<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Are   Turmo</style></author><author><style face="normal" font="default" size="100%">Knut-Andreas   Christophersen</style></author><author><style face="normal" font="default" size="100%">Eyvind   Elstad</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adult education</style></keyword><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">job autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419413017.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">52</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">125-136</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taja   Kordigel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE COLLATERAL DAMAGE OF INFORMAL LEARNING, CREATION OF IDENTITY THROUGH THE MEDIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">new media</style></keyword><keyword><style  face="normal" font="default" size="100%">traditional media</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728051.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The identity development between the individual and society, its connection with the informal learning in the Web 2.0 and Web 3.0 environment and its consequences on the individual as a part of a possible opinion making and changing community are being discussed in this paper. Analyzing the difference between informal learning from the traditional one way media and the newer two way media through an actual example in Slovenia raises and tries to find possible indications to the question, what the consequences, the collateral damage of informal learning, creation of identity through media, especially regarding lying, corruption and clientelism, might be.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-65</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria  Theodosopoulou</style></author><author><style face="normal" font="default" size="100%">Vana  Papalois</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AESOP’S FABLES REVISITED: VOLUNTEERING THROUGH INFORMAL LIFELONG LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cultural catalysts</style></keyword><keyword><style  face="normal" font="default" size="100%">idiolect definition</style></keyword><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405179007.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">29</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Volunteering is an expression of active citizenship, which occurs in many sectors. It is a value which should be developed from an early age through formal and informal learning. Nevertheless, not enough emphasis is given to it in educational institutes, and it is a value mostly ‘learned by example’. The European Commission has designated 2011 as European Year of Volunteering aiming to raise awareness of its significance and encourage the development of facilitating environments. 
 Teaching of volunteering can start from an early age using short stories, easily understood by children. Aesop’s fables have been educating generations since antiquity. The directedness of the stories, the presentation of difficult and complex situations in allegoric way, the demonstration of thoughts, feelings and decision choices, actions and consequences grasp the interest of the reader and offer food for thoughts for a series of life lessons. Three of these fables are analysed by using the idiolectic definition (ID) tool. It is an alternative qualitative tool, which can be used in interdisciplinary research, for analysis of texts. Pinpointing key points of the tales can be used as a basis for highlighting to young people fundamental concepts and as a starting point for dialogue and reflection.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">135-141</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Marit  Moistlik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONNECTION BETWEEN MUSIC LESSONS AND INVOLVEMENT WITH MUSIC AFTER LEAVING SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">involvement with music</style></keyword><keyword><style  face="normal" font="default" size="100%">participation in music</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399916197.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with the relationship between experience and memories gained in music lessons of general education school and current music activity and attitude towards music and analyses the effect of that experience on musical behaviour in further life. The focus is on music teacher’s role in that process. The sample of the qualitative study consisted of 20 university students, ten of whom were actively involved with music (singing in the university choir) and ten were not. A phenomenographic approach was used to analyse the interviews. As the result of the analysis, four profiles were developed – two of the profiles characterising those involved with music and two those not involved with music. The profiles are viewed in the article in the context of the experience of music lessons at school. Gaining awareness of those profiles may help music teachers to understand different behaviours of pupils and their relationship with music as a subject, and create diverse learning situations for representatives of different profiles.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">115-127</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ileana  Hamburg</style></author><author><style face="normal" font="default" size="100%">Timothy  Hall</style></author><author><style face="normal" font="default" size="100%">Mihnea  Marin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING TO BUILD AN INNOVATIVE WORK CULTURE AND WORKING ENVIRONMENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">action learning</style></keyword><keyword><style  face="normal" font="default" size="100%">informal learning</style></keyword><keyword><style  face="normal" font="default" size="100%">working environments</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915896.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Working environments will suffer significant changes with the introduction of new techno¬logies, materials and work processes. New designs for the working environment and a work culture supporting creativity and innovation in companies are required. Learning for creativity and innovation in organizations is often a slow process based on iterative cycles of experimentation. Lack of knowledge, skills and resources particularly in small and medium sized companies (SMEs) are often the cause of inability to innovate and/or to change modes of work. In this paper the issues linking work culture and environments are presented. Two learning approaches, which support the building of an innovative work culture and new working environments are discussed, viz. action learning and informal, cooperative learning in Communities of Practice (CoP), both supported by eLearning. Illustrative examples are given of these approaches being applied in SMEs.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">66-72</style></section></record></records></xml>