For a long time, Informal learning suffered a mechanical and simplified defi- nition, as a category opposed to formal learning: it was in fact intended at a space-time level, as a complex of outdoor activities, carried out outside school walls, and outside a certifiable path. If in the field of vocational training validation systems have been arranged at European level by CEDEFOP (2017) to test and to certificate skills and abilities acquired through individual experience, however, many third sector initiatives, volunteering, personal interests and creative activities usually are more prob- lematic in being identified and formally attested, and require a substantial change of didactics and educational perspectives. In any case a step change is in progress at the moment: recognizing the informal learning formative basis means, in fact, becoming aware of the profound changes technologies have introduced in the educational world, to the point of blurring the borders between informal and non-formal (the structured but not certified) learning paths, and more generally between formal and informal ones.

Convergence between formal and informal learning practices: state of the art and historical heritage / Capaldi, Donatella; Ceccherelli, Alessio. - II:(2019), pp. 173-178. ((Intervento presentato al convegno 1st international conference of the journal Scuola Democratica tenutosi a Cagliari.

Convergence between formal and informal learning practices: state of the art and historical heritage

Capaldi, Donatella;Ceccherelli, Alessio
2019

Abstract

For a long time, Informal learning suffered a mechanical and simplified defi- nition, as a category opposed to formal learning: it was in fact intended at a space-time level, as a complex of outdoor activities, carried out outside school walls, and outside a certifiable path. If in the field of vocational training validation systems have been arranged at European level by CEDEFOP (2017) to test and to certificate skills and abilities acquired through individual experience, however, many third sector initiatives, volunteering, personal interests and creative activities usually are more prob- lematic in being identified and formally attested, and require a substantial change of didactics and educational perspectives. In any case a step change is in progress at the moment: recognizing the informal learning formative basis means, in fact, becoming aware of the profound changes technologies have introduced in the educational world, to the point of blurring the borders between informal and non-formal (the structured but not certified) learning paths, and more generally between formal and informal ones.
978-88-944888-1-4
File allegati a questo prodotto
File Dimensione Formato  
Capaldi_Convergence_2019.pdf

accesso aperto

Note: Pubblicazione ad accesso aperto senza indicazione di licenza CC https://www.scuolademocratica-conference.net/proceedings-volume-ii-teaching-learning-evaluation-and-technology/
Tipologia: Versione editoriale (versione pubblicata con il layout dell'editore)
Licenza: Altra licenza (allegare)
Dimensione 439.78 kB
Formato Adobe PDF
439.78 kB Adobe PDF Visualizza/Apri PDF

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11573/1358743
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact