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Informal Learning
The powerful way we learn and
  share information together
Definition
• Learning resulting from daily work-related, family or
  leisure activities (Halliday-Wynes 2006)
• Outside the formal education system or structured
  training and does not lead to a qualification. (Richardson
  2004)

• Continuous and ongoing (Halliday-Wynes 2006)
• Is
  everywhere, supportive, unstructured, spontaneous,
  intrinsic, voluntary , learner–led, not evaluated and is
  non-sequential. (Misko 2008)
Who benefits?
• Disengaged learners who were challenged by formal
  education as it can lead them back to education and
  training. (Halliday-Wynes 2006)
• Older workers and learners, as it utilises their life
  experience. (ABS 2007)
• Workers and business as it focuses on the needs of the
  organisation and employment opportunities. (Halliday-Wynes
      2006)
• Migrants and refugees assisting with language acquisition
  and formation of community networks and support
  groups. (Halliday-Wynes 2006)
Halliday-Wynes, S., & Beddie, F. (2009). Informal learning: At a glance. Canberra: National Centre for Vocational Education
Research (NCVER).
Cultural benefits
• A confidence boost to persons thinking about formal
  learning pathways
• Significant assistance to employers regarding the
  potential contribution of employees to business
• Support for young, mature-aged and migrant people
  seeking to improve their employment prospects
• Enables the integration of highly skilled workers and
  provides pathways for up skilling
Misko, J., (2008) Combining formal, non-formal and informal learning for workforce skill development, National Centre for
Vocational Education Research, Department of Education, Employment and Workplace Relations. Canberra. Accessed 28/8/2011.
What are they?
    “Communities of practice are self-organised and are
    selected groups of people who share a common
    sense of purpose and a desire to learn and know
    what one another knows” (Taylor 2006)
•    Mutual engagement                                          •     Negotiated agreement
•    Allows self-autonomy                                       •     Shared resources
•    Bound into social entity                                   •     Group ownership
•    Participate in a joint activity                            •     Participate in a joint activity
    “Held together by commitment and identity”.
Taylor, M. C. (2006). Informal adult learning and everyday literacy practices. Journal of Adolescent & Adult Literacy, 49(6), 500-
509.
Involves

• Reading                  • Volunteering
• Using computers and      • Learning from, family,
  the internet               friends and co-workers
• Watching TV              • On the job training
• Listening to the radio   • Engaging in mentoring
                           • Learning through trial
• Visiting libraries
                             and error
• Attending lectures       • Making things
How does it occur?
•   Project based learning (Taylor 2006)
•   Specific purpose that is identified
•   Undertaken by an individual (Taylor 2006)
•   No assistance from an educator (Taylor 2006)
•   Focused and intentional
•   Learner is aware when learning is occurring (Taylor 2006)
•   Strategies used to memorise the learning
•   Repeat use to confirm the learning
When does it occur?

• Experience based learning
• No intention to learn
• After the experience the person becomes aware that
  learning has occurred
• Unintentional but conscious
• Aware after the experience through reflection
• Strategies maybe used to memorise the learning
• Learning maybe repeated use to confirm the learning
What is it?
“Tacit learning refers to the internalization of values,
attitudes, behaviours, or skills that occur during
everyday life”
           How does it occur?
• Unintentional learning, gained through
• Unconscious, as not aware that learning occurred
• Realization after reflection
Conditions that enhance

An awareness of the learning involves:
• Critical reflection to expose tacit knowledge and
  beliefs
• Proactive engagement by the learner to actively
  identify opportunities or issues and to learn new
  skills to implement solutions
• Creativity to explore a wider range of options
Social and cultural learning

Informal learning is by nature social:
• Interaction to identify and seek a resolution
• Sharing the exploration, the learning and the
   solution
• Community engagement is a common feature to
   build and share information, experience and
   reflection
References
ABS (Australian Bureau of Statistics) (2008), Australian Social Trends, Canberra: Catalogue 4102.0.

Eshach, H., (2007) Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and
Informal Education, Journal of Science Education and Technology, Vol. 16, No. 2, April 2007

Halliday-Wynes, S., & Beddie, F. (2009). Informal learning: At a glance. Canberra: National Centre
for Vocational Education Research (NCVER).

Misko, J., (2008) Combining formal, non-formal and informal learning for workforce skill
development, National Centre for Vocational Education Research, Department of
Education, Employment and Workplace Relations. Canberra. Accessed 28/8/2011.

Richardson, S., (2004) Employers’ contribution to training, Canberra: National Centre for
Vocational Education Research (NCVER).

