EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Implementing STEM-related Activities for School Aged Users

Published literature acknowledges the importance of Science, Technology, Engineering, and Mathematics (STEM) education in various educational institutions and its contributions to the future of a nation’s economy. This paper focuses on successful library STEM-based programs that were undertaken from August to September 2019 for school-aged users in a public library. This paper also explores users’ perceptions in attending STEM-based activities in the library as well as their feedback on how future library programs on STEM could further be improved. These findings seek to provide new perspectives for librarians, educators, teachers, and staff in creating opportunities for STEM-based initiatives in an informal learning environment.

557 A Novel Peer-Led Anatomage-Based Teaching Programme for Medical Students

Introduction Anatomical knowledge is an essential part of surgical practice. However, its delivery lacks a standardised approach across medical school curricula. A student-led anatomy programme was implemented at a single institution, using near-peer teaching and Anatomage virtual dissection. This study aims to describe the methodology of this programme and determine the benefit of a near-peer taught anatomy course. Method The programme was organised by senior medical students, utilising Anatomage virtual dissection and techniques in line with Bigg’s constructive alignment. Attendees were asked to complete questionnaires with Likert scales (0-10) and open answer text to determine learners’ benefit. Both quantitative and qualitative analyses are presented. Results 73 students attended eight sessions from January to March 2020. Students reported a statistically significant (p < 0.01) increase in confidence after the sessions of 3.74±1.83. The quality and relevance of the teaching also scored highly (9.32±0.89 and 9.47±0.86 respectively). Qualitatively, students praised the "informal learning environment”, the structure of the sessions, the handout provided, and the interactivity of anatomage technology. Conclusions This study demonstrates how virtual dissection technology and near-peer teaching can derive significant benefit to undergraduate students, in line with previously published data.

Development of a place for science communication as an initiative to support the construction of a novice ECEC practitioner's view of children

Children are born curious - they need to be in order to learn by listening and watching the adults in their life. Children learn by experience until they go to school. Beginning in preschool and becoming more rigid as they age, the school environment focuses on acquiring specific knowledge in a standardised way. Chika Inoue is a Senior Lecturer at Aichi Shukutoku University, Faculty of Human Services Major of Child Care and Education, and is working alongside research collaborators to bring together ECEC practitioners, children and parents in order to understand how everyone can be involved in creating a more informal learning environment.

Dilemmi digitali e governance dell’identità digitale dei minori: l’interazione fra pari come opportunità informale di media education

The contribution investigates parents’ digital dilemmas associated with sharenting as an informal learning opportunity to rethink and orient their online sharing behavior. The paper reports on some results of an exploratory study based on the analysis of online conversations on a parenting forum focused on these dilemmas. Findings suggest that the interactional context where such exchange takes place can function as an informal learning environment, fostering informal peer-to-peer media education practices for parents in the digital age.