Non-formal Educational Contexts Research Articles

Game-based Networked Learning

Designing and analyzing learning experiences in non-formal contexts can be challenging, even for those with educational training. The challenge is more significant if the priorities include educational ideological bases or an specific type of educational vision. The DALI project (Data Literacy for Citizens) has the primary goal of offering Data Literacy learning experiences specifically designed for adults in non-formal educational contexts. With this goal in mind, and considering the social and material realities of the target participants –their needs, diversity, interests and cultures– the project combines two of the most promising pedagogical approaches nowadays: networked learning and playful learning. This short paper outlines the pedagogical vision underpinning our efforts to integrate both approaches into a set of strategies and resources, in other words, the principles and ideas driving the design of what is called in the project: Game-based Networked Learning (GBNL) experiences. In particular, we draw on both the Activity Centred Analysis and Design (ACAD) framework and the Transdisciplinary Model for Developing Game-Based Interventions. After reviewing key aspects of the theoretical grounds that define our understanding of educational uses of technology and game-based learning, the paper addresses critical considerations underpinning the adaptation of the ACAD framework in the planning of playful learning experiences. Thus, the paper outlines the main principles guiding the design of DALI experiences, dividing them into the three design areas established by ACAD: set design, epistemic design and social design. The ambition of this approach is to serve as a pedagogical and educational statement to guide valuable actions to improve other adult learning approaches.

Childhood, Education, and Citizen Participation: A Systematic Review

Citizen participation among children and adolescents is key for the development of society. According to the Convention on the Rights of the Child, the legal and ethical recognition of public, education, and social policies for children is vital for ensuring an active and critical society. The aim of this research paper is to analyse the characteristics and challenges of citizen participation during childhood as an educational process. The methodology employed was a systematic review carried out using the WOS, SCOPUS, and ERIC databases, taking into account the PRISMAS 2020 protocol. The results show that the incorporation of a culture of participation in children and adolescents will guarantee the persistence of democratic systems, although there are still challenges to overcome. The conclusions suggest that it is crucial that educational institutions, families, and society as a whole commit to promoting the philosophy of citizen participation at an early age in formal and non-formal educational contexts.

Towards Islamic Pedagogy By Exploring The Applications Of Educational Technology

Islamic education has long been an integral part of the Muslim intellectual tradition. However, new challenges and opportunities emerge in strengthening Islamic pedagogy in the current digital era. This article aims to explore how integrating technology in the context of Islamic education can enrich learning experiences and develop pedagogy connected to Islamic values. Through a literature review, we explore various educational technology applications that can be used to improve Islamic-based learning. We highlight the implementation of technology, such as interactive learning applications, e-learning platforms, and social media, that can facilitate discussion and collaboration between students and educators. In addition, we analyze Islamic pedagogical principles that can be integrated into developing and using educational technology. Concepts such as active participation, collaborative learning, and student-centered learning experiences are considered in the context of Islamic values such as justice, compassion, and example. Through this approach, technology in Islamic education will increase the efficiency and effectiveness of learning and respect and strengthen the spiritual and moral values that underlie Islamic education. Future research can explore the practical implementation of Islamic pedagogy connected to technology in formal and non-formal educational contexts and evaluate its impact on achieving the goals of Islamic education.

THE PROBLEM OF THE DEVELOPMENT OF DIGITAL COMPETENCES OF PRINTING SPECIALISTS IN THE CONDITIONS OF NON-FORMAL EDUCATION

Actual scientific researches and issues analysis. Research on digital competencies has been conducted by V. Bykov, O. Ovcharuk, T. Balanovska, A. Oleshko, Ye. Hrabovsky, O. Dannikov, O. Kravchuk, B. Virzhikovska, O. Berezhna, O. Pushkar, T. Andryushchenko, and others. The issue of non-formal education was considered in their works by A. Cropley, Ch. Duke, E. Hummel, P. Williams, K. Knapper, N. Nychkalo, O. Ohiienko, L. Lukyanova, V. Davydova, V. Kusherets, O. Parashchuk and others. The development and utilization of digital technologies in the printing industry have been explored by Ye. Hrabovsky, M. Olenych, O. Pushkar, I. Bondar, V. Havrilov, Yu. Sisoieva, V. Chychuk, L. Potrashkova, P. Kyrychok, Yu. Barnych, S. Knyazev, Ya. Yatskiv and others. The research objective. Analyze the problem of developing digital competencies among professionals in the printing industry within the context of non-formal education and assess the state of its research in theory and practice. The statement of basic materials. Challenges and problems faced by printing enterprises in modern realities, particularly in the context of insufficient personnel development, during the times of digitization and automation of societal processes, have been analyzed. The importance of developing digital competencies among specialists in the printing industry, especially within enterprises, has been emphasized. The importance of the use of digital tools in the non-formal education of specialists in the printing industry has been revealed.

