A Social Framework for Supporting, Evaluating and Validating Informal Learning

Nikolas Galanis, Enric Mayol, Marc Alier, Francisco José García-Peñalvo

§  Tagging Recognition and Acknowledgement of Informal Learning Experiences

§  Create a portfolio of informal learning experiences

§  Tested with learning institutions and companies

TRAILER Project

TRAILER Activity Queue

TRAILER Activity Configuration

§  Motivation for introducing activities

§  Adequate description mechanisms

§  Time-efficient design

§  Importance of the user interface

TRAILER Experience

§  Long unwieldy competence lists

§  Need for a third-party evaluator

§  Experience of the evaluator

§  External stakeholders exerting pressure

§  Heterogeneity of Informal Learning

§  Internet-based activities

§  National/international validation differences

Validation challenges

§  Peer collaboration and recommendation

§  Learners can choose to make their activity public

§  Peers can view, rate and comment on the activities

§  Automatic recommendation system

A Social Approach

§  Motivation by viewing peer activity §  Evaluation by viewing received comments and

reviews §  Collaboration by coordinating activities with

peers §  Discovery of new activities through

recommendations §  Transparency by accessing a learner’s activities

and not only declared competences

Expected Benefits

§  Employee control tool §  Strict evaluation platform §  Moderation requirements §  Interaction control §  Informal learning becomes mandatory §  Inadequate competence list

Risks

Evaluation through focus testing and pilot phases

•  Questionnaires •  Usage statistics

Evaluation

Questions