Abstract
Within the current global financial crisis, education has seemingly conflictive expectations as a producer of experts that can bring the globe back on track. One of the tensions lies between the formality and informality of education. While the formal approach emphasizes strict goal settings, accreditation and quality management, the proponents for informal learning call for flexibility and organic competence creation. Cases from K12 technology education with robots, contextual Information and Communication Technology education in developing countries and context-aware mobile learning games help to take the two approaches into real contexts. These examples open a scheme where technology can serve as a vehicle to combine the assets of formal and informal learning into a creative tension towards transformational learning.
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Sutinen, E. (2013). Emerging Dimensions of Learning. In: Huang, R., Kinshuk, Spector, J.M. (eds) Reshaping Learning. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-32301-0_2
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DOI: https://doi.org/10.1007/978-3-642-32301-0_2
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