link to website
from George Siemens
“Informal learning is too important leave to chance. But why don’t we have theories that provide guidelines (I imagine “steps 1, 2, and 3″ approaches would be a bit at odds with informal learning) to designing in these environments? Or is the notion of informal learning to vague (free spirited?) and applying increased design is an effort in futility?”

after the post a conversation emerges which tackles the matter further.

			<p><a title="informal learning @ the informal education homepage" href="http://www.infed.org/biblio/inf-lrn.htm">linkt to website</a></p>

informal learning @ the informal education homepage

This looks like a rich resource. I’m sure I’ve been to this site before but could not find a reference to it on Toolkits, so here it is (again possibly).

			<p><a title="Parkin's Lot: New Paradigms for Learning" href="http://parkinslot.blogspot.com/2005/03/new-paradigms-for-learning.html">link to website</a><br /> from Godfrey Parkin<br /> &#8220;In recent posts I have talked about the power of informal learning, and wondered why learning professionals conspicuously ignore the potential for performance improvement that it offers. Now that the kind of human interactions that make informal learning so effective are being facilitated by the Internet, the relevance and impact of formal training may diminish even further. Do we as learning professionals stand by and watch our empires get sidelined, or do we try to take a leading role in defining and refining emerging learning paradigms?</p>

Naturally, there will always be a need for formal training and diligent learning management, especially where compliance or certification are concerned. But according to various recent studies, corporate employees, particularly knowledge workers, learn three times more from informal experiences than they do in formal courses. Those informal learning experiences include interacting with co-workers, modelling peer behaviour, trial and error, self-directed learning, social support structures, networking, ad-hoc mentoring, and so on. If so little that is valued by employees comes from structured activities, either we are not teaching what people need to know or the way we teach is inadequate. Or the world can get by just fine without us.”