Self-regulation in online string instrument lessons: Motivation, social interaction and learning environment

This article investigates selected processes of self-regulated learning (SRL) in online string instrument lessons. We explore: (i) the factors that motivate teachers and students to commence and maintain online teaching and learning, (ii) the synchronous and asynchronous social interactions that occur between teachers, students and peers and (iii) the structuring of the online/physical learning environment. The participants were five international string teachers and six students, voluntarily teaching and learning online in a non-formal educational context. Data sources include lesson observations, semi-structured interviews and questionnaires. A theoretical’ thematic analysis method was used to analyse the data. The findings indicate that the possibility of online lessons overcoming geographical barriers led to the involvement of teachers and students, and persistence came with the realisation of student performance progress. Teachers attempted to overcome the impracticability of technique-related physical manipulation by stimulating students’ mental imagery. They also reported the importance of exploring interactions through social media platforms to encourage students to seek help. To account for lessons taking place at students’ homes, teachers reinforced the importance of providing instructions to promote environmental structuring. Finally, despite the physical distance, teachers affirmed that they established bonds of affection with students.

Promoting Academic Success and Social Inclusion in Non-Formal Education Contexts: The Case of a North-East Region of Portugal

The processes leading to school failure and early school leaving are complex and involve multidimensional factors. In Portugal, as in other European countries, in the last decade, several policies, programmes, and practices have been developed to address this issue. This article focuses on a socio-educational practice of the study support type developed within a national programme aimed at social inclusion and educational success located in the community. The data collected through a semi-structured interview and a focus group with socio-educational professionals allowed us to identify how the study support practice is characterised and perceived by these actors. Processes and factors of transformation that occurred in the practice regarding its mode of implementation, conceptual evolution, and specificities were also addressed. Results indicate that the practice promotes improvements in participants’ outcomes such as learning, social behaviour, integration, and autonomy; the construction of a strong and sustained relationship with significant adults from the learning point of view; and the completion of compulsory schooling and studies. Hence, the research findings highlight that participation in the practice leads to transformative processes in the academic pathways of children and young people involved in the practice concerning academic, individual, and social dimensions.

LETRAMENTOS EM UM CONTEXTO DE EDUCAÇÃO NÃO FORMAL: UMA FUSÃO DE FORÇAS

ABSTRACT: This article analyzes literacy practices of teenagers promoted by a social organization in the outskirts of Sao Paulo, Brazil, in a non-formal educational context. Our theoretical-methodological framework is grounded on Literacy Studies and the Bakhtinian approach. Beyond regularities, we deal with the meanings attributed to these literacy actions, revealed in actors’ interactions and positions within these experiences. The analytical corpus comprises field notes, transcriptions of video recordings of literacy events, and discourses of four teenagers and a social educator collected in conversation circles and semi-structured interviews. The results suggest the concomitant occurrence of traces of school form and culture together with collaborative experiences involving the mobilization of multimodal genres, permeated by orality, affection, and body. Thus, the participants could express and recognize themselves, leading to greater autonomy and reassurance in literacies held in other social spheres.

Systematic Review of Inclusive Musical Practices in Non-Formal Educational Contexts

Inclusive musical practices for social transformation and inclusion have been developed since the end of the 20th century. These experiences promote equality and social justice. The objective of this work is to classify and describe the scientific production around inclusive musical practices in non-formal education contexts. A systematic review based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was developed between December 2021 and January 2022. The review finally included 36 studies, extracted from the databases: SCOPUS, ERIC and WOS. The inclusion and exclusion criteria were limited by language (English and Spanish) and type of scientific production (peer-reviewed articles and book chapters) without limiting the years of publication. The data extraction was carried out based on the following categories: beneficiary group, type of experience, country or geographical area of impact, group or musical gender with which it works, age or ages of the group. The growing interest of society towards these practices in the last five years is confirmed. It is also identified that the two most studied population groups are people with disabilities and at risk of exclusion.

