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=Welcome to the Masters Collaborative Debate =

** //Topic: "Formal learning versus informal learning and cultural shifts in educational practice. Are they mutually exclusive or part of a network of learning?"// ** A sharing of ideas will take place over the next four weeks exploring formal, informal and non-formal learning and their impact on the educational landscape.

Background
Learning is an age old practice, it is an individual process that occurs in a range of places for a variety of purposes, This debate aims to explore these options to clarify what we mean by learning. Since prehistoric times humans have learnt informally by exploring, experimenting and observing and copying each other. Formal dedicated schooling began in early civilisations to teach specific skills and knowlege, initially this was an oral process until the development of writing.

Technology has been instrumental in accelerating learning: the printing press made text available on a daily basis and books affordable, pens then later biros enabled writing to be a faster and more portable process. Information storage and sharing expanded rapidly during this period. Computers revolutionised and extened information storage, they facilitated faster production and access to information, then the sharing of knowledge locally and globally via the Internet. Digital technologies changed printing processes, book publishing, newpaper production and image development. Convergence provides access to new voice technologies, social networking, financial managment with banking and share management online and is currenlty challenging the fabric of our society with the retail sector changing the way we buy and sell online.

Smarter, more flexible and innovative societies are seen to have the edge in this global competition. Lifelong learning is a key with business and workers now having to continuously learn and adapt. Educators are required to prepare young people for an unknown future by utilising technology to provide engaging learning opportunities that encourage students to become collaborative, creative and capable. Both informal and formal learning provide vital opportunities to build the required social capacity to compete. Research into formal and informal learning is a recent phenomenon driven by this imperative to keep abreast of change and to compete in global markets.

The challenge is for education providers to keep up to date with the shifts in how we are learning and communicating. Should schools and institutes provide opportunities for students to be a member of a network of learning? Should schools and institutes develop strategies to acknowledge informal and non-formal learning that is a component of social constructivist learning?

Learning Definitions
The context and outcomes of learning are the main imperatives in formal, non-formal and informal learning and are defined as: institution, adult training centre or in the workplace, which is generally recognised in a qualification or certificate. k ||< Learning through a program that is not usually evaluated and does not lead to certification. ||< Learning resulting from daily work-related, family or leisure activities. || internationally recognised qualifications. ||< Learning in structured programs for developing skills and knowledge required by workplaces, communities and individuals. These do not lead to nationally or internationally accredited formal qualifications ||< Learning that is acquired through everyday work and life. || more intrinsic ||< Motivation is mainly intrinsic hhhhhhhhhh || Liberal education and competency-based programs. || Workshops, lectures, one-day workshops and conferences. Personal learning and organisational learning. || Mentoring, team-based learning, networking and professional reading. Incidental learning: working together, talking, and doing the job. Personal and organisational learning. ||
 * ~ Formal Learning ||~ Non-Formal Learning ||~ Informal Learning ||
 * < **NCVER** (Halliday-Wynes 2008 p.2) cites these distinctions: ||<  ||<   ||
 * < Learning through a program of instruction in an educational
 * < **Misko** (2008 p.10) defines the following requirements: ||<  ||<   ||
 * < Learning in courses or programs leading to nationally and
 * < **Eshach** (2007 p.174) proposed these comparisons: ||<  ||<   ||
 * < Usually at school ||< At institution out of school ||< Everywhere ||
 * < May be repressive ||< Usually supportive ||< Supportive ||
 * < Structured ||< Structuted ||< Unstructured ||
 * < Usually pre-arranged ||< Usually pre-arranged ||< Spontaneous ||
 * < Motivation is typically extrinsic ||< Motivation may be extrinsic but is typically
 * < Compulsory ||< Usually voluntary ||< Voluntary ||
 * < Teacher-led ||< May be guide or teacher-led ||< Usually learner-led ||
 * < Learning is evaluated ||< Learning is usually not evaluated ||< Learning is not evaluated ||
 * < Sequential ||< Typically non-sequential ||< Non-sequntial ||
 * **Bolt** (2008 p.59-60) gives these examples: ||  ||   ||
 * School, TAFE and university