In the mobile learning context, it is helpful to consider context awareness and adaptivity as two sides of the same coin. The purpose of the adaptivity and context awareness is to better support a variety of learners, given that they may have very different skills and motivations to learn in varying contexts. The recent research on adaptivity and context awareness has turned towards supporting pervasive environments and this is coupled with the increasing trend in seeing learning environments from an informal learning perspective. Introducing mobility to learning in a meaningful way emphasizes the role of the contextual factors, and learning as an informal activity. In this paper are presented experiences of developing an adaptive and context aware mobile learning system, with examples of other systems underlining the development towards supporting pervasive learning environments. We then consider approaches for the future development of systems supporting pervasive learning environments.

Abstract: Verbal inter-human exchange forms an important part of informal learning, especially for workplace learning. But informal learning of an employee within inter-human communication implies informal teaching of another employee on the other side. And in the same way we try to integrate the learning process into the surrounding work processes, we also need to integrate the teaching process into the work processes on the teacher side. As a method for matching interests on both sides, we present in this paper the context-aware mediation of communication between the learner and the informal teacher.

Abstract: User training courses are considered a necessary component in the implementation of information systems. Training is considered to develop user competence to ensure the system is effectively utilised in the organisational context. Training is often supplemented with a phone or e-mail hot-line to help solve glitches not covered by the trainer. Research has shown that this has not always been an adequate solution. The case studied here had also adopted the courses and go strategy, which had led to poor results. An action research effort was made to improve user competence by conducting both courses and in-service support. While the courses had mixed results, courses plus monthly support yielded improvements in organisational performance. Contrastingly, performance did not change in health units that were not provided with training. The findings indicate that initial, interactive training sessions in small groups followed by support provided regularly, embedded in the normal supervision provided by managers or others is likely to improve organisational performance.

Abstract: Verbal inter-human exchange forms an important part of informal learning, especially for workplace learning. But informal learning of an employee within inter-human communication implies informal teaching of another employee on the other side. And in the same way we try to integrate the learning process into the surrounding work processes, we also need to integrate the teaching process into the work processes on the teacher side. As a method for matching interests on both sides, we present in this paper the context-aware mediation of communication between the learner and the informal teacher.

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This document sets out key elements of the analytical framework underlying the assessment of policies for the recognition of non-formal and informal learning. It is intended that a revised version of this document will become a chapter of the International Synthesis Report on Recognition of Non-formal and Informal Learning that will be prepared next year. National Representatives are invited to comment on the findings and propositions contained in this paper and suggest ways forward.

The views expressed in papers published by the Applied Research Branch are the authors ’ and do not necessarily reflect the opinions of Human Resources Development Canada or of the federal government. The Working Paper Series includes analytical studies and research conducted under the auspices of the Applied Research Branch of Strategic Policy. Papers published in this series incorporate primary research with an empirical or original conceptual orientation, generally forming part of a broader or longer-term program of research in progress. Readers of the series are encouraged to contact the authors with comments and suggestions. ■ Publication date/Date de parution – Internet 2002 ISBN: 0-662-32026-3 Cat. No./N ° de cat.: MP32-28/01-12-1E-IN General enquiries regarding the documents published by the Applied Research Branch should be addressed to:

The development and use of technology-based tools for financial literacy education has grown rapidly in recent years, often based on the presumption that digital media will enhance past practice. However, little attention has been given to understanding why such technologies may be expected to enhance outcomes for either general or vulnerable populations. This literature review fills this gap by examining behavioral and educational theories that provide insight into how digital pedagogies may support personal-finance-related teaching and learning. The authors present an ecological model for technology-based financial literacy education intervention and propose an action agenda for practice and further research. The research reported herein was performed pursuant to a grant from the U.S. Social Security Administration (SSA) funded as part of the Financial Literacy Research Consortium. The opinions and conclusions expressed are solely those of the authors and do not represent the opinions or policy of SSA or any agency of the Federal Government.

and other research outputs Towards a task model for mobile learning: a dialectical approach