Running Head: The Value of Informal Learning to Learners

The Value of Informal Learning to Learners Jason A. Thorne Purdue University

The Value of Informal Learning to Learners Abstract:

Informal learning educates people effectively but not in the same way formal education with a traditional classroom has. Informal learning is important for people in society to become well rounded individuals. People can learn about topics and subjects in an engaging way without impacting their time. The learner gets to choose the topics they want to learn about which leads to a stronger motivation to learn. It is up to instructional designers to target the learners to make informal learning as effective as possible.

The Value of Informal Learning to Learners Background Informal learning is responsible for educating people in many different forms. Informal learning can take place when you have a conversation with someone, research a topic on your own, physically interact with something, or visiting a museum. When this happens and the person leaves with more knowledge than they previously had, informal learning has taken place. Formal learning environments are much different than informal learning. Formal learning environments are traditional classrooms or distance instruction where learning takes place (Rossett &

Hoffman, 2007). Formal learning environments are specifically structured for learning to take place. They will have objectives, instructors, and structure. Informal learning may have some of those attributes but may have none. The purpose of this paper is to define why informal learning is vital to education and underestimated in its educational potential to learners. The definition of informal learning is flexible and able to account for any learning that isnt formal. The form of learning isnt so important to informal learning but the fact learning is taking place is important. I will use Allison Rossett and Bob Hoffmans outline for how informal learning works to outline why it is vital and how it is underestimated (2007). The focus of this paper will be directed at k12 students with some minor attention on adult learners. This paper will discuss the importance of informal learning by examining its effectiveness for science education. Nature of Outcomes Informal learning tends not to have objectives and the learning outcomes are not clear and unmeasured. The desire to learn is entirely up to the learner, and they are intrinsically motivated (Rossett & Hoffman, 2007). People who are interested in how a coal mine works, how trains operate, or how cells mutate can go out on their own and learn on their own. The depth or breadth of knowledge is up to the learner.

The Value of Informal Learning to Learners The emphasis on seeking out your own learning corresponds strongly with the constructivist theory. Constructivist see learning as taking internal knowledge and connecting it to the external information (Driscoll, 2007). This matches informal education because the knowledge is provided and available. A learner comes and makes connections between their knowledge and external information. Constructivists see this learning as successful. Objectivists see informal learning as a way to learn but question the effectiveness because of not

measuring results (Rossett & Hoffman, 2007). Does the mean learning didnt take place? Objectivists see informal learning as having an unknown value because it is unmeasured. If it cant be there is no data on what was learned then objectivists assume nothing was learned, at least until measuring of what was learned takes place. Objectivists believe in a more structured learning environment where there are clear goals and ways to measure how close the learner is to reaching those goals (Hannafin & Hill, 2007). This is sometimes addressed by a school taking field trips to informal learning environments such as zoos or museums. Teachers bring their class which is a formal learning environment, to an informal learning environment. The teachers may create a quiz or other activity to measure learning and to guide the students through the environment. This allows the student to seek out and learn some on their own while also measuring their learning in the informal environment. Many museums have teacher resources already put together to provide them with assessment tools. Assessments of what was learned can provide learners and educators with feedback on what they learned. This positive feedback of what was learned can show the value of that informal learning environment. Learners that have no ties to a formal learning environment may not have measured outcomes after visiting an informal learning environment like a museum or zoo. The information at that learning environment can often target relevant knowledge of the learners. A possible way to measure learning might be to measure the community as a whole and see if the community has a greater understanding of a

The Value of Informal Learning to Learners topic. Bell, Lewenstein, Shouse, and Feders second recommendation says that museums should identify local issues that are consequential for community members and develop informal environments that fit the need. Showing public awareness and knowledge gained as a community can help informal learning environments prove their value to a community. Nature of the Experience People choose their own learning when it is informal. If they want to become part of something and immerse themselves into knowledge of a particular type, they will (Eshach, 2007). If they dont find it engaging then they will move on to something that does engage them. The experiences learners gain during their informal learning can provide great educational benefits to the learners. Informal learning

