This practicum focuses on the issues of the overlapping boundaries between Student housing and downtown redevelopment. Can graduate students find a place in the downtown to meet their need for off-campus housing, and simultaneously help build a healthy, vibrant, downtown community; ensuring the housing facility represents a quality space for both graduate students and the local community? The following is an investigation of related issues including: Richard Florida’s notion of the Creative Class, multi-purpose development, the university as an urban catalyst, and adaptive reuse. The combination of graduate housing and the city’s downtown redevelopment will create new design typology that benefits both graduate students and downtown community. The practicum project consists of a live/work space for Winnipeg in the Waterfront area by adaptively reusing the James Ave Pumping Station building. The renovated building includes a bookstore, a coffee shop, a daycare, and an urban grocery store. However, the design focuses on the informal learning space and the quality of graduate students’ living experience through aspects such as accommodation, study space, meeting and casual spaces.

This study means to research the importance and significance of the social and informal learning opportunities offered at a workplace. With Wenger’s theory about social learning and communities of practice as a starting point, this study will create understanding about how teachers at a school comprehend their opportunities for learning within the teacher community. The study is conducted at an independent school in Sweden, and is based on interviews with eight of the teachers employed at the school. The purpose of the study was to research how employees perceive how their social interactions with their colleagues can create learning, and what obstacles they might face along the way. Our results showed that the teachers at this workplace found that most of the learning that took place in their everyday worklife was performed in an informal and social way with lots of helping each other out and social interactions between the colleagues.

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.

The no borders movement has been an important site of anti-imperialist resistance, and as such it provides a valuable point of entry into problematizing the contradictions that constitute the relations of consciousness, praxis and ideology. By tracing the recent history of no borders activism in relation to the intensification of neoliberalism, and the prevalence of diffuse models of power, the analysis illustrates the ways in which critical praxis has been limited by the current milieu. Working from an anti-racist feminist perspective I utilize examples drawn from no borders activism to demonstrate the very real limits of informal and incidental learning in social movements. The analysis argues against the supplanting of consciousness with subjectivity as a way to avoid the problems associated with structuralist analysis. Instead, I have suggested that critical education for social action requires a dialectical engagement with the social relations that we live in, contest and transform.

This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.

Through lenses of social movement theories, queer theory, intersectionality, performativity, and performance theory, my study employed a qualitative queer(y)ing methodology to explore how three queer theatre festivals contribute to the production of knowledge and learning, community building, and leadership and activism in the queer social movement in Canada. The queer theatre festivals included the Rhubarb festival, Toronto; Pretty, Witty and GAY!, Lethbridge; and OUTstages, Victoria. Data collection methods included participant observation through festival attendance, a postcard survey, and semistructured interviews with festivalgoers, performers, and festival organizers. Findings show that festivalgoers learned through spoken words and visuals of the performances and their embodied/somatic reactions to the performances, self-reflection, collective discourse and reflection, festival design elements, self-learning following the festivals, and from creating a performance and performing. The learning that resulted had significant impacts on festivalgoers including empathy development, therapeutic and healing benefits, a sense of hope, allyship development, and personal transformation. The festivals’ wider societal benefits were found to be increased queer visibility in the communities; the power to shift societal attitudes, beliefs, and behaviour; and economic benefits. The study sheds light on the leadership potential of queer cultural activists and artists (artivist-leaders) as it reveals how the festivals’ act as powerful cultural producing sites with individual and social transformation and learning possibilities. Finally, the study’s findings provide evidence that rejects the claim that a new queer social movement exists and is distinct from the traditional gay and lesbian social movement. / Graduate

Den här studien har undersökt det informella lärandet på arbetsplatsen ur ett medarbetarperspektiv.Tidigare forskning har visat att det informella lärandet är majoriteten av det lärande som sker påarbetsplatsen och därför har den här studien, genom semi strukturerade intervjuer, studerat de faktorersom påverkar informellt lärande på arbetsplatsen. Sex medarbetare har intervjuats och det empiriskamaterialet analyserades genom tematisk analys. Resultatet redovisar de teman som analysarbetetutformade och avslutas med en del som diskuterar huruvida resultatet stämmer överens med tidigareforskning och teoretiska ramverk. Resultatet belyser några av de faktorer som möjliggör det informellalärandet. Arbetsklimatet, relationer till sina kollegor, organisationens struktur och tilldelning avarbetsuppgifter är några av de faktorer som har konstaterats i den här studien. Den här studien visarbetydelsen av ämnet och än en gång att det informella lärandet på arbetsplatsen bör uppmärksammas. / This study aims to research the informal learning in the workplace from the employee’s perspective.Research has shown that informal learning is the major part for learning in the workplace and thereforthis study will, through semi structured interviews, investigate the impacts of informal learning. Theresults confirm the influencing factors from previous research. The results shows that factors like workenvironment, relationships to your colleagues and the structure of the workplace are all important forthe ability of learning in the workplace. The end of this paper discusses the different theoretical factorsand how they relate to the result of this study. Also, this study shows the value of the subject and whyit should be prioritized when it comes to workplace learning. / <p>Betygsdatum 2021-07-01</p>

Field stations across the United States provide learning opportunities to the general public through their outreach programming. With approximately 78% and 98% of the US population living within 60 and 120 miles of a field station, respectively, stations have the potential to be key providers of informal STEM education. We surveyed a sample of US biological field stations and asked them to describe their outreach programming and goals. Our findings indicate that field stations prioritize outreach by dedicating personnel and fiscal resources, but such initiatives are highly variable in magnitude and scope. We propose an informal STEM education framework to guide outreach efforts by aligning place-based activities with outreach goals, strands of science learning, and learner engagement theories. Such intentional program design can help stations focus on meaningful learning outcomes for their outreach participants.

This research is based on the following research question: What are the pupils’ thoughts about their gaming habits and possible learning situations in connection with their gaming? The study is based on literature on the subject and on two interviews with five youths who are between sixteen and seventeen years of age. The conclusions that can be drawn from my research question are:- Learning could take place in different domains and be put into different contexts. Hence, language learnt from playing video games, could be applied on domains outside of the game, i.e. implicit learning in terms of using a foreign language when communicating with other players can become tacit knowledge that the learner can apply on settings outside of the game. Also, social skills learnt from the structure of a game like World of Warcraft can be used in a formal educational setting. As a video game is multimodal in its nature there are benefits from also using other multimodal material in formal education, as many of the pupils are familiar and used to the same sort of text.- There are also problems connected to informal learning. The informants in this study describe how their interest in video games often clashes with their formal education. Another aspect is of course how the quality of the content learnt within an informal setting is being supervised, in contrast to how the formal education works with a trained teacher and a set curriculum that carefully explains how the learning should become available for the learner. Finally, one of the informants explains how his writing skills has become worse because of his informal training of English, since he wants to use smilies and abbreviations in formal text writing.

This article examines the online book club called Victober, which is held every October on Youtube and other social media apps. As a qualitive case study, the research uses interviews, observations, and digital documents to explore the interactions and informal learning experiences of four women who participated in Victober 2022. The author identifies five overarching themes that emerged from the data: content creation, community identity, individual identity, rewards, and anticipation. These themes highlight the significance of content creation for YouTube and social media platforms, the sense of community fostered by Victober, the balance between individuality and belonging, the rewards of participation including creative exploration and social satisfaction, and the excitement leading up to the event. The research reveals the informal learning opportunities provided by Victober, including the development of reading and writing skills, exploration of the Victorian era, and the practice of content creation. It also emphasizes the social nature of reading and the role of social media as a venue for literary discussions. The article has implications for the understanding of informal learners in online affinity spaces.