Taylor, M. C. (2006). Informal adult learning and everyday literacy practices. Journal of Adolescent
& Adult Literacy, 49(6), 500-509.

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Informal Learning

  • 1. Informal Learning The powerful way we learn and share information together
  • 2. Definition • Learning resulting from daily work-related, family or leisure activities (Halliday-Wynes 2006) • Outside the formal education system or structured training and does not lead to a qualification. (Richardson 2004) • Continuous and ongoing (Halliday-Wynes 2006) • Is everywhere, supportive, unstructured, spontaneous, intrinsic, voluntary , learner–led, not evaluated and is non-sequential. (Misko 2008)
  • 3. Who benefits? • Disengaged learners who were challenged by formal education as it can lead them back to education and training. (Halliday-Wynes 2006) • Older workers and learners, as it utilises their life experience. (ABS 2007) • Workers and business as it focuses on the needs of the organisation and employment opportunities. (Halliday-Wynes 2006) • Migrants and refugees assisting with language acquisition and formation of community networks and support groups. (Halliday-Wynes 2006) Halliday-Wynes, S., & Beddie, F. (2009). Informal learning: At a glance. Canberra: National Centre for Vocational Education Research (NCVER).
  • 4. Cultural benefits • A confidence boost to persons thinking about formal learning pathways • Significant assistance to employers regarding the potential contribution of employees to business • Support for young, mature-aged and migrant people seeking to improve their employment prospects • Enables the integration of highly skilled workers and provides pathways for up skilling Misko, J., (2008) Combining formal, non-formal and informal learning for workforce skill development, National Centre for Vocational Education Research, Department of Education, Employment and Workplace Relations. Canberra. Accessed 28/8/2011.
  • 5. What are they? “Communities of practice are self-organised and are selected groups of people who share a common sense of purpose and a desire to learn and know what one another knows” (Taylor 2006) • Mutual engagement • Negotiated agreement • Allows self-autonomy • Shared resources • Bound into social entity • Group ownership • Participate in a joint activity • Participate in a joint activity “Held together by commitment and identity”. Taylor, M. C. (2006). Informal adult learning and everyday literacy practices. Journal of Adolescent & Adult Literacy, 49(6), 500- 509.
  • 6. Involves • Reading • Volunteering • Using computers and • Learning from, family, the internet friends and co-workers • Watching TV • On the job training • Listening to the radio • Engaging in mentoring • Learning through trial • Visiting libraries and error • Attending lectures • Making things
  • 7. How does it occur? • Project based learning (Taylor 2006) • Specific purpose that is identified • Undertaken by an individual (Taylor 2006) • No assistance from an educator (Taylor 2006) • Focused and intentional • Learner is aware when learning is occurring (Taylor 2006) • Strategies used to memorise the learning • Repeat use to confirm the learning
  • 8. When does it occur? • Experience based learning • No intention to learn • After the experience the person becomes aware that learning has occurred • Unintentional but conscious • Aware after the experience through reflection • Strategies maybe used to memorise the learning • Learning maybe repeated use to confirm the learning
  • 9. What is it? “Tacit learning refers to the internalization of values, attitudes, behaviours, or skills that occur during everyday life” How does it occur? • Unintentional learning, gained through • Unconscious, as not aware that learning occurred • Realization after reflection
  • 10. Conditions that enhance An awareness of the learning involves: • Critical reflection to expose tacit knowledge and beliefs • Proactive engagement by the learner to actively identify opportunities or issues and to learn new skills to implement solutions • Creativity to explore a wider range of options
  • 11. Social and cultural learning Informal learning is by nature social: • Interaction to identify and seek a resolution • Sharing the exploration, the learning and the solution • Community engagement is a common feature to build and share information, experience and reflection
  • 12. References ABS (Australian Bureau of Statistics) (2008), Australian Social Trends, Canberra: Catalogue 4102.0. Eshach, H., (2007) Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education, Journal of Science Education and Technology, Vol. 16, No. 2, April 2007 Halliday-Wynes, S., & Beddie, F. (2009). Informal learning: At a glance. Canberra: National Centre for Vocational Education Research (NCVER). Misko, J., (2008) Combining formal, non-formal and informal learning for workforce skill development, National Centre for Vocational Education Research, Department of Education, Employment and Workplace Relations. Canberra. Accessed 28/8/2011. Richardson, S., (2004) Employers’ contribution to training, Canberra: National Centre for Vocational Education Research (NCVER). Taylor, M. C. (2006). Informal adult learning and everyday literacy practices. Journal of Adolescent & Adult Literacy, 49(6), 500-509.