Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of "tethered" e-Learning. This community is currently visible mainly through dedicated international conference…

Three categories of learning structure are examined: formal, nonformal, and informal. Other possibilities for grouping the structures are also indicated, including learning for society and learning for oneself. Various modalities of articulation are presented, and a distinction is made between those appropriate for school level and those useful…

Discusses the importance of childhood outdoor experiences in fostering an appreciation for the environment. Emphasizes giving children opportunities to find their special places in nature. (JRH)

A critical review of the epistemological foundations of free-choice learning (FCL) theory was undertaken to evaluate how this theory treats knowledge, whatever importance we might attach to it. It is argued here that free-choice learning has great promise yet would benefit from theoretical adjustments that modify Vygotsky's learning theory by…

Adult education's attention has shifted from old social movements such as unions to new social movements (NSMs) such as environmental groups. However, informal learning provided by unions is not very different from that of NSMs. In addition, labor represents the working class whereas NSMs are dominated by the middle class. (SK)

Examines practice play, symbolic play, games with rules, and constructions and their relation to Piaget's active education, the intentional social process of constructing understanding involving interest, experimentation, and cooperation within the play context. Recommendations for identifying the type of knowledge being constructed (physical,…

Focuses on the way learning about genetics and evolution raises ideas that pupils and adults should relate to themselves whether what is learned helps reveal what science can and cannot say about human nature. Reviews the impact of informal learning after exploring the role and influence of informal learning channels. (Contains 79 references.)…

Questions commonly held assumptions about lifelong learning. Suggests that lifelong learning should include daily-life activities of learning, doing, and being that involve cooperation with a community of friends or family rather than just formal instruction. Outlines elements of holistic lifelong learning. (SAS)

Argues that adult educators use "learning" when they mean "education" and that this confounds and demeans incidental and informal learning processes. Suggests that intended, purposeful planned learning should properly be termed education and that there is no such thing as a nonlearner. (SK)

Community and youth worker training is being subject to the pressures of market forces and is in danger of losing its focus on student-centered, informal learning methods. (SK)

The community is a natural setting for autonomous, democratic adult education. A framework for connecting the community and adult education has three mechanisms: community formal adult education, community nonformal adult education, and community informal adult education. (SK)

This article treats Aristotle's broad conception of knowledge as a key to understanding practical knowledge, as well as the differences between learning in practice and learning in schools today. Aristotle's three main categories of knowledge--the theoretical, the productive and the social-ethical--can serve to differentiate and expand modern…

The author brings together the question posed in Kathryn Ecclestone's article in last month's "Adults Learning--"Where's the vision?"--and the letter from Wayne Bennett, General Manager of Dillington House, about the threat to residential colleges. The author brings out some of the connections between them and issues surrounding adult community…

The author elaborates on informal learning in discussing staff development for volunteers. He suggests that ways be found to integrate classroom and on-the-job learning; that staff developers help people learn more effectively; and that learning be supported through job selection, organizational support, and a system of learning relationships and…

Fugitive knowledge constructed outside the dominant discourse by gay and lesbian people is distributed through networking and is the basis for learning to transgress in social contexts. Popular adult education is essential to the process of knowledge construction and dissemination. (SK)