Week 7 Discussion Summary: Thoughts on Informal Learning

Although the term “informal learning” is familiar, I have never paused to clearly distinguish it from related concepts. This week clarified this for me using Driscoll’s definitions:
Informal Learning: a learning experience taken based on the initiative of the learner; its goals, sequence, and success all learner-defined. In contrast, Formal Learning’s goals are defined by the instructional designer, the success of which is measured through the objective-oriented assessment tools.

Informal Learning differs from Self-Directed Learning (SDL) in the sense that the former uses materials that are not traditional to, or originally meant for, learning, but nevertheless pursued for this value. Examples include Advertisements, Blogs, Jobaids, conversations. SDL is likewise learner-initiated but uses the more conventional methods and materials (books, online learning and the like).

This week’s discussion primarily revolved around the idea that informal learning is engaged in by everyone. Everyone in class shared their interests outside of work and class, and there is agreement that when something is interesting or relevant to an individual, different methods are used to quench this thirst for knowledge.

But how do we gain this knowledge anyway?

A major source is other people. Socialization is instrumental in knowledge and skill-building. Think of the uniqueness in people that is cross-pollinated through all sorts of conversations and observations! In some instances, the opportunity of “passing through” another person’s life can have profound impact on one’s development- intentionally or not.

Another way is by accessing content we feel will complete the gaps in, or challenge, our mental models. And since learners needs and experiences vary, their use of available content will not be as structured as in formal learning environments. They will take, chew, stop and continue as they see fit.

As such, the instructional designer must find ways to familiarize herself with possible audience and make available learning experiences that will intersect with the learners’ interests.

It is along this line that I thought I made my most valuable contribution:
Would there be different emphasis in Instructional design competencies when designing for Formal versus Informal Learning? Will “packaging” content, and creating redundancies to allow for learner entry and exit at various points be more important in Informal Learning environments, for instance? In contrast, would sequencing content and developing assessment tests to measure success be more valued in the realm of Formal Learning?

I found this contribution significant because it impacts on my role as an Instructional designer and the development path I need to take. I have never consciously designed for informal learning and anticipate changes in what I currently do…I don’t have the answers to my question yet, but I hope to have a bit more clarity in due time.