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CITE Research Symposium 2012
    The University of Hong Kong

CREATIVE INFORMAL LEARNING
        ENVIRONMENTS
     with new technologies
  for indigenous communities

    Sdenka Zobeida SALAS PILCO

            June 2012
Outline
•   Research context
•   Research questions
•   Some definitions
•   Informal Environments
•   Creative informal environments
THE CONTEXT (1)
Peru and indigenous communities
THE CONTEXT (2)
Children from Andean and Amazonian
             communities




                      © Jeffery Salter/Redux




 Photo by macjewell
THE CONTEXT (3)

        Rural schools
      implemented with
       500 000 laptops


     Sugar
   interface
Research questions:

1) What are the characteristics of children’s learning
. from these native communities?
2) Could alternative environments provide a
. contextualized learning respecting Andean and
. Amazonian culture and traditions?
3) How new technologies could be used inside these
. new alternative environments in order to
. improve learning?
Some definitions
               Learning is understood as a collaborative process of knowledge
LEARNING       construction by learners themselves (Bigge & Shermis, 1999; Piaget,
               1964; Vygotsky, 1930/2004)


INFORMAL       Learning resulting from daily life activities related to work, family or leisure.
LEARNING       It is not structured and does not lead to certification. Informal learning may
               be intentional but in most cases it is non-intentional. it is usually controlled
               by learners’ individualized interests. (Commission of the European
               Communities, 2001).

  LEARNING     Learning environments are spaces where the resources, time, and reasons are
ENVIRONMENTS
               available to a group of people to support their learning (Rieber, 2001)

               Informal environments are “a broad array of settings that can capture
  INFORMAL
ENVIRONMENTS   lifelong, life-wide, and life-deep learning” (National Research
               Council, 2009 p.47).


CREATIVITY Ideas that are both novel and valuable (Boden, 1999; Robinson,
           2001/2011).
Informal Environments
        Museums, zoos, community clubs,
           science clubs, and so on.




Photo by ajari



                        Photo by emeryjl
                                           Photo by nicmcphee
Characteristics of informal environments (NRC,2009)
     Participation is   voluntary

     Include   diverse participants

     Build on learners’ prior knowledge and   interests

     Participants have   control over their learning

     Engage participants in   multiple ways

     Use   different media

     Encourage participants’   direct interactions
Discovering
               their own
                creative
               strengths
 Facilitate
                             Promote
  critical
                            experiment
evaluation
                            and inquiry
  of ideas
              FOSTERING
              CREATIVITY
              (Robinson,
                2011)
                            Expression
Willingness
                            of personal
 to make
                             ideas and
 mistakes
                              feelings

              Willingness
               to take
                 risks
Creative informal learning environments
               Community-based
               Build on learners’   interests and prior knowledge
               Combining   different resources
 Creative
 Informal      Safe space to take risks, make mistakes
 Learning
Environments
                                  just–in-time feedback
               Providing mentorship and

               Nurturing playfulness and creativity


               Empowering learners, giving them voice
Creative informal learning environments with new technologies for indigenous communities

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Creative informal learning environments with new technologies for indigenous communities

  • 1. CITE Research Symposium 2012 The University of Hong Kong CREATIVE INFORMAL LEARNING ENVIRONMENTS with new technologies for indigenous communities Sdenka Zobeida SALAS PILCO June 2012
  • 2. Outline • Research context • Research questions • Some definitions • Informal Environments • Creative informal environments
  • 3. THE CONTEXT (1) Peru and indigenous communities
  • 4. THE CONTEXT (2) Children from Andean and Amazonian communities © Jeffery Salter/Redux Photo by macjewell
  • 5. THE CONTEXT (3) Rural schools implemented with 500 000 laptops Sugar interface
  • 6. Research questions: 1) What are the characteristics of children’s learning . from these native communities? 2) Could alternative environments provide a . contextualized learning respecting Andean and . Amazonian culture and traditions? 3) How new technologies could be used inside these . new alternative environments in order to . improve learning?
  • 7. Some definitions Learning is understood as a collaborative process of knowledge LEARNING construction by learners themselves (Bigge & Shermis, 1999; Piaget, 1964; Vygotsky, 1930/2004) INFORMAL Learning resulting from daily life activities related to work, family or leisure. LEARNING It is not structured and does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional. it is usually controlled by learners’ individualized interests. (Commission of the European Communities, 2001). LEARNING Learning environments are spaces where the resources, time, and reasons are ENVIRONMENTS available to a group of people to support their learning (Rieber, 2001) Informal environments are “a broad array of settings that can capture INFORMAL ENVIRONMENTS lifelong, life-wide, and life-deep learning” (National Research Council, 2009 p.47). CREATIVITY Ideas that are both novel and valuable (Boden, 1999; Robinson, 2001/2011).
  • 8. Informal Environments Museums, zoos, community clubs, science clubs, and so on. Photo by ajari Photo by emeryjl Photo by nicmcphee
  • 9. Characteristics of informal environments (NRC,2009) Participation is voluntary Include diverse participants Build on learners’ prior knowledge and interests Participants have control over their learning Engage participants in multiple ways Use different media Encourage participants’ direct interactions
  • 10. Discovering their own creative strengths Facilitate Promote critical experiment evaluation and inquiry of ideas FOSTERING CREATIVITY (Robinson, 2011) Expression Willingness of personal to make ideas and mistakes feelings Willingness to take risks
  • 11. Creative informal learning environments Community-based Build on learners’ interests and prior knowledge Combining different resources Creative Informal Safe space to take risks, make mistakes Learning Environments just–in-time feedback Providing mentorship and Nurturing playfulness and creativity Empowering learners, giving them voice