School Visits to Science Museums: A Framework for Analyzing Teacher Practices

ABSTRACT School visits to science museums are recognized educational resources that provide students with unique learning experiences, if teachers intentionally plan these. Surprisingly one finds that investigations analyzing teachers adopted practices by systematic monitoring, without researcher intervention, are almost non-existent in the literature. We developed the School Visits Articulated Framework (SVAF) to identify and classify (through levels’ scale) the school visits planning practices. The mainly objective was to reach a characterization of teachers’ practices in a perspective of articulations formal education and non-formal education contexts may then be defined. In this article, we describe how we applied the SVAF on five case studies configured as school visits to a science museum, simultaneously we test the framework efficiency. The analysis of the visit plan from the perspective of the SVAF allowed us to identify moments in which the teachers’ practices did not meet expectations according to the literature in the area. Likewise, it revealed the predominance of activities carried out in the steps before the visit to the museum and emphasized the lack of activities carried out in the museum and on returning to school after the visit. These results allow us to better outline the objectives and needs to be met in the initial and continuous training courses for teachers and museum educators, aiming at the best use of this resource for student learning. The SVAF is a framework capable of to identify and classify the teachers’ practices, since the instruments it integrates provided important and detailed information.

Evaluative Analysis On Mooc With Lms Based To Improve English Teachers’ Teaching Competences

In the 5th Industrial Revolution era, English teaching method blended with technology and information-based skills will be more noteworthy to improve English teachers’ teaching aptitudes. Here, the role of Non-Formal Training Institute (LKP) with its new teaching framework is very crucial to increase English teachers’ teaching competences in this industrial revolution era, improve their students’ attainment and advance their professional knowledge. To optimize this role, this research was conducted using Kirkpatrick's 4-level evaluation model, to assess the implementation of Massive Open Online Course (MOOC) with Learning Management System (LMS) based in non-formal educational context for many English teachers in Indonesia. This study aimed to determine the benefits and constraints of implementing this online course using evaluative techniques with quantitative and qualitative research methodologies. Data collection techniques were interviews, document observation and questionnaires. The results showed that at the reaction level, the research participants gave a positive response to the online course, the participants also succeeded in increasing their teaching knowledge (learning level), changing behavior in teaching English (behavior level), and improving their students’ achievement (level result). The greatest benefits felt by participants included beneficial topics, video materials, and video conferencing frames which had a direct impact on their teaching knowledge and skills development. The obstacles faced by the participants were problems with internet access, video conference access, and assignments.

Enacting a Task-Based Language Teaching Curriculum in Indonesian non-Formal Education (INFE): Rationales and Challenges

Tasks-Based Language Teaching (TBLT) has successfully attracted attention of a second (L2)/foreign language (FL) practitioners, researchers, trainers as well as curriculum developer. Much of the research conducted, however, has mainly focused in formal educational settings, and less research carried out in non-formal educational context. The intent of this paper, therefore, is to advocate the notion of enacting TBLT curriculum in General English (GE) program in the pursuit of increasing students’ language communicative competence at Institute of English Course and Training (IECT), one of Indonesian Non-Formal Educations (INFE) in East Lombok Regency of Nusa Tenggara Barat Province, Indonesia. The rationales and challenges of enactment will be provided, and mainly will be based on my experience as a founder of non-formal language centers, as well as a reflexive practitioner. The advocacy should not solely confine to my home regency, East Lombok, but also to language center of INFE that runs GE in Nusa Tenggara Province.

A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru

This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.

