Comments on: Ignoring Informal https://blog.learnlets.com/2009/10/ignoring-informal/ Clark Quinn's learnings about learning Tue, 27 Oct 2020 03:32:59 +0000 hourly 1 By: Untidy, Disorganized, Unexpected Learning Works! - Tip #112 - Stories, Scenarios, Microlearning and Workflow Learning Platform https://blog.learnlets.com/2009/10/ignoring-informal/#comment-1036716 Tue, 27 Oct 2020 03:32:59 +0000 http://blog.learnlets.com/?p=1248#comment-1036716 […] for a learner to fix the problem and correct the actions before submitting the final action (Quinn, 2009). Learners are doing and learning at the same time. Microlearning and micro-actions, on the […]

]]> By: Clark https://blog.learnlets.com/2009/10/ignoring-informal/#comment-82784 Mon, 19 Oct 2009 00:03:37 +0000 http://blog.learnlets.com/?p=1248#comment-82784 Rob, thanks for the thoughtful response. I think what’s there looks to be great stuff (particularly now that I found the tab that let me find the chapter authors), but I think it’s still the ‘formal’ model, and I’m trying to get learning organizations to take a broader responsibility.

I’d have hoped for chapters on individual learning skill facilitation, and social learning skill facilitation, for example. How about ‘facilitating innovation & collaboration’?

And, how about that situation I cited where an organization decided (and has been validated on) that a wiki was a better solution than more courses? Does that fit? I don’t see where, yet we’re seeing lots of situations where that’s proving valuable. I presume expertise locators come in V2 C15, but I don’t see where blogs and microblogs (e.g. Twitter and corporate equivalents) come in, yet they’re proving similarly to have organizational performance outcomes.

Pedantically, I note, contrary to your statement, that there is a chapter on elearning (e-Learning, V2 C24, Watkins), and one on video games (or so I take a title that says: Video Game–Based Learning, V1 C13, Squire).

Granted, it’s a crusade, but one that I think has important implications for organizations, and on principle I feel obliged to point out the opportunities, missed and extant.

Again, thanks for the response.

]]> By: Rob Foshay https://blog.learnlets.com/2009/10/ignoring-informal/#comment-82597 Fri, 16 Oct 2009 00:01:36 +0000 http://blog.learnlets.com/?p=1248#comment-82597 s a handbook of practice, not a cyclopedia or handbook of research. Thus, for example, there is no chapter on learning styles, but there is considerable attention to high-level problem solving and expertise. There is no chapter any kind of e-learning as such, or on video games, but there is are two complementary chapters on simulations and games, and a third on high-level problem solving. Informal learning is implicit in the general discussion of information-based, non-instructional interventions, which is a major part of Vol. 2. One could argue for a separate chapter on affective learning, but in training contexts this most commonly is part of the general design considerations surrounding motivation, confidence and persistence. These are treated as part of a number of the chapters on instructional strategies. We think HPT practitioners and instructional designers will find the entire 3-volume Handbook series to be a uniquely valuable reference. But nowhere does the flyer claim that these are the only books you need on your shelf! Rob Foshay]]> In planning the book, our intention was to present a research-based guide to practice. It’s a handbook of practice, not a cyclopedia or handbook of research. Thus, for example, there is no chapter on learning styles, but there is considerable attention to high-level problem solving and expertise. There is no chapter any kind of e-learning as such, or on video games, but there is are two complementary chapters on simulations and games, and a third on high-level problem solving. Informal learning is implicit in the general discussion of information-based, non-instructional interventions, which is a major part of Vol. 2. One could argue for a separate chapter on affective learning, but in training contexts this most commonly is part of the general design considerations surrounding motivation, confidence and persistence. These are treated as part of a number of the chapters on instructional strategies.

We think HPT practitioners and instructional designers will find the entire 3-volume Handbook series to be a uniquely valuable reference. But nowhere does the flyer claim that these are the only books you need on your shelf!

Rob Foshay

]]> By: Harold Jarche https://blog.learnlets.com/2009/10/ignoring-informal/#comment-82564 Thu, 15 Oct 2009 09:10:47 +0000 http://blog.learnlets.com/?p=1248#comment-82564 Clark; here was my initial attempt at linking HPT & informal learning, three years ago:
http://www.jarche.com/2006/07/informal-learning-and-performance-technology/

I agree that more needs to be done in showing the wide range of options to support learning and performance. It seems like a good theme for us to take on for a while.

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