Informal, informal... Informal? According to the dictionary, the term refers to non-figurative art, or that which has no official character. You would think that these are courses that don't exist - officially - and where people like shapeless things like wool vests and modeling clay.
Not at all: we are talking about a way of learning here. So, The 70 20 10 method is based on the theory that 10% of learning takes place formally, 20% through exchanges and conversations, and 70% through daily experiences and activities. We are going to explain to you what this is all about. Unofficially.
Learning: formal, non-formal, informal, anti-formal?
By definition, Formal learning is a form of shared education in a well-established, organized, structured and controlled context by one or more trainers. This includes training provided in an educational institution, at a school or at a workplace. Also called formal learning, formal learning often results in a certificate, validation, or diploma.
This is the best known form of apprenticeship, a kind of “comfort zone” of training: who has never put their August (or less Auguste, come as you are) behind in a seat to listen to the training provided by a teacher or speaker? Maybe you even chatted with your classmates behind the back of the good teacher. Which is very bad! Unless it is to exchange tips and explanations about the course, in which case we can say that it is Social learning and it passes.
Non-formal learning, on the other hand, concerns forms of education that take place outside of a formal learning environment. No mandatory presence in a classroom! However, it is organized in a fairly structured framework. Contrary to the formal mode, in this type of training, the learner decides to practice an activity, to acquire a skill or to specialize in a particular field in order to master it. An intentional effort on his part is therefore necessary.
Non-formal learning includes sports clubs, book clubs, choirs or other activities for which one registers voluntarily. And that have not been forcibly added to your schedule by Satan's probable will (unless you are one of those curious people who are gifted in everything). Brr.) It may also concern activities taking place in a more structured environment and may be subject to a graded test. This is the case, for example, with music or the performing arts.
Informal learning, unlike the other two, involves activities of daily living. It is also called informal learning. It is directly related to work, family and leisure. This form of education is neither supervised, nor organized and even less structured and is distinguished by the lack of intentionality on the part of the person concerned. In fact, the person carries out their activities without really having the intention and the will to acquire new knowledge. It is therefore experiential learning that takes place outside a training institution.
It's a bit like the spirit of Peer learning, peer learning, with which you learn by observing others. Except that here, the learning sources are multiple. You learn to make a campfire with Grandpa because you thought it was funny, to draw imitating your favorite comic book author, some notