>
> I'm not too keen on the label 'structured education', though I know
> where you are coming from. What about 'informal learning' and 'formal
> learning'. Any FE/HE course-programme, even postgraduate research,
> implies *some level* of structure. As we move towards personal learning
> pathways these might be considered  personally determined structures!
> (pre-determined structures, self-selected structures...)
>   
I understood purposefulness as the aspect that was being described when 
Simon said "structured" when I first read it (although it became clear 
that "informal" is closer to what was intented as I read on). maybe 
directedness.

This understanding also led me to question the use of "educational 
objective"; having an objective implies structure to me. There could be 
learning outcomes from an unstructured episode (although I accept that 
many people use learning outcomes as a synonym for ed obj). I could also 
have an unstructured activity in support of structured education of a 
well defined educational objective (although in formal education, 
teachers vary in their view on such things).

When I read a book about Alexander the Great because I have an enquiring 
mind, because I saw a film on telly or an OU/BBC history programme, what 
am I doing and would anything of the ilk of an eportfolio be relevant? 
Did I learning anything even though I had no objectives? There are 
several social software sites around and amazon books-i-have-read. How 
relevant are they or could they be if the social activity is about what 
was interesting about the book (rather than I liked it ...), about my 
experiences trying to build a replica of an Alexandrian catapult...

Adam