Youth participation: a new approach based on the intersections between models, views and European policies

INTRODUCTION. Education policies have indicated the importance of youth participation in schools, which is one of the European Goals within the EU Youth Strategy framed by the EU youth policy cooperation for 2019-2027. The subject of youth participation refers to multiple definitions and diverse theoretical frameworks, which show the difficulty of finding a consensual definition or approach. The main objective of the current paper is to characterize youth participation models and to identify how those models convey different views, establishing possible connections with political discourses. METHOD. The study is based on an interpretive perspective. Data was collected by documentary analysis of 28 models of youth participation, which were analysed in the light of four pre-established categories: orthodox, multidimensional participation, qualitative and non-conformist. RESULTS. The majority of the 28 models of youth participation were specifically designed for children and young people; they fit a bottom-up perspective and were focused on non-formal education contexts. In addition, these models underline a multidimensional view of participation. DISCUSSION. The results evidence a trend towards considering an ideological relationship between youth participation and democracy, as advocated in European youth policies.

AUDIOVISUAL TRANSLATION AS A DIDACTIC RESOURCE IN FOREIGN LANGUAGE EDUCATION. A METHODOLOGICAL PROPOSAL

This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.

‘The Game of the Sea’: An Interdisciplinary Educational Board Game on the Marine Environment and Ocean Awareness for Primary and Secondary Students

Games are a proven tool for learning at all ages and in many contexts. They increase the attractiveness of learning processes through arousing interest and enhancing motivation, and aid with the development of social skills. Educational games provide teachers with different approaches to teaching. ‘The Game of the Sea’ is an interdisciplinary board game, specifically designed to teach its players about the marine environment, regardless of their age. Through its 68 sections, coloured according to particular topics and organised as a fish shape, players encounter a wide range of questions and activities. Through playing this game, players acquire a broad knowledge of science, the marine environment and its importance, and literature. The game uses an interdisciplinary approach with question cards on a variety of topics (including maths, physics, biology, chemistry, art, etc.). A total of 222 players (111 children, aged 11–15, and 111 adults, aged 18–72) tested the game. These players were enrolled in different formal and non-formal educational contexts and had different educational backgrounds. For a qualitative analysis of game sessions (participant observation), researchers acted as game moderators and, while doing so, made subtle observations of players playing the game. On top of this, the value of the game, as a didactic tool, was evaluated with a test that players took before and after the game. After playing the game, knowledge of the marine environment, increased in both children and adults, with a slightly higher increase in children. Therefore, ‘The Game of the Sea’ is suitable for teaching all ages about the marine environment. Further, this game can impart to its players the importance of the marine environment and the importance of protecting this environment.

Mobilising global citizenship education for alternative futures in challenging times: an introduction

ABSTRACT This article introduces the Special Issue ‘Mobilising Global Citizenship Education for Alternative Futures in Challenging Times’. Our call for papers was inspired by the 10th anniversary of a 2011 special issue on the political economy of global citizenship education (GCE) edited by Vanessa Andreotti. In this introduction, we review the main aims of this follow-up collection, noting the proliferation of scholarship on the topic of GCE and calls for more critical engagements. We outline the key provocations of the call for papers and review the contributions, setting out an overview of the landscape of the SI through intersecting themes, concerns, and possibilities. The articles in this collection demonstrate ongoing concerns around neoliberalism and how GCE is always implicated in the inequalities it aims to address. They also highlight emerging possibilities and further questions in response to current conditions. This collection contributes and maps new edges of debate within critical approaches, provides practical insights into reflexive approaches in situ, and sheds light on common and specific issues and possibilities across regions and across formal and nonformal educational contexts. We end the introduction by highlighting the contribution from Vanessa Andreotti that concludes the collection and articulates a ‘passing of the torch’ to those entering and continuing work in this dynamic field.

Comunidades colaborativas. Saberes y experiencias con jóvenes vulnerables en educación no formal

El trabajo que presentamos se enmarca en la investigación realizada para el proyecto I+D+I Ecologías del aprendizaje en contextos múltiples. En él profundizamos en los datos de uno de los “Estudio de casos” realizado en una Asociación Intercultural, que tiene su sede en un pueblo de Andalucía, España. 
 El método de trabajo fue el Estudio de casos narrativo-biográfico con el que se generó un proceso compartido con los y las participantes, utilizando estrategias e instrumentos que posibilitaron encuentros narrativos participativos. Las entrevistas nos permitieron profundizar en cómo las ecologías del aprendizaje permiten ir más allá de los límites institucionales de la educación secundaria y comprender de qué modo aprenden los y las jóvenes en contextos de educación no formal e informal.
 De los resultados emergieron procesos de aprendizaje desde la interactividad constante, la reconsideración de los tiempos, la actividad grupal necesaria para aprender, la búsqueda de un modo divertido y desafiante de expresarse y la producción de material audiovisual para expresar cuestionamientos éticos y de justicia social. Una de las aportaciones de la discusión de interés y repercusión en el ámbito educativo y particularmente en la educación secundaría, es la necesidad de propiciar el diálogo entre la educación formal, no formal e informal para repensar un currículum basado en componentes emocionales, axiológicos e interpersonales.

