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FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations

FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations

Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Carlos Delgado Kloos
Copyright: © 2014 |Volume: 5 |Issue: 2 |Pages: 14
ISSN: 1947-3478|EISSN: 1947-3486|EISBN13: 9781466654488|DOI: 10.4018/ijhcitp.2014040104
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MLA

Pérez-Sanagustín, Mar, et al. "FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations." IJHCITP vol.5, no.2 2014: pp.38-51. http://doi.org/10.4018/ijhcitp.2014040104

APA

Pérez-Sanagustín, M., Alario-Hoyos, C., & Kloos, C. D. (2014). FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations. International Journal of Human Capital and Information Technology Professionals (IJHCITP), 5(2), 38-51. http://doi.org/10.4018/ijhcitp.2014040104

Chicago

Pérez-Sanagustín, Mar, Carlos Alario-Hoyos, and Carlos Delgado Kloos. "FLINN: A Framework to Characterize Technology Enhanced Formal, Non-Formal and Informal Learning Situations," International Journal of Human Capital and Information Technology Professionals (IJHCITP) 5, no.2: 38-51. http://doi.org/10.4018/ijhcitp.2014040104

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Abstract

Thanks to technology, people learn continuously, anytime and anywhere, and in multiple situations that combine formal, non-formal and informal learning. However, recognizing the type of learning taking place in such technology-enhanced learning (TEL) situations is a big challenge, since the boundaries between these three kinds of learning are blurred. In this paper we present FLINN (FormaL INformal and Non-formal), a framework that defines formal, non-formal and informal learning situations as a continuum of two factors: (a) how learning is achieved; and (b) the setting where the learning situation takes place. This framework helps systematically characterize TEL situations, and as a consequence understand the kind of learning taking place, and recognize the learning opportunities that may arise in these situations. To illustrate the FLINN framework the authors describe three different scenarios, all employing interactive tags combined with other technologies for supporting collaboration in different settings, and embracing a diversity of learning objectives.

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