Chapt 3 Pse Informal And Incidental Learning

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Krishna K. Bista PSE 6670: Chapter 3 Dr. McNellis February 11, 2009 Q.1. Define both informal learning and incidental learning. Explain how each differs from formal learning, and give an example of each. Informal learning is not fully structured and takes places in a variety of places, such learning at home or wok or from daily interactions. Unlike formal learning, it does include classroom-based learning. For young learners, informal learning is a continuous process whereas for adult learning it is specific and goal oriented. Marsick and Watkins (2001) defined informal learning as “a category that includes incidental learning may occur in institutions, but it is not typically classroom-based or highly structured, and control of learning rests primarily in the hands of the learner” (25). Many people learn informally about culture, language and society rather than from formal learning. For example, I also learnt about playing the piano informally. First, I watched my mom playing the piano several days, all most every time she played, and later I tried myself. Sometimes my mom used to teach me about how to play it in particular hymns. I did not have to go to school to learn the piano. Some basic characteristics of informal learning: -It often takes place outside leaning institutions. -It does not necessarily follow a specified teaching-learning curriculum. -It may not include certain pedagogies of learning. -It is highly based of everyday life.

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Incidental learning is a “byproduct of some other activity” (Marsick & Watkins, 2001 p. 25). It may be learning from mistakes or learning by doing. It’s natural and spontaneous action that comes on the way of doing a task. The learner may not be conscious in incidental learning. Such learning gives more pleasure for the learner once s/he learns something new without being noticed. For instance, in teaching class, a teacher learns more professionally from a process of trial and error. Most of the time we learn ourselves many things, for example computer skills, swimming and painting incidentally while playing or working in the computer. Incidental learning differs from formal learning because it is the learning from unplanned or unexpected events. In short, informal and incidental learning is learner-focused means of learning. It takes place any time in any place and the learner mostly learns from the life experience.

Reference: Marsick, V. & Watkins, K. (2001). An Update on Transformational Learning, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.25-34.

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2) List and discuss the three conditions that can enhance informal and incidental learning. Give an example of each. Victoria Marsick and Karen Watkins developed the model of informal and incidental learning in 1990. This model includes our belief as context and learning strategies, consequences, lessons, experience and triggers as a part of meaning making process. They have emphasized three conditions to enhance informal and incidental learning: •

Critical reflection to surface knowledge and beliefs

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Stimulation of proactivity on the part of the learner to identify options

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Creativity to encourage a wider range of options (Adopted from Marsick and Watkins, 2001) Learners generally enhance informal and incidental learning through critical reflection

of their own life experiences. It also helps them increase their awareness of the learning opportunities. Educators of adult education provide a structure in which the learners get plenty of opportunities of self exploration. In other words, the learners do several planning and arrangement in their day to day life. For instance, they learn how to work, they think and re-think, they apply one way to another, and plan for tomorrow. Adult educators also help learners analyze social, political and economic underlying structures of their community or nation so that the learners can examine and construct their own viewpoints to be more proactive later. While working and following social patterns, the learners in long term, either by incident or informal way, can identify which options are more useful and which are not in the existing culture. Let’s take an example of a non-government organization. When the organization lunches it programs in the community, people will watch

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activities informally and even the personnel will learn informally and incidentally about what is beneficial to community and what is not. As informal learning and incidental learning is unplanned learning, everyone will figure out ‘blind sports’ about their needs and goals. Moreover, people are bound by social values and cultural expectations in any particular geographical setting. In brief, formal adult learning may enhance through the lessons that the adult educator teach whereas informal and incidental learning may enhance through critical reflection, stimulation of activities and creativity of options. Reference: Marsick, V. & Watkins, K. (2001). An Update on Transformational Learning, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.25-34.

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Transformational Learning 1) Explain how views of transformational learning have changed ovstruer time. •

Transformational Learning – Creating change through adult learning (education Change in spiritual, meaning structure (paradigm) Change in how we view ourselves and our relationships with others and with the world.

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Ex. “Seven Habits of Highly Effective People” by Stephen Covey. Meeting your goals. We often have inspirational, charismatic individuals that can help spur, guide, direct the change.

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Critical reflection is often triggered by a life crisis. May be a single incident or it may be a buildup of multiple incidents.

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Empowerment comes through “consciousness raising” – making individuals aware of their surroundings and what is going on. Difficult for person in isolated situation to change their world view. Interaction with others is needed. Interaction may be through the internet, through reading, etc.

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Contextual factors important. 1) International students – cultural differences 2) Personal factors – Depends on personality, readiness for change, age, deep-seated convictions

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Groups and Organizational Transformational Learning – groups of people, maybe in organizations that change their ways of viewing things. 1) action learning; 2) collaborative inquiry – voluntary, people directly involved

What Teachers Can do to Aid Transformational Learning •

Question and challenge currently held beliefs (playing Devil’s Advocate). Helping that reflection process. Use of “why”

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Group projects – group ownership, thoughts from others, different perspectives, “group ownership”

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AMEA – Music Association is prerequisite to CMEA, which is prerequisite to MNEC. Different levels of organization. Start small, start with the known. Start with local, move towards more – with the people and with the ideas. Ex. Sexism in community, sexism in the state, sexism in the country, sexism in the world.

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Teacher must carefully think about the authority they are presenting in class. In many cases, the teacher needs to let the students share the authority, make them feel like their opinions count. In other, the teacher needs to express an opinion, but make it clear that it’s based on expertise but is open to change if new evidence is presented.

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Rearranging class set-up to be more egalitarian, promote involvement.

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Easier if content deals with values.