Resumen

RODRIGUEZ-FERNANDEZ, Juan-Ramón  y  DIEZ-GUTIERREZ, Enrique-Javier. Invisible Learning in Expanded Education. A Case Study in Unemployed Comunities. Rev. colomb. educ. [online]. 2022, n.85, pp.167-188.  Epub 28-Nov-2022. ISSN 0120-3916.  https://doi.org/10.17227/rce.num85-11765.

This research delves into the "invisible learning" that occurs in expanded education training environments. These environments are aimed at the training of unemployed adults and are mediated by technological tools and resources. Among other aims, they seek "soft" skills which can be acquired and used by participants in their vital, work, and social context.

We have explored the interaction that occurs in joint learning in this community of users during this training process, which tends to eliminate some formal boundaries of the curriculum and to recognize and value what is now known as "expanded education". We have tried to shed light on this ubiquitous and informal learning, which is hybrid, takes place in multiple contexts, and is usually invisible to formal education.

The research methodology was a case study, triangulating instruments and sources of information, through the use of qualitative tools (participant and online observation; interviews with key informants, using face-to-face and virtual ethnography; mixed discussion groups; biographies singular and digital field diaries, both individual and collective) and quantitative (questionnaire).

The results focus on the analysis of the invisible learning's impact on expanded and technologically mediated education. Addressing technological empowerment, collaborative learning, new practices of citizen participation and whether they enhance critically and committed citizenship.

Palabras clave : permanent education; expanded education; continuing education, invisible learning; ubiquitous learning; case study.

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