experiences can provide an excitement and thirst for knowledge that a formal learning environment cant. Museums can often provide experiences where informal learning happens more formally. Exhibits for science centers, natural history, and childrens museums are usually created with learning objectives in mind. Visitors still explore these environments on their own. Museums such as art museums, zoos, botanical gardens, aquariums typically have less targeted learning but exhibits in those museums may have very developed learning objectives. A trip to one of these places may be planned for just a fun activity but real learning is taking place as the visitors become learners accomplishing the objectivities that the museum has in place. Over the last couple of decades museums have seen its perception by the public increase into positive and popular light (Davies & Paine, 2004). Museums motivate and encourage learning by having goals like spark scientific inquiry and creativity as the Museum of Science and Industry in Chicago states (About the Museum, 2012). Museum exhibits offer a combination of education and fun. The learning may not be obvious to the learner, they may see it as an adventure or fun activity. Informal learning can also be experienced online or in clubs and organizations. Many online forums and communities exist on subjects of all kinds. Members and visitors to these forums and

The Value of Informal Learning to Learners communities continually expand their knowledge base by sharing. It is very much based on the constructivist theory of learning. The Arduino community, which can be found at http://www.arduino.cc/, is an online community where informal learning takes place. It has thousands of members and visitors creating many kinds of projects with the common goal of using Arduino micro controllers in personal projects. Members and visitors share knowledge and learn from others by sharing projects and issues. Informal online communities can be combined with a formal learning environment. Neulight, Kafai, Kao, Foley, and Galas did a study in 2007 where they used an education community called Whyville.net to teach the spread of an infectious disease. Their idea was to create a participatory

simulation where they studied how disease spread and as they went through the 10 week program students would be infected by the virus. As this continued the teacher would work with them to analyze the results of how it was spreading. This experience gave students an informal learning experience through learning online but also a formal learning experience with the teacher analysis and assessments. Local community based clubs exist for those interested in various topics as well. In most communities you can find motorcycle, car, woodworking, fishing, knitting, singing, and outdoor clubs. Some clubs are regionally specific, such as whitewater rafting clubs in Colorado or wine tasting club in Napa Valley. Origin Informal learning originates in an individual because they have a passion for a topic. If they are visiting a museum they are interested in what the museum has to offer. If they are part of a club or group, they have a goal in common with other members. If they are researching something on their own, its because they want to know more and this ties directly to the nature of outcomes listed above. Learners in an informal learning environment are intrinsically motivated to learn.

The Value of Informal Learning to Learners In a formal learning environment, learners are taught a topic because it was determined that it should be valuable for them. The benefit of informal learning is that the learner chooses the topic they want to learn about, all motivation to learn is coming from within. Ranson, Martin, Nixon, and McKeown stated Learning depends upon motivation and the

empowering of internal rewards. Learning is inescapably a conscious activity (1996, p 16). A learner can make a choice to become part of a club. That learner might have an interest in astronomy and join a local organization that studies and shares information on the planets and stars. The learner is conscious of learning because they are intrinsically motivated, and that is the origin for their informal learning. This is true for learners in many informal learning situations. Guy Claxton simplifies the thought of intrinsically motivated learners even more by using the saying it is not much use being able if you are not also ready and willing (2007, p 119). Role of the Student Informal learning is almost entirely up to the learner. At Cambridge University Ralph Waldo Emerson gave a speech to Phi Beta Kappa Society: Action is with the scholar subordinate, but it is essential. Without it, he is not yet man. Without it, thought can never ripen into truth. Whilst the world hangs before the eye as a cloud of beauty, we cannot even see its beauty. Inaction is cowardice, but there can be no scholar without the heroic mind. The preamble of thought, the transition through which it passes from the unconscious to the conscious, is action. Only so much do I know, as I have lived. Instantly we know whose words are loaded with life, and whose not. (Emerson, 1837) Jamie, from selfmadescholar.com, elaborates that can mean learners need to act on their interests and apply them to the real world (Jamie, 2010). Jamie from selfmadescholar.com also recommends a four step plan to learning on your own. The first step she recommends is setting goals and making them