Visitors’ attendance motivation and meaning making at a public science event

ABSTRACT Opportunities to engage with science exist in a variety of non-formal educational contexts, but rarely have studies examined ways to leverage science interest and learning at community science events and other single-attendance occasions. This study builds on Yeager and Walton’s (2011) concept of brief, wise interventions by using open-ended prompts to explore attendees’ engagement during a solar eclipse viewing event. Written responses from 79 adults revealed multiple motivations for attendance. Further, these responses illustrated that attendees expanded their literal and metaphorical meaning making about the eclipse. We explore the utility of brief intervention prompts in the context of existing theories of informal science engagement and discuss implications for supporting and understanding visitors’ motivation and engagement at public science events.

Prácticas sustentables de mejoramiento de suelo en sistemas hortícolas en el marco de la extensión universitaria

<p>Las Buenas Prácticas Agrícolas han sido incorporadas al Código Alimentario Argentino, según lo resuelto a partir del 2021 entran en vigencia para el sector hortícola. Debido a esto es indispensable acompañar los procesos productivos, entendiendo que el aprendizaje se basa en la propia experiencia y es fruto de interacciones colectivas. El objetivo de este trabajo fue promover la adopción de tecnologías para mejorar la fertilidad de suelo, como la incorporación de abono verde y compost en sistemas hortícolas, a través de talleres y experiencias demostrativas. Además, facilitar la interacción de los estudiantes, productores y técnicos de las distintas instituciones. Las experiencias se dividieron en etapas: identificación del problema; desarrollo de una conciencia crítica; propuesta; seguimiento de la actividad; evaluación, discusión y reflexión; jornada de campo con productores demostrativos y aporte de material técnico. Se logró un trabajo en equipo entre los distintos actores, estudiantes, productores y profesionales de las instituciones involucradas. Los alumnos aplicaron los conocimientos teóricos adquiridos, al llevarlos a la práctica, en tareas como muestreo de suelo y análisis de suelo y compost. También conocieron la realidad que afronta el productor en su vida laboral cotidiana e interactuar en los procesos de generación del conocimiento en la educación no formal. En cuanto a los productores, mostraron predisposición e interés por las prácticas recomendadas. También se afianzó el vínculo laboral y de respeto mutuo entre ellos y los profesionales de las distintas instituciones participantes, logrando un espacio coparticipativo y dinámico.</p>

Teaching Cultural Heritage through a Narrative-based Game

Games are used in various learning situations and domains, among which is cultural heritage. Storytelling is used in games regarding cultural places, but it often takes a simple form. Thus, the authors’ aim is to investigate the possibility to communicate cultural content through a narrative-based game that can function with multiple narratives. Another core element of our design is the less exploited in serious games combination of endogenous cooperation and competition. The social dimension of our design was expressed through features of Classroom Multiplayer Presential Games (CMPGs), in respect of using a one-to-many game environment projected on a single screen, while enhancing collaborative work in small teams. After providing an overview of the game, we briefly explain how t his was implemented with the use of Twine, a free authoring tool for the creation of interactive stories and text-based games. Subsequently, we present the two interventions we conducted, one with teenage students ( n = 19) and one with post-graduate students ( n = 14), to test how our game design functions with real users. A mixed research methodology was followed in the two trials and data were collected through observation, focus group discussions, short questionnaires, and game reports. Findings indicated that the suggested design is playable but provided helpful insights into its future improvements. The game managed to engage both teenagers and adults with the cultural content and create motivation towards it. Learning gains were registered for both groups, but these were more appreciated by the adult participants, who additionally found the game to be more entertaining. The limited character of our results imposes the need for future extensive evaluation of the game design in both formal and non-formal educational contexts.