Black tie not required June 4, 2012Posted by IaninSheffield in Resources, Teaching Idea, Uncategorized.
Tags: badges, formal learning, ict quests, informal learning, non-formal learning
In a recent assembly I introduced ‘Digital Quests‘ to our Y7s to Y10s; they’ve come a long way since the first conception (via San Francisco even!). The idea of undertaking learning beyond the classroom, away from teacher guidance and support and without the possibility of conventional certification would be quite new for many of our students and as a consequence influenced my ‘pitch.’ Given the aforementioned link with Badging, you’ll not be surprised that featured significantly, however I wanted to attempt to set the context within which learning in this way would be located. Describing the what, where, when and how of Digital Quests was fairly straightforward, but the why …
The findings from my dissertation suggested that our students have a rather skewed view of learning, influenced unsurprisingly heavily by their experiences in school. Although some will take music exams, karate gradings and so forth, school provides the bulk of their formal learning. The students I interviewed during my research displayed no appreciation that in fact the majority of their learning actually takes place through informal or non-formal settings. Since Digital Quests fall in the realm (I’d suggest) of non-formal learning, I wanted to try to illustrate the importance of this learning domain, for them now and into the future as lifelong learners. That’s when I chanced upon a highly informative graphic produced by Jane Hart which illustrated many of the facets of the three learning domains, though largely in the context of learning in the workplace. With Jane’s kind permission, I adapted it with the intent of using it to (hopefully) help our students appreciate a little more about the wider circumstances within which they learn. [And I think I’ll shamelessly claim that as a contribution towards our Learning to Learn agenda ;-)]
My hope was that students might entertain the possibility that there are alternatives to the formal learning which seems to preoccupy them and that actually non-formal opportunities were deserving of greater consideration. The crucial factors are bounded by the purple outline which encompass learner autonomy and choice. In other words one of the ‘whys’ of Digital Quests (and other non-formal possibilities like MOOCs, P2PU, gaming/coding communities etc) was that students could choose the what, where, when and how of their learning … something they rarely have the opportunity to do within the formal system.