An Informal Lifelong Learning Journey

Catherine A. Cherrstrom
Fordham University

This paper reflects on informal learning and is inspired by one learner’s self-directed, lifelong learning journey. Many learners do not consider themselves students. Some hear the word school and run in the opposite direction. Others are busy adults who can’t seem to find the time to sign-up for that class they’ve always wanted to take. As an educator and trainer, I am reminded that we have the opportunity to experience, enjoy, and enhance our own informal learning. And, we have the responsibility to prepare our learners for lifelong learning in a variety of ways.

John’s Story: An Informal Path to Lifelong Learning

John disliked school as a kid. He speaks of finishing high school only because he was able to go to a vocational school, which was more to his liking and strengths than the traditional high school. After serving in World War II, he took a few college classes, but was thrilled to leave college when recruited by what would become his career-long employer. To this day, John does not consider himself to be a good student, and seldom, if ever, seeks formal learning. You might assume he’s not very bright and doesn’t like to learn, but you’d be wrong. John is one of the smartest men I know and epitomizes lifelong learning!

While John didn’t like school, he loves to learn. Now in his 80’s, he continues to hone and expand existing skills, while learning a variety of new skills. As an amateur photographer, John devoured the monthly Popular Photography magazine and designed a way to convert a bathroom to a dark room. As the de facto household repairman, he read manuals, talked to experts, and built on prior experiences to fix anything a family could break. As a wood-working hobbyist, he subscribed to Woodworkers’ Supply, poured over design plans, watched This Old House on television, and now enjoys a variety of home and garden improvement shows on cable’s HGTV channel. He is knowledgeable about contract law and basic legal principles from watching various judge shows, like Judge Judy. John never learned to type, so he uses the hunt and peck method, as he calls it, to surf the Internet for daily news and relevant information. In recent years, he’s expanded his cooking skills beyond grilling thanks to Rachel Ray’s, and others’; magazine, television show, and online resources.

As educators and trainers, we focus on formal learning, the learning that takes place in the classroom and training room. We are familiar with and value formal learning’s traditional academic institutions, curricula, grades, and diplomas. In the workplace, we value degrees, certifications, training programs, and skills builders. However, like John, not all adults participate in formal learning, preferring to seek informal, or self-directed, learning experiences. John’s story leads us to ask several questions: What is informal learning? Is it important and effective? What is the future of informal learning?

What is informal learning? Merriam, Caffarella & Baumgartner (2007) posit that learning is divided into three types of equally important activities: formal, nonformal, and informal. Nonformal learning is characterized by organized learning that takes place in community-based organizations like museums, libraries, recreations centers, churches, and clubs. Informal learning is characterized by learning experiences from everyday life. Watkins & Marsick (1990) distinguish between formal and informal learning processes, defining informal as learning that is not organized and sponsored by institutions.

John’s story provides several examples of informal learning: magazines, manuals, subject-matter experts, trial-and-error, plans, television, and the Internet. Additional examples include radio, podcasting, Facebook, Twitter, blogs, wikis, e-books, movies, video games, virtual reality, YouTube videos, and the latest mobile devices (Abram, 2009; Greenfield, 2009; Watkins, Groundwater-Smith & Russo, 2009).

Is informal learning important? Most adult learning is informal! Studies indicate that 90% of adults are involved in informal learning (Merriam, Caffarella & Baumgartner, 2007). Overall, 75% of adult learning is informal (Hanley, 2009). In the workplace, 70% of learning is estimated to be informal (Kim, Collins, Hagedorn, Williamson & Chapman, 2004). On average, adults take on eight learning projects each year, spending an average of 700 hours to gain knowledge, skill, insight, or understanding (Tough, 1971). And, 70% of those learning projects are planned by the learner who seeks help and knowledge from a variety of sources.

Tough (1971) compares an adult’s learning efforts to an iceberg. The visible top of the iceberg represents the 20% of learning that is professionally guided. The invisible bulk of the iceberg represents the 80% of learning that is self-directed and informal. John’s story begins with the high school tip of the iceberg, but then unfolds in a rich and informal lifelong learning journey that is hidden beneath the surface. Like John, adults find informal learning to be important.

Is informal learning effective? Tough’s (1967, 1971) research on self-directed and informal learning indicates that adults do, in fact, learn effectively. The research demonstrated that adults perform the tasks and functions of professional educators! The world is rapidly changing and informal learning meets the needs of adults who want immediate and relevant information related to work (Hanley, 2009) and life.

In John’s informal lifelong learning journey we see evidence of effective and successful applied learning: albums of artistically developed and printed photographs, repaired and functional washing machines and sprinkler systems, hand-made furniture and a 900 square foot deck, and deliciously prepared meals.

What is the future of informal learning? Informal learning is important and effective. As educators and trainers, we have a responsibility to prepare our learners to be effective lifelong learners in a variety of ways. Tough (1967, 1971) speaks of fostering the entire range of adult learning and encouraging, training, and assisting students to be competent self-teachers. Technology-savvy digital natives want their information quickly and prefer to self-direct learning (Prensky, 2007). Whether we recognize it, or not, adults are learning informally. Why not foster and embrace the value of informal learning?

My Informal and Formal Lifelong Learning Journey

John’s story inspires me to pursue and enjoy my own lifelong learning journey. I happen to like formal learning, went to college, later earned a MBA while working full-time, and am about to complete a Masters in Adult Education. More importantly, because of John, I enjoy a variety of learning, and appreciate informal learning experiences. I’ve even learned some home improvement and cooking skills by being around John, also known as my father. Thanks, Dad!

References

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Greenfield, P. M. (2009, January 2). Technology and informal education: What is taught, what is learned. Science, 323(5910), 69-71.

Hanley, M. (2009, October). Are you ready for informal learning (Electronic version)? Information Outlook, 13(7), 12-14, 16-18.

Collins, K.K., Hagedorn, M., Williamson, J. & Chapman, C. (2004). Participation in adult education and lifelong learning: 2000–0. (NCES 2004-050 U.S. Department of Education, National Center for Education Statistics). Washington, DC: U.S. Government Printing Office.

Marsick, V.J. & Watkins, K.E. (2003, May). Demonstrating the value of an organization's learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5, 132 - 151.

Merriam, S. B., Caffarella, R. S. & Baumgartner, L. M. (2007). Learning in adulthood. San Francisco: Jossey-Bass.

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Tough, A. (1967). Learning without a teacher: A study of tasks and assistance during adult self-teaching projects. Toronto, Canada: The Ontario Institute for Studies in Education.

Tough, A. (1971). The adult’s learning project: A fresh approach to theory and practice in adult learning (2nd ed.). Toronto, Canada: The Ontario Institute for Studies in Education.

Watkins, J., Groundwater-Smith, S. & Russo, A. (2009, June 1). The impact of social media on formal learning in museums (Electronic version). Educational Media International, 46(2), 153-166.