Outside of the Formal Education System - Essay Example

Sources of Information Introduction Incidental learning is a category of learning incorporated in informal learning that a learner may be subjected to acquire skills. This learning is not classroom-based and is highly structured. Here, the control of learning process primary rest in the hands of the learner. It is a byproduct of some particular activities such as interpersonal interaction, task accomplishment, sensing the social culture, even formal learning and trial-and-error experimentation. In this learning, student may gather information from a supportive environment or one that is not highly conducive for learning. These sources of information often avail information to the learner although, at times the learner may be unconscious of it. These sources of information include personal learning experience, families, friends, information and communication technology, digital media, internet, community members among other sources. Personal experience, family and friends Acquiring a skill for doing a particular job from people experienced in that line is probably the best way of learning. For instance, interacting with people experienced in rock climbing can help one acquire the technique in the most effective way. Safety techniques for using build anchors use belay devices, use karabiners and quick draws for the beginners of rock climbing can best be learnt together with the experienced climbers who are experts. Also several exercises outside classroom can help one develop a particular skill. Thus several years of gymnastics improves one’s ability to practice yoga. Students may try new things and upon failure to achieve their set objectives, they get assistance from family members (Knight 14). Through family members, a student may acquire a unique skill through copying what the other members of the family do for instance, marrying a vegetarian partner or having a vegetarian parent can make one become vegetarian. Friends from work places or residential places can also help one acquire a particular skill. Therefore, doing and attempting to do, forms the basis of a student’s natural acquisition of skills (Volpe 149). Primarily, parents are regarded as the primary educators to their children. For instance, living with a deaf parent can help one acquire the skills of using sign languages (Juul 108). Through a strengthened relationship between the learner and the parents, a learner acquire relevant information that help him impact relevant skill outside classrooms. Parents avail this relevant information to the learners through story telling in the form of narratives, spiritual teachings and the overall teaching of life related skills. For instance, a learner can obtain information relating to the line of discipline through the misfortunes that indiscipline characters undergo in a narrative (Campbell and Palm 184). Furthermore, a good parenting at home often impact positive skills to the learner especially on lines that appear difficult to acquire through classroom learning. Through the provision of a stable and secure environment, learners develop a skill of relating with others in the same system. For instance, relating well with members of a community can help one develop relevant skill. One can also develop the skill of reading by striving to read a book given to him as a present from a friend. Furthermore, information acquired from parenting discussions have also become the best models for impacting constructive non educational values such as social values (Juul 211). One can be encouraged to speak a second language following instructions from parents. A good relation between the learner and the family members also induce on the learner, high aspirations concerning personal fulfillment. These aspirations may also originate from the success of some of the family members. Since parental behaviours are highly predictive of a learner’s skills, parents need to embrace their engagement in the learning process since it forms the basis of learning at home (Volpe 201). This parental engagement can be defined as comprising support for learners emerging autonomy, active participation in the learning process and parental sensitivity and warmth. Information and Communication Technology (ICT) The field of ICT has undoubtedly influenced the learning process for learners besides aiding the formal classroom work (Weert and Munro 204). ICT can as well help learners relate theoretical work to real life experience. For instance, one can easily develop interest on photo creation through adobe photo shops when constantly exposed to creative photos in his computers. Thus, one will be motivated to look for online information relating to photo creation. Through the access of ICT information, learners are kept at par with the current developments. As a result, the information obtained removes communication barriers from the learners such as that of space and time. Information from ICT helps learner to instill high order skill such as solving complex and detailed real word problems (Voogt and Knezek 428). This information also assists learners in collaborating across place and time. Collaboration thus improves the understanding and perception of the world of the learner. Learners are thus prepared as workforce for the global economy and information society The use of ICT and relevant information is as well motivating for learners since it improves performance and helps develop relevant skills in the community. Acquisition of this information also facilitates the development of the learner (Plomp 534). For instance, a learner advances his skills in the line of problem solving, critical thinking, and ability to communicate, learn and collaborate. ICT presents an exclusively new learning opportunities and environments. Vast information from a variety of sources that a learner is required to sort through improves both the critical thing and the evaluation skills of the learner. ICT has the potential to change the characteristics of learning tasks problem (Weert and Munro 264). This change enhances the attainment of universal cognitive competence as a vital part of life in the current society. ICT widens access to appropriate information thus; it strengthens the relevance of education to the growing digital work place. Digital Media Media particularly the internet has notably become popular among different groups of users. In the recent past, media has extensively emerged as important information sources (Januszewski 53). Social media platforms such as Facebook, you tube and twitter can contain relevant information for research and links. These avenues enable learners to access information through diverse channels and sources thus preferred by learners for information seeking purposes (Autores 92). Information obtained from social media undergoes little scrutiny. The predominant use of social media information notwithstanding quality concerns has raised also debate in the recent past. Since social media have become notably popular information source, it is critically significant for learners to understand which social media platform is best for a particular information need (White 217). A learner must evaluate this information from the sources before it is used and its subsequent effect on the learner. Forms of electronic communication such as web sites used for micro blogging and social networking have also enabled learners to create online communities that have been extensively used in sharing ideas, personal messages, information and other content such as videos. Different categories of social media avail information to the learner in a distinct way. For instance, information blogging and micro blogging is made possible through twitter, Facebook has facilitated social networking that enables information flow among youths in a particular sequence. Collaborative sharing and production of information has also been made possible through Wikipedia (Januszewski 89). This information can therefore, be assessed easily by learners in any line of study. Learners can also obtain information from “You Tube” through multimedia sharing. They can also review opinions through questions and answers review sites. Besides altering the mechanisms that connect people, the initiation of social media has also generated substantial impacts on daily life of learners. However, it has also availed considerable challenges and opportunities for learners (White 304). With the advancing popularity of media as information source to learners, different stakeholders have enthusiastically leveraged these online platforms to address with the learners and to reach out for a probable audience. These online sources of information have actively contributed to the acquisition of intelligence life skills such as language fluency. Also of great concern is the length of the information obtained from the media. Information retrieved from some media source is relatively shorter and is also informal (Autores 142). This information may be one that lacks context or details that may complicate the analysis of the information quality and its subsequent effects on the learner. In addition, rumors and inaccurate information have also resulted into development of inappropriate skills to learners. This inaccuracy results from the large number of learners that can easily access the information from that particular site such as Wikipedia (Januszewski 101). There is also misjudgment that develops when a learner access different information for a particular topic. This misjudgment arises when the different sources present conflicting information. On the other hand, media sources provide to the learner both current and local information and has been instrumental in influencing discussion skills to learners. Conclusion Personal experience with experts, Information and Communication Technology (ICT) and digital media forms vast information sources directly impact skills on learners. Other source of information such as families, friends also impart skills on learners though in their unconscious state. Techniques such as family discussions and narratives have positively dictated learners’ life skills and their interactive abilities. It is also critically significant to note that, ICT forms the major source of information. It has the potential of imparting relevant skills to the learners ranging from personal skills to overall life skills. For instance, long exposure to these kinds of information sources greatly influences the communicating skill, cognitive skills and learners’ ability to relate with others in the society. Through sharing in the Social Medias, a learner is kept in pace with the developments in the world thus a change in perception of the learner that may be essential in a working environment. Works Cited Autores, Various. Understanding Media, Today: McLuhan in the Era of Convergence Culture. London: Editorial UOC, 2011. Print Campbell, Deborah & Palm, Glen. Group parent education: promoting parent learning and support. London: Sage Publications, 2004. Print Januszewski, Alan. Educational Technology: The Development of a Concept. New York: Libraries Unlimited, 2001. Print Juul, Jesper. Your Competent Child: Toward A New Paradigm in Parenting and Education. London: BalboaPress, 2011. Print Knight, Denis. Essays in Parenting and Education, Book 1. New York: Booktango, 2013. Print Plomp, Tj. Cross-national Information and Communication Technology Policies and Practices in Education. New York: IAP, 2009. Print Volpe, Richard. The Secure Child: Timeless Lessons in Parenting and Childhood Education. New York: IAP, 2010. Print Voogt, Joke & Knezek, Gerald. International Handbook of Information Technology in Primary and Secondary Education. London: Springer, 2008. Print Weert, Tom & Munro, Robert. Informatics and the Digital Society: Social, Ethical and Cognitive Issues. London: Springer, 2003. Print White, Bebo., King, Irwin & Tsang, Philip. Social Media Tools and Platforms in Learning Environments. London: Springer, 2011. Print Read More