Using Network and Mobile Technology to Bridge Formal and Informal Learning

Guglielmo Trentin is senior researcher and project manager at the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). His studies have largely focused on the use of ICT in formal and informal learning. In this field he has managed several projects and scientific activities, developing technological applications and methodological approaches to support networked learning and knowledge sharing. He teaches Network Technology and Knowledge Flow at the University of Turin. He has published extensively on technology enhanced formal and informal learning. Manuela Repetto is researcher at the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). She earned her master degree in Adult Education at the University of Genoa and her Doctorate in Education and Cognition at the University of Venice. Her research interests include the definition of models and methods for studying virtual learning communities, and the use of web-based approaches to innovate learning and professional practices.

"All contributing authors are suitably qualified and are from a range of locations (US, UK, New Zealand, Europe). The chapters have a clear, logical flow, as does the text as a whole. Overall, this is highly recommended reading for educators keen to modernize techniques and pedagogy."--The Australian Library Journal, Vol. 63, No. 1, 2014 "…each individual reader of this book will find different sections more interesting or relevant to them personally and/or professionally…The chapters are all set within an established learning theory or pedagogical framework with references included for further reading."--Managing Information, Vol. 20, Issue 7/8, 2013

• List of figures and tablesList of abbreviationsPrefaceAbout the contributorsChapter 1: Tapping the motivational potential of mobile handhelds: defining the research agenda Abstract:IntroductionEducational technology and motivation: past, present and futureProposed research strands for motivation and mobile handheld technologyMethodological considerations for research in mobile learning and motivationConclusionChapter 2: Using social network sites and mobile technology to scaffold equity of access to cultural resources Abstract:IntroductionResources for learning: self-representation and writing in a school contextKey conceptsUsing NMT for bridging social capitalConclusionsChapter 3: A mobile Web 2.0 framework: reconceptualising teaching and learning Abstract:IntroductionBackgroundMobile Web 2.0 design framework: some examples of useMobile Web 2.0 framework: key aspectsDiscussionConclusionChapter 4: Facing up to it: blending formal and informal learning opportunities in higher education contexts Abstract:IntroductionThe blurring of formal and informal learningA new model for the knowledge economyMethodologyDiscussionConclusionChapter 5: Networked lives for learning: digital media and young people across formal and informal contexts Abstract:IntroductionNetworked livesLearning livesMethodology and research contextThree portraitsLearning identityInterpretation of the portraitsConclusionChapter 6: Network and mobile technologies in education: a call for e-teachers Abstract:IntroductionThe key issuesFrom teacher to e-teacherE-teacher education and professional developmentSome conclusive reflections on e-teacher statusChapter 7: Networked informal learning and continuing teacher education Abstract:IntroductionThe Aladin project: general approach and activitiesThe Aladin project: results and attestationsConclusionNoteChapter 8: A conclusive thought: the opportunity to change education is, literally, at hand Abstract:IntroductionTechnology = opportunityThe Age of Mobilism = opportunity for K-12 to finally changeScaffolding the ‘demanded thinking’Barriers to changeStay tuned!Index