Category informal-learning-processes

Informal Learning Insight of the Month: Tips for Consciously Learning in Museums (without Killing the Fun)

The summer travel season, when many of us explore new places and experience new things, is ripe with opportunities for true informal learning—that is, learning where you, as the learner, set the objectives and determine for yourself when you have achieved them. (This differs from informal learning for the workplace, which represents more of a […]

Informal Learning Insight of the Month: Principles of Using Social Media for Informal Learning

The recent proliferation of social media has re-ignited interest in informal learning processes.  In this month’s Insight of the Month,   I identify principles to consider when using social media for informal learning.  In the next month’s Insight of the Month, I identify eleven social media that have specific applications with informal learning. In it, I […]

Informal Learning Insight of the Month: Realizing the Informal Learning Opportunities in Everyday Meetings

In an April 2012 posting on the Psychology Today blog, Ray B. Williams suggests that “meetings kill productivity” and that by “cancel[ing] 50 percent of your meetings. . .you’ll get more work done.” That contrasts with a finding from entrepreneur Paul Downs, who wrote in a June 2012 posting to his blog at the New […]

Suggestion 9: Personalize your recommendations to the needs and interests of the student.

This series of posts has suggested a variety of extra-curricular activities you can mention to your students. But no single set of recommendations serves the needs of every student.  Indeed, the extra-curricular needs of a student completing a bachelor’s degree in adult education will substantially differ from the extra-curricular needs of a student completing a […]

Suggestion 8: Consider these broader principles for advising students

Or–What Is the Purpose of Different Degrees? One of the most crucial issues in suggesting informal — or co-curricular — learning experiences for students is how the suggested activities and experiences integrate with the overall degree program. To determine that, one needs to consider how  a bachelor’s degree differs from a master’s degree; and PhD […]

Suggestion 7. Recommend that students learn by doing—volunteering that is.

One of the reasons that so many training and development professionals advocate for informal learning is because it provides such powerful developmental experiences. Although attending and speaking at conferences, and reading and writing for publications promotes informal learning, some of the most powerful learning experiences for aspiring training and development professionals come from working on […]

Suggestion 6. Recommend that students consider writing one or more articles for publication during their time as a student (and more than “recommend” to doctoral students)

In addition to regularly sharing their knowledge through presentations, one of the leadership expectations of people with master’s and doctoral degrees is they also share their expertise with their organizations and their colleagues through formal publications: articles intended for the peer-reviewed and professional publications named in an earlier post. What types of articles can students […]