Esta presentación analizará distintas experiencias que integran el uso de las tecnologías digitales y el desarrollo de 'habilidades blandas' desde el ámbito de aprendizaje informal. Para ello se analizarán distintos reportes publicados por organismos internacionales (OCDE, World Internet Project) que destacan la creciente importancia del aprendizaje personal e informal a lo largo de la vida. Luego de indicar cuáles son los desafíos de la agenda europea: Educación y Formación 2020, se analizará el caso británico que apuesta por un cambio de currículum escolar TIC (5-16 años) hacia uno que apuesta por desarrollar habilidades de Ciencias de la computación (tanto dentro como fuera de los entornos formales de aprendizaje). Esta y otras experiencias relevantes (ej. Coursera) se analizarán desde una perspectiva crítica para: Analizar estrategias de aprendizaje formal y no formal integradas y Reconocer mecanismos alternativos no tradicionales para la identificación (o traducción) de aprendizajes adquiridos en entornos no formales o informales.

1. Experience of recognition and validation of
non-formal and informal learning
@cristobalcobo

2. INTERNATIONAL
REPORTS

4. Average performance (reading, mathematical and
scientific literacy)
Student performance and national income
550
500
POL
350
BGR
PRT
NOR
USA
ITA
GRC
THA
CHL
IDN
DEU
RUS
LVA
450
400
JPN
HKG
NZL
FIN AUS CAN
GBR SWEIRL
AUT
ISL CHE
CZE ESP FRA BEL
DNK
HUN
KOR
MEX
ISR
LUX
ARG
MKD
ALB
BRA
PER
300
0
10000
20000
30000
40000
GDP per capita (US$converted using PPPs)
"#$%&'(!)*+,!*-$&./#01!2345671!
50000

5. READING LITERACY PROFICIENCY BY LEVELS OF
ENGAGEMENT AND SOCIAL BACKGROUND
Low socio-economic background
Medium socio-economic background
High socio-economic background
Reading Literacy Performance
600
583
580
560
548
540
540
540
520
500
480
460
491
463
506
467
440
420
423
400
Low engagement
"#$%&'(!)*+,!*-$&./#01!2344671!
Medium engagement
High engagement

6. DISTRIBUTION OF NEW ENTRANTS INTO TERTIARY
PROGRAMMES, BY FIELD OF EDUCATION (2011)
THE MOST POPULAR FIELDS OF EDUCATION CHOSEN BY NEW ENTRANTS
INTO TERTIARY PROGRAMMES ARE SOCIAL SCIENCES, BUSINESS AND LAW
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7. RECOGNITION OF INFORMAL LEARNING (OUTSIDE FORMAL
EDUCATION INSTITUTIONS) CAN BE:
• A RICH SOURCE OF HUMAN CAPITAL..
• MAKES THIS HUMAN CAPITAL MORE VISIBLE AND MORE
VALUABLE.
• ALLOW PEOPLE TO COMPLETE FORMAL EDUCATION MORE
QUICKLY, EFFICIENTLY AND CHEAPLY.
• HELP EMPLOYERS AND WORKERS TO GET A GOOD JOB
MATCH (ALSO HELP DISPLACED WORKERS).
!
Patrick, Werquin. Recognising Non-Formal and Informal Learning Outcomes, Policies and
Practices: Outcomes, Policies and Practices. Vol. 2009. No. 35. OECD publishing, 2010.

8. • FORMAL LEARNING IS ALWAYS ORGANISED AND STRUCTURED
(OBJECTIVES) IS INTENTIONAL.
• INFORMAL LEARNING IS NEVER ORGANISED, HAS NO SET
OBJECTIVE IN TERMS OF LEARNING OUTCOMES AND IS NEVER
INTENTIONAL (LEARNING BY EXPERIENCE).
• Nevertheless, non-formal learning is rather organised (objectives).
Learning may happens as a by-product of more organised activities.
• OECD focuses on the process of formal recognition of non-formal and
informal learning (i.e. awarding of full certification, partial certification, a
right of access to the HE. or other formal lifelong learning system).
*(PORTFOLIO OF COMPETENCES, COMPETENCE PASSPORT )
A DOCUMENT THAT HAS SOCIAL VALUE AND IS WIDELY RECOGNISED

9. OECD Skills Outlook:
Survey of Adult Skills (PIAAC),
Evaluates the skills of adults in 22
OECD member
Survey: availability of key skills &
how they are used at work and at
home.
Assessment: literacy, numeracy &
problem-solving in technology-rich
environments.
"Much of learning takes place
outside formal education
OECD. (2013). OECD Skills Outlook 2013. Paris: Organisation for Economic Co-operation and
Development. Retrieved from http://www.oecd-ilibrary.org/content/book/9789264204256-en

10. Internet is increasingly a key source of information:
2005 to 2013: Increase in informal learning practices such as finding or checking a fact (from 78% to
90%) or looking up the definition (from 47% to 74%).
Investigating topics of personal interest 78% to 90% (but with no clear trend).
Dutton, W. (2013). OxIS 2013 Report: Cultures of the Internet. University of Oxford for the
Oxford Internet Institute. Retrieved October 11, 2013, from http://oxis.oii.ox.ac.uk/reports

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37. How to better stimulate formal/informal
development/recognition of non-traditional skills?
YoungRewiredState.org

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@OpenBadges
@skillshare
@Codecademy
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39. 5,119,553
Courserians.
Learn from
461 courses,
from our 91
partners.
#mooc

40. AKQ(PPD@#F1&#$%='%.1#%FPQ#=?P866V966R88R!

41. The American Council on Education’s College Credit Recommendation Service (ACE CREDIT) decided to
assess and accredit some of the non-traditional courses offered in MOOC form by the Coursera platform.

42. VALIDATION TOOLS

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44. Its essential: A continuous certification that incorporates non-formal and
informal learning over the working life, as is recognition of foreign
diplomas (i.e. immigrants qualifications recognition) (OECD, 2013).
UNESCO (2012) OBSERVATORY ON RECOGNITION, VALIDATION
AND ACCREDITATION OF NON-FORMAL & INFORMAL LEARNING:
!(1) develop nationals lifelong learning strategy to improve personal
fulfilment and mobility;
(2) facilitate integration of national qualifications framework (NQF);
(3) develop equivalencies between outcomes of formal, non-formal and
informal learning standards or NQFs
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45. DIGITAL BADGES:
Recognize skills and
achievements. A 'gamified'
achievement based mechanism
(visbility and flexibility).
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