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	<title>informal learning &#8211; Australian Journal of Adult Learning</title>
	<atom:link href="https://ajal.net.au/tag/informal-learning/feed/" rel="self" type="application/rss+xml" />
	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Wed, 26 Apr 2017 01:11:35 +0000</lastBuildDate>
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	<item>
		<title>Second chance learning in Neighbourhood Houses in Victoria</title>
		<link>https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Mon, 24 Apr 2017 06:39:54 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[neighbourhood houses]]></category>
		<category><![CDATA[training reform]]></category>
		<category><![CDATA[VET]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4800</guid>

					<description><![CDATA[Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison Deakin University Edition: Volume 57, Number 1, April 2017 Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance learning in Neighbourhood Houses in Victoria"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Literacy mediation in neighbourhood houses</title>
		<link>https://ajal.net.au/literacy-mediation-in-neighbourhood-houses/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 05:45:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[adult literacy]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[literacy mediation]]></category>
		<category><![CDATA[neighbourhood house]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3792</guid>

					<description><![CDATA[Author: Sally Thompson Edition: Volume 55, Number 3, November 2015 Summary:  Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, &#8230; <p class="link-more"><a href="https://ajal.net.au/literacy-mediation-in-neighbourhood-houses/" class="more-link">Continue reading<span class="screen-reader-text"> "Literacy mediation in neighbourhood houses"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Ready for action and civic engagement: Resilient third age women learners in rural Australia</title>
		<link>https://ajal.net.au/ready-for-action-and-civic-engagement-resilient-third-age-women-learners-in-rural-australia/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sat, 30 Nov 2013 22:45:31 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[community engagement]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[personal transformation]]></category>
		<category><![CDATA[rural women]]></category>
		<category><![CDATA[third age learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2102</guid>

					<description><![CDATA[Author: Glenna Lear, University of South Australia Edition: Volume 53, Number 3, November 2013 Summary: This paper discusses the power of local and experiential knowledge, civic engagement and social transformation on rural third age women’s learning. My passion for learning reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate &#8230; <p class="link-more"><a href="https://ajal.net.au/ready-for-action-and-civic-engagement-resilient-third-age-women-learners-in-rural-australia/" class="more-link">Continue reading<span class="screen-reader-text"> "Ready for action and civic engagement: Resilient third age women learners in rural Australia"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>‘They’re funny bloody cattle’: encouraging rural men to learn</title>
		<link>https://ajal.net.au/theyre-funny-bloody-cattle-encouraging-rural-men-to-learn/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 05:42:39 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[communities]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[regional]]></category>
		<category><![CDATA[rural]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1342</guid>

					<description><![CDATA[Author/s: Soapy Vallance and Barry Golding Edition: Volume 48, Number 2, July 2008 Summary: Our paper examines and analyses the contexts and organisations in rural and regional communities that informally and effectively encourage men to learn. It is based on a combination of local, rural adult education practice and a suite of studies in Australia &#8230; <p class="link-more"><a href="https://ajal.net.au/theyre-funny-bloody-cattle-encouraging-rural-men-to-learn/" class="more-link">Continue reading<span class="screen-reader-text"> "‘They’re funny bloody cattle’: encouraging rural men to learn"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Informal learning: a discussion around defining and researching its breadth and importance</title>
		<link>https://ajal.net.au/informal-learning-a-discussion-around-defining-and-researching-its-breadth-and-importance/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 03:25:27 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[context]]></category>
		<category><![CDATA[cultural]]></category>
		<category><![CDATA[inclusion]]></category>
		<category><![CDATA[informal learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1096</guid>

					<description><![CDATA[Author/s: Barry Golding, Mike Brown and Annette Foley Edition: Volume 49, Number 1, April 2009 Summary: Informal learning has often been seen as formal learning’s ‘poor cousin’. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural &#8230; <p class="link-more"><a href="https://ajal.net.au/informal-learning-a-discussion-around-defining-and-researching-its-breadth-and-importance/" class="more-link">Continue reading<span class="screen-reader-text"> "Informal learning: a discussion around defining and researching its breadth and importance"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Formal and informal learning opportunities in government organisations: Experiences of public sector employees from six Asian nations</title>
		<link>https://ajal.net.au/formal-and-informal-learning-opportunities-in-government-organisations-experiences-of-public-sector-employees-from-six-asian-nations/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:18:46 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[Asian]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[government]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[learning century]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[policies]]></category>
		<category><![CDATA[professional development]]></category>
		<category><![CDATA[work-based competency]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=992</guid>

