"by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives"
How to plan and design effective informal learning experiences that engage learners and support their interests and needs.
Understanding Informal Learning: This topic covers the basic principles and concepts of informal learning, including its characteristics and benefits.
Needs Analysis: This involves conducting a thorough analysis of the learners' needs and goals, their motivations, and their learning preferences to design a more effective learning experience.
Learning Objectives: This involves setting clearly defined objectives that align with the learners' needs and goals to guide the informal learning experience.
Curriculum Design: This involves designing a curriculum that is tailored to the learners' needs and goals, including selecting the most appropriate learning materials and activities.
Instructional Design Models: This covers the different instructional design models that are commonly used in informal education, including the ADDIE model and the Kirkpatrick model.
Designing Learning Activities: This involves designing engaging and interactive learning activities that promote learning and help learners achieve their goals.
Assessing Learning Outcomes: This involves evaluating the effectiveness of the informal learning experience and assessing the learners' learning outcomes against the set objectives.
Feedback and Reflection: This involves providing feedback and opportunities for reflection throughout the informal learning experience to help the learners learn from their experiences and make improvements.
Use of Technology: This covers the role of technology in informal learning, including how to use online learning platforms and tools to enhance the learning experience.
Collaborative Learning: This covers the use of collaborative learning strategies to encourage learners to work together and learn from one another.
Learning Styles and Preferences: This covers the different learning styles and preferences of learners and how to design a learning experience that caters to these preferences.
Gamification: This covers the use of gamification techniques to make the learning experience more engaging, fun, and interactive.
Motivation and Engagement: This covers the role of motivation and engagement in informal learning and how to design a learning experience that motivates and engages learners.
Evaluation and Continuous Improvement: This involves evaluating the informal learning experience and making continuous improvements based on feedback and assessment data.
Apprenticeships: A work-based learning process that involves hands-on training from a master of a particular craft or trade.
Community-based Learning: Involves community resources like museums, libraries, and cultural centers to create learning experiences that help people to improve skills and deepen knowledge on a particular subject.
Internships: A training program that allows students or individuals to work in a professional setting as they learn important skills.
Mentoring: A relationship where a more experienced person (mentor) assists or guides a less experienced individual (mentee) on a particular subject.
Experiential Learning: A learning approach that focuses on giving learners hands-on experiences to learn new skills and deepen their knowledge.
Self-Directed Learning: A type of informal learning that involves individuals taking responsibility for their own learning and pursuing topics of interest.
Informal Clubs and Organizations: Groups of individuals who come together to learn or discuss a specific topic, essentially forming a social community.
Online Learning Communities: Virtual spaces that allow learners to connect and share resources to learn on a particular subject or topic.
Workplace-Based Learning: The development of informal learning opportunities in the workplace.
Social Media: It can be used for learning on a variety of topics through online groups, forums or courses.
"It has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint"
"trial and error or learning-by-doing, modeling, feedback, and reflection"
"heuristic language building, socialization, enculturation, and play"
"It is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition"
"about 70-90 percent"
"non-formal learning, and self-directed learning"
"corporate training and education in relation to return on investment (ROI), or return on learning (ROL)"
"in relation to citizen science, or informal science education"
"reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in communities of practice"
"flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems"
"task execution"
"The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs"
"intent to act from the learner's standpoint (e.g., to solve a problem)"
"trial and error or learning-by-doing, modeling, feedback, and reflection"
"heuristic language building, socialization, enculturation, and play"
"about 70-90 percent"
"corporate training and education"
"non-formal learning"
"flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems"