15. 15
• What fears do they have?
• What personal issues might they have?
• What previous experience might they have that make
them worried about being in a learning situation?
• What beliefs about themselves might prevent them from
being able to relax and engage in a learning situation?
• What beliefs about the learning or the trainer might
prevent them from getting involved?
What can you do to help?
16.
17. ‘informal learning is largely invisible, because much of it is taken for
granted or not recognised as learning; thus respondents lack
awareness of their own learning.’
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247 -273.
18. • Provide a starting point through:
Developing a learning stance or persona – an identity as a
learner
Negotiating a learning and/or development pathway
• Improve learner motivation
• Promote the value of learning and lifelong learning
• Promote access to qualifications for all
• Reduce the cost of education and training
• Improve the status of non accredited programs
21. In pairs or table groups, discuss the ‘stories’ of
yourselves as informal learners.
Consider:
• What?
• When?
• Why?
• How?
22. People learn best when
they need to know
something to achieve a
goal
The moment of need:
• When we first encounter a task
• When the task changes
• When an obstacle arises or something goes wrong
• When wanting to learn more
23. Informal learning will occur when there is…
• a need
• an opportunity to learn
• a motivation
24. • not highly conscious
• haphazard and influenced by chance
• an inductive process of reflection and action
• linked to others by social interaction
• primarily the responsibility of the learner
25. Formal Learning
Course based learning in a recognised education
provider, against learning outcomes or
competencies, that are assessed and recorded
26. Non Formal Learning
Engaging in non course-based learning activities,
such as discussion groups or meetings and
workshops, provided in response to interests and
needs of individuals or groups
Taking part in non recognised but planned and
structured programs, such as short courses
27. Informal Learning
Participating in work including paid employment,
non-paid work, work experience, voluntary
activities and engagement in community activities
Engaging in community projects and programs
Pursuing activities and interests as individuals or
groups at home or in the community
28. Drawing out the stories of
informal learning using a
discussion based methodology
The questions are the key
29. Building
capability …
... an all round human quality,
an integration of knowledge,
skills, personal qualities &
understanding used
appropriately and effectively
... not just in familiar and
highly focused specialist
contexts, but also in response
to new and changing
circumstances
... about potential … what the individual can achieve …
Stephenson (1992)
32. 32
Lead by example
Be consistent
Select or design the case carefully
Plan the questions carefully
Must be well planned
Must en-role players
Must de-role players
Be very careful with people’s emotions!
Making sure the learning is relevant!
A visual representation of the difference between the competency/RPL based model and the strengths-based model of RIL as suggested by one of our participants.
Recognising the unique and complex learning gained by the individual, not measured against a predetermined list of competencies.
Might be work, but could be social – strengths may exist outside of work in a recreational area.
Example of a production line worker, doing the same job day in, day out, no variety of contexts, full supervision, problems go to boss. But in personal life is an active environmentalist, organising volunteers to undertake significant work in the local area. In a Skills for Growth evaluation, this person was recognised as being suitable to be trained up to move the company’s ‘green’ strategy forward. If only work had been considered, a unique opportunity would have been overlooked.
