Draft:Learning Dates

• Comment: Please find the online versions of these sources (pretty sure they exist), and cite them instead. And place the citations inline next to the statements they support. That way we can see which source has provided what information. The reason I say that is because papers which pre-date the Karanjkar one by several years are unlikely to have discussed this concept directly. DoubleGrazing (talk) 07:38, 24 July 2025 (UTC)

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Learning Date(s)

"Learning Dates" are informal educational gatherings where students meet at community locations for collaborative learning activities. These structured social learning sessions typically involve peer interaction and adult supervision. This is somewhat similar concept to "Play Date".

History

The phrase "Learning Date" is derived from phrase "Play Date" based on experimental learning sessions conducted in suburban environments where kids came together not just to play but to learn together in a informal way. Though this was mainly used for getting kids together to learn Chess, Mathematics and Pickleball to keep young minds away from screen, concept can be extended to several initiatives as per needs of children under parental guidance.

Structure and Implementation

Learning Dates typically follow an organized format that includes:

1. Topic-focused instruction
2. Peer-to-peer learning
3. Guided activities
4. Competitive challenges
5. Group reflection[1]

Sessions commonly take place in homes, community centers, or other accessible spaces[2].

Curriculum Components (Common subject areas include):

Mathematics and logical reasoning Programming and technology Language acquisition Strategic games (chess, Go) Science experiments Arts and creative expression[4] Time Management Typical sessions last 2-3 hours and are usually conducted:

After school hours During weekends During school holidays[5]

Educational Impact

Here are some of the several outcomes of Learning Dates:

1. Reduced screen time usage
2. Enhanced attention span
3. Improved emotional resilience
4. Development of cross-disciplinary skills
5. Strengthened family relationships[1]
6. Learning Warriors

Participants in Learning Dates are sometimes called "Learning Warriors," reflecting their engagement in intellectual and social challenges[1]. This term emphasizes the combination of competitive spirit and collaborative learning that characterizes these sessions.

Educational Concerns

Lack of standardized curriculum Inconsistent quality of instruction Limited accessibility for some socioeconomic groups Potential reinforcement of educational inequalities[5]

Implementation Issues

Difficulty in finding qualified facilitators Space constraints Scheduling conflicts Resource limitations[6]

Criticism

Some educators have questioned the informal nature of Learning Dates and their lack of standardized curriculum[3]. Others argue that the unstructured format may not benefit all learning styles[4].

See also

Peer learning
Informal education
Social learning theory
Community education
Play Date

References

[1] Karanjkar, R., 2025. The Digital Dilemma-Rediscovering the Power of Social Learning and Resilience Building. International Journal of Humanities and Information Technology, 7(03), pp.46-48. https://ijhit.info/index.php/ijhit/article/view/65

[2] Eberle, Julia, Yotam Hod, and Frank Fischer. "Future learning spaces for learning communities: Perspectives from the learning sciences." Br. J. Educ. Technol. 50.5 (2019): 2071-2074. https://www.researchgate.net/profile/Julia-Eberle/publication/334741163_Future_learning_spaces_for_learning_communities_Perspectives_from_the_learning_sciences/links/5d42d0ee4585153e5932c45d/Future-learning-spaces-for-learning-communities-Perspectives-from-the-learning-sciences.pdf

[3] Hager, P. (1998). Recognition of informal learning: challenges and issues. Journal of Vocational Education & Training, 50(4), 521–535. https://doi.org/10.1080/13636829800200064 https://www.tandfonline.com/doi/abs/10.1080/13636829800200064

[4] Peter W. Stonebraker, James E. Hazeltine; Virtual learning effectiveness: An examination of the process. The Learning Organization: An International Journal 1 June 2004; 11 (3): 209–225. https://doi.org/10.1108/09696470410532987 https://www.emerald.com/insight/content/doi/10.1108/09696470410532987/full/html

[5] Kalliopi Rigopouli, Dimitrios Kotsifakos, Yannis Psaromiligkos, Vygotsky’s Creativity Options and Ideas in 21st-Century Technology-Enhanced Learning Design, Education Sciences, 10.3390/educsci15020257, 15, 2, (257), (2025) https://www.mdpi.com/2227-7102/15/2/257

[6] Harpole, W.S., Goldstein, L.E.A.H. and Aicher, R., 2007. Resource limitation. California grasslands: ecology and management. University of California Press, Berkeley, California, USA, pp.119-127. https://books.google.com/books?hl=en&lr=&id=SRBHfbfi5_cC&oi=fnd&pg=PA119&dq=Resource+limitation.+California+grasslands:+ecology+and+management&ots=3F2WYXF1Kr&sig=zUqzaLDRTtgb0QJZZ4oFQWD7aDU