Informal and Everyday Learning
Becoming a lifelong, deep and wide learner challenges the traditional boundaries of how learning and teaching are perceived. It requires a reconceptualisation of the role of the teacher (who, what and where), the role of the learner (how, what and where) and where the learning occurs. It collapses the traditional boundaries associated with formal learning such as temporal, spatial (physical and digital) and conceptual spaces to create a nexus that centralises the role of the learner in the learning process.
Research in this strand draws upon places for everyday learning, the role of the learner and educator, technology and ways for constructing and co-constructing knowledge in non-traditional spaces. Understanding the learning processes that transpire at the nexus of formal and everyday activity is important, as non-formal or informal learning often also contributes to equity and inclusion.