A model for assessing the degree of formalization and support of learning scenarios

Technical developments and a more flexible relation between working and private life lead to the inclusion of both formal and informal aspects in learning concepts, as well as supported and unsupported phases, with a flexible role of learners, tutors, and teachers. While formal and non-formal learning is mostly carried out in instructional programs, informal learning takes place in everyday life situations [10]. The complexity of learning concepts with different degrees of formalization and support can cause difficulties in the preparation, because didactical and methodical decisions have to be made where, when, and how learners, tutors, and teachers should work together. Thus, in this paper we present a structured approach for categorizing learning scenarios, fields, and activities on the two dimensions formalization (formal/informal) and support (supported/unsupported). The examples of Media-based Junior Studies (MbJS) and DAAD project “IT, Culture, and Gender” - both projects with very heterogeneous learners and contents - show that the suggested dimensions are useful in the preparation of these learning concepts.