LEADER 05699oam 2200649 c 450 001 9910284438603321 005 20240424230430.0 010 $a3-8474-0258-7 024 3 $a9783847402589 035 $a(CKB)3710000000275688 035 $a(EBL)3117621 035 $a(MiAaPQ)EBC3117621 035 $a(Verlag Barbara Budrich)9783847402589 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/36082 035 $a(EXLCZ)993710000000275688 100 $a20220221d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe Base of the Iceberg$eInformal Learning and Its Impact on Formal and Non-formal Learning$b[electronic resource]$fAlan Rogers 205 $a1st ed. 210 $aLeverkusen$cVerlag Barbara Budrich$d2014 215 $a1 online resource (0 p.) 225 0 $aStudy Guides in Adult Education 300 $aDescription based upon print version of record. 311 $a3-8474-0632-9 320 $aIncludes bibliographical references and index. 327 $aCover ; The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning; Contents ; Preface ; I. Introduction: "Unsettling tradition" ; 1.1 From 'education' to 'learning': a change of Discourse; 1.2 The dangers of confusion; II The Iceberg: Exploring the Relationship between Formal, Non-Formal and Informal Learning ; 2.1 Three kinds of learning; 2.1.1 Expanding the definitions ; 2.1.2 Intention and agency in learning ; 2.1.3 The learning continuum ; 2.1.4 Relationship of formal, non-formal and informal learning; 2.1.5 A tool of analysis 327 $a2.2 What is learning?2.2.1 Learning as process ; 2.2.2 Learning what? ; 2.2.3 Learning as change - domains of change ; 2.2.4 Learning in contexts ; 2.3 Summary; III The Base of the Iceberg: Informal Learning, its Nature and Processes ; 3.1 The nature of informal learning; 3.2 The processes of informal learning; 3.3 Summary; IV Informal (prior) Learning: What has been Learned; 4.1 Prior learning; 4.1.1 Pre-understanding; 4.1.2 Funds of knowledge ; 4.1.3 Frames of reference ; 4.1.4 Imaginaries and Discourses ; 4.2 All these attributes have been and are being learned; 4.3 Summary 327 $aV Interactions between Informal Learning and Formal/Non-Formal Learning 5.1 Relations of formal and non-formal learning; 5.1.1 Teaching and learning ; 5.1.2 Similarities and differences ; 5.1.3 The changing balance between formal and non-formal learning ; 5.2 Relations between formal/non-formal learning andinformal learning; 5.2.1 Similarities and differences ; 5.2.2 The contemporary dominance of formal learning ; 5.3 Taking account of informal learning; 5.3.1 The demeaning of informal learning ; 5.3.2 What learners bring to new learning from informal learning 327 $a5.4 The interaction of informal and formal learning: four approaches5.4.1 Using informal to assist formal and non-formal learning ; 5.4.2 Using formal and non-formal learning to redress informal learning; 5.4.3 Giving recognition and value to informal learning ; 5.4.4 Promoting continual dialogic learning ; 5.5 Some questions for teachers; 5.6 Summary; VI Conclusion: Does it matter? ; 6.1 Why is this discussion important?; Bibliography ; Index; About the Author 330 $aAlan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning - formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book's arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change. 330 1 $a[...] I would strongly recommend this book to all adult educators in general because as Rogers concludes, "Without informal learning, none of us would grow; and without the products of informal learning, none of our planned learning programmes would be effective" (p. 79). Adult Education Quarterly 66/2016 In conclusion, Rogers calls for a revision of the way we look at learning in order to cease interpreting it as what happens in agency-organised contexts and open its meaning to all learning, with special attention to what goes on outside plannedlearning experiences. International Review of Education 61/2015 The base of the iceberg [...] is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. International Review of Education - Journal of Lifelong Learning 5/2015 410 0$aStudy guides in adult education. 606 $acontinuing education 606 $aInformal learning 606 $alifelong learning 610 $aInformal learning 610 $alifelong learning 610 $acontinuing education 610 $aFrame of reference 610 $aIceberg 610 $aNonformal learning 615 4$acontinuing education 615 4$aInformal learning 615 4$alifelong learning 676 $a371.04 700 $aRogers$b Alan$cProf.$4aut$01207301 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910284438603321 996 $aThe Base of the Iceberg$92784850 997 $aUNINA