Context is Everything!
An undergraduate student in the Bachelor of Journalism program at the University of Victoria.
What is formal learning context.
Structured and defined. It involves specific learning objectives, structured activities, and measurable learning outcomes.
What is formal learning.
This scholar believes that workspaces and places are not confined to traditional locations.
Who is Fenwick.
A dietician working in a Diabetes Education Centre at the Richmond General Hospital.
What is professional context.
Not confined to structure. Knowledge that is acquired through day-to-day interactions with others, learning new things, making meaning of our emotions.
What is informal learning or tacit knowledge.
This scholar discussed HOW and WHERE work and learning intersect, and examines the differences that came from where something is learned, how it is structured, the relative power of participants, the identify and life world of learners, and the type and degree of incentives or coercion.
Who is Foley.
Gender, culture, sociocultural, and racial issues that impact how we see ourselves, our world, and respond to the world.
What is contexts of power.
Non-structured and void of pre-determined time commitments. Formally organized and delivered, but not credentialed.
What is non-formal learning.
This scholar emphasized the connection between power and knowledge, and promoted the moral purpose and potential of workplace learning by allowing learners with opportunities to engage fully in existing systems, and to resist when those systems become harmful.
Who is Fenwick.
Grandparents providing care to a young child while the mother attends evening class at a college.
What is contexts of support.
Unexpected learning that comes along when we are involved in formal or non-formal learning activities. What we come to know accidentally or unexpectedly.
What is incidental learning.
These three scholars discussed two main reasons why there is less attention paid to unpaid work: unpaid work is rarely considered as “real work”, and informal learning is not formalized and difficult to research.
Who are Duguid, Slade and Schugurenensky.
Meaning making is dependent on locating learning experiences and linkages with something that holds meaning and relevance. A type of learning that is all encompassing of all contexts.
What is contextual learning.
An intentional and complex process that recognize the role of social context and experience through the reflection of one’s learning experiences.
What is reflective learning.
This scholar from the Ontario Institute for studies in Education (OISE) studied labour education/studies, discussed the multidisciplinarity of workplace learning from skill types, conceptualization of work-related learning processes, and from the individual cognition to social and international constructivist roles.
Who is Sawchuk.