In the twenty-first century, learning—and the definition of education—is changing. New digital, online, and social tools have the ability to transform the classroom and engage learners like never before. In the midst of this technological revolution, it is crucial for educators and administrators to be able to gauge the impact of digital tools on learners in a variety of settings.

Measuring and Analyzing Informal Learning in the Digital Age addresses the need for educators, administrators, and professionals across industries to be more attentive to the learning process outside of a traditional classroom setting. As online learning, and MOOCs in particular, become more mainstream, tracking informal learning becomes difficult despite the necessity of feedback and measurement in non-formal learning environments. Investigating some of the primary technologies being used in educational settings and how a less structured and more open learning environment can effectively motivate students and non-traditional learners, this premier reference is a crucial source of information for educators, administrators, theorists, and other professionals in the field of education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Dialectics
Life-Long Learning
Online Learning Communities
Second Language Acquisition
Self-directed Learning
Social Capital
Tacit Knowledge
Transformative Learning

Reviews & Statements

Researchers and practitioners in adult education seek to shorten the distance between formal and informal learning by soliciting and reporting research that delves into informal learning with varying practices in diverse learning locations, and by offering some tools with which to reduce the difficulties that are usually associated with informal learning, especially regarding its variety and its measurement. They cover theoretical foundations of informal learning, informal learning in context, information learning in cultural and work contexts, informal learning in program development, and the future of informal learning within the education system.

– ProtoView Book Abstracts (formerly Book News, Inc.)

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Editor/Author Biographies

Olutoyin Mejiuni is an adult educator whose work focuses on the political dimensions of adult education, informal learning, women’s learning, and the concerns of women in teaching-learning interactions and contexts; exploring questions of identity; and the transformative and emancipatory potentials of educational interactions in these areas. She possesses a PhD in Adult Education and is an Associate Professor in the Department of Adult Education and Lifelong Learning, Obafemi Awolowo University, Ile-Ife, Nigeria. She has authored Women and Power: Education, Religion, and Identity (2012, Ibadan: University Press Plc; 2013, Dakar: CODESRIA). She has contributed to the International Encyclopedia of Adult Education, Widening Access to Education as Social Justice, Handbook of Transformative Learning: Theory, Research, and Practice, and she has published in JENDA: A Journal of Culture and African Women Studies. She was the editor of Adult Education in Nigeria and has been a consulting editor for Adult Education Quarterly. Olutoyin Mejiuni is a co-founder of Women Against Rape, Sexual Harassment, and Sexual Exploitation (WARSHE), a non-governmental and not-for-profit organization that supports and educates survivors and potential victims of sexual violence and abuse. Under the aegis of WARSHE, she co-authored the research report entitled Unsafe Spaces: Dodgy Friends and Families (2012, with Oluyemisi Obilade).

Patricia Cranton is a retired Professor of Adult Education, currently affiliated with the University of New Brunswick in Canada and Teachers College at Columbia University. She has been Professor of Adult Education at Penn State University at Harrisburg, Pennsylvania, in the U.S., St. Francis Xavier University, University of New Brunswick, and Brock University in Canada, and Associate Professor at McGill University. Some of Patricia Cranton’s recent books include Planning Instruction for Adult Learners (3rd edition, 2012), Becoming an Authentic Teacher (2001), Finding our Way: A Guide for Adult Educators (2003), Understanding and Promoting Transformative Learning (2nd edition, 2006), A Guide to Research for Educators and Trainers of Adults (3rd edition, 2014, with Sharan Merriam), and Stories of Transformative Learning (2014, with Michael Kroth). Patricia was the co-editor of The Handbook of Transformative Learning (2012, with Ed Taylor). She has edited five New Directions in Adult and Continuing Education volumes, most recently Authenticity in Teaching (2006) and Reaching out across the Border: Canadian Perspectives in Adult Education (with Leona English, 2009). Patricia has taught courses in the area of transformative learning since 1994. She was inducted into the International Hall of Fame for Adult and Continuing Education in 2014.

Olufemi Taiwo is a professor at the Africana Studies and Research Center, Cornell University, Ithaca, NY, U.S.A. He was educated in Nigeria and Canada. He has taught at universities in Nigeria, Germany, S. Korea, and Jamaica. He has published on and continues to be agitated by pedagogical issues, especially that of diversifying the curriculum. He is the author of Legal Naturalism: A Marxist Theory of Law (Ithaca: Cornell University Press, 1996) [Chinese Translation, 2013], How Colonialism Preempted Modernity in Africa (Bloomington: Indiana University Press, 2010), and Africa Must Be Modern: A Manifesto (Ibadan: Bookcraft, 2012) [American Edition, Bloomington: Indiana University Press, 2014].

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