The Value of Informal Learning to Learners specific. An example she provides is Ineffective Goal Learn HTML; Effective Goal Create several websites using HTML, referring only minimally to a coding book (Jamie, 2007) The second and third steps, Collecting Material and Make Connections is about getting together the information or people

you need in order to create the learning environment (Jamie, 2007). The final step is Taking Action and is the step where the learning takes place and the learner attempts to reach their goals(Jamie, 2007). Jamies steps formalize the process of informal learning. Learners may still go through these steps without recognizing that they creating structure to their informal learning. Role of the Instructor Informal learning, as the name somewhat implies, does not typically have a formal instructor (Rossett & Hoffman, 2007). The instruction is guided by conversation, content, or other methods that are determined by the instructional designer. In some sense the content and learner becomes the instructor. The learner takes the content and chooses the direction they want to take the learning. Rossett and Hoffman suggest that while there may be an instructor in informal learning, they are typically motivating, anticipating, and connecting people to ideas and resources (2007, p 168). Role of the instructional designer Informal learning with its typical lack of instructor means that the instructional designer becomes increasingly important. An instructional designer will not be involved in every aspect of informal learning such as conversations and most clubs. Museums, Zoos, and other areas where informal learning is structured need instructional designers to create that structure. Rossett and Hoffman describe instructional designers role as nurturing informal learning (2007, p 168). Bell et al. recommends six principles should be followed for informal learning in museum environments. Be designed with specific learning goals in mind

The Value of Informal Learning to Learners Be interactive Provide multiple ways for learners to engage with concepts, practices, and phenomena within a particular setting Facilitate science learning across multiple settings Prompt and support participants to interpret their learning experiences in light of relevant prior knowledge, experiences, and interests Support and encourage learners to extend their learning over time (2009, p. 19.) These principles allow a learner many different opportunities to learn in different forms. The principles set up a structure for the instructional designer to develop, engage, and encourage learning to

take place. The instructional designer would be working to create an environment that learners can visit to learn on their own. Cronje suggests along with other previous researchers on the topic that a matrix model may be very effective at determining what instructional design model might best match the learners and the content (Cronje, 2006, p. 413).

The Value of Informal Learning to Learners Cronje (2006) p. 412

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Cronje suggests that this model should be researched and tested more to determine the usefulness to the instructional designers (2006, p, 413). A model like this could be another tool for instructional designers to use to best reach learners.

The Value of Informal Learning to Learners References About the Museum (2012). Museum of Science and Industry. Retrieved from http://www.msichicago.org/about-the-museum/museum-overview/ Arduino Forum (2011). Arduino. Retrieved from http://arduino.cc/forum/ Bell, P., Lewenstein, B., Shouse, A., Feder, M. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Washington, D.C.: The National Academies Press. Cronj, J. (2006). Paradigms Regained: Toward Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences Educational Technology Research and Development , Vol. 54, No. 4 Aug., pp. 387-416.

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Davies, S., Paine, C. (2004). Talking about Museums: The Insider's Voice Oral History , Vol. 32, No. 2, Memory and Society, Autumn, pp. 54-62. Driscoll, M. P. (2007). Psychological Foundations of Instructional Design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 36-43). Upper Saddle River, New Jersey: Pearson Education, Inc. Emerson, R. W. (1837). The American Scholar. Retrieved from http://www.emersoncentral.com/amscholar.htm 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 (Apr), p 171-190. Hannafin, M.J., Hill, J. R. (2007). Epistemology and the Design of Learning Environments. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 53-61). Upper Saddle River, New Jersey: Pearson Education, Inc. Jamie (2010), The American Scholar of Intellectual independence. Self Made Scholar. Retrieved in 2012 from http://selfmadescholar.com/b/2010/07/14/the-american-scholar-a-declaration-of-intellectualindependence/ Jamie (2007). How to Learn on your own Creating an Independent Scholar Resource Plan. Self Made Scholar. Retrieved in 2012 from http://selfmadescholar.com/b/2007/06/10/how-to-learn-on-your-owncreating-an-independent-scholar-resource-plan/ Neulight, N., Kafai, Y, Kao, L., Foley, B. and Galas, C. (2007) Children's Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases. Journal of Science Education and Technology , Vol. 16, No. 1 Feb, pp. 47-58. Parrish, P. (2009). Aesthetic principles for instructional design. Educational Technology Research & Development, 57(4), 511-528. Rason, S., Martin, J., Nixon, J. and McKeown P. (1996) Towards a Theory of Learning. British Journal of Educational Studies. Vol 44, No. 1, March, p9-26.

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Rossett, A., Hoffman, B. (2007). Informal Learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 166-172). Upper Saddle River, New Jersey: Pearson Education, Inc.