "Future Learning Environments" at Karolinska Institutet

Dibattito sull'esistenza degli ufo e dell'area 51.Attività talk realizzata in classe dagli allievi della 2S - IIS Carlo Levi

Informal talk - Dibattito sull'esistenza dei "Fenomeni paranormali, Aldilà e ... fantasmi".Attività talk realizzata in classe dagli allievi della 2S - IIS Carlo Levi

Follow Mariah's journey from informal learning as a kid with a passion for science to a young adult on a STEM career path.

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Callier's now got the self-esteem to do a live gig.

Transcript -- Callier's now got the self-esteem to do a live gig.

Transcript -- Callier's now got the self-esteem to do a live gig.

Sue Quinn on how the Project offers young people opportunities for personal growth and pride, as well as an informal arts education.

Transcript -- Sue Quinn on how the Project offers young people opportunities for personal growth and pride, as well as an informal arts education.

Transcript -- Sue Quinn on how the Project offers young people opportunities for personal growth and pride, as well as an informal arts education.

Sue Quinn on how the Project offers young people opportunities for personal growth and pride, as well as an informal arts education.

Callier's now got the self-esteem to do a live gig.