					<description><![CDATA[Author/s: Intan A. Mokhtar Edition: Volume 50, Number 2, July 2010 Summary: Lifelong learning and professional development have been the focus of government organisations after the 21st  century was declared the ‘learning century’, amidst the impact of globalisation and growth of knowledge-based economies. Although lifelong learning and professional development opportunities are available in most government &#8230; <p class="link-more"><a href="https://ajal.net.au/formal-and-informal-learning-opportunities-in-government-organisations-experiences-of-public-sector-employees-from-six-asian-nations/" class="more-link">Continue reading<span class="screen-reader-text"> "Formal and informal learning opportunities in government organisations: Experiences of public sector employees from six Asian nations"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?</title>
		<link>https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Feb 2013 06:35:21 +0000</pubDate>
				<category><![CDATA[VET]]></category>
		<category><![CDATA[assessor]]></category>
		<category><![CDATA[candidate]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[relationship]]></category>
		<category><![CDATA[RPL]]></category>
		<category><![CDATA[social inclusion]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=796</guid>

					<description><![CDATA[Author/s: Jen Hamer Edition: Volume 51, Special edition, December 2011 Summary: The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller &#38; Newton, 2002; Castle &#38; Attwood, 2001; Cleary &#8230; <p class="link-more"><a href="https://ajal.net.au/recognition-of-prior-learning-rpl-can-intersubjectivity-and-philosophy-of-recognition-support-better-equity-outcomes/" class="more-link">Continue reading<span class="screen-reader-text"> "Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Utopian scenario sketching: An imaginal pedagogy for life giving civilisation</title>
		<link>https://ajal.net.au/utopian-scenario-sketching-an-imaginal-pedagogy-for-life-giving-civilisation/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:21:29 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[creative expression]]></category>
		<category><![CDATA[human flourishing]]></category>
		<category><![CDATA[imaginary expression]]></category>
		<category><![CDATA[informal learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=464</guid>

					<description><![CDATA[Author/s: Peter Willis Edition: Volume 51, Number 3, November 2011 Summary: This paper argues that learning for human flourishing needs a balance between small-scale, convivial experiences, imaginary and creative expression, logical, rational planning and autonomous, purposive practices. It is the second one—imaginary and creative expression—which is particularly of interest in this paper. The focus is &#8230; <p class="link-more"><a href="https://ajal.net.au/utopian-scenario-sketching-an-imaginal-pedagogy-for-life-giving-civilisation/" class="more-link">Continue reading<span class="screen-reader-text"> "Utopian scenario sketching: An imaginal pedagogy for life giving civilisation"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan</title>
		<link>https://ajal.net.au/adults-participation-in-informal-learning-activities-key-findings-from-the-adult-education-participation-survey-in-taiwan/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 04:12:25 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Education Participation Survey]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[Taiwan]]></category>
		<category><![CDATA[workplace]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=454</guid>

					<description><![CDATA[Author/s:  Horng-Ji Lai and Ming-Lieh Wu, Ai-Tzu Li Edition: Volume 51, Number 3, November 2011 Summary: This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Data of the 2008 Adult Education Participation Survey in Taiwan and Fujian Area were used &#8230; <p class="link-more"><a href="https://ajal.net.au/adults-participation-in-informal-learning-activities-key-findings-from-the-adult-education-participation-survey-in-taiwan/" class="more-link">Continue reading<span class="screen-reader-text"> "Adults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Informal learning in the workplace: A review of the literature</title>
		<link>https://ajal.net.au/informal-learning-in-the-workplace-a-review-of-the-literature/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 03:38:03 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[work activities]]></category>
		<category><![CDATA[workplace]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=411</guid>

					<description><![CDATA[Author/s: Megan Le Clus Edition: Volume 51, Number 2, July 2011 Summary: In the last few decades, the workplace has been increasingly recognised as a legitimate environment for learning new skills and knowledge, which in turn enables workers to participate more effectively in ever-changing work environments. Within the workplace, there is the potential for continuous &#8230; <p class="link-more"><a href="https://ajal.net.au/informal-learning-in-the-workplace-a-review-of-the-literature/" class="more-link">Continue reading<span class="screen-reader-text"> "Informal learning in the workplace: A review of the literature"</span></a></p>]]></description>
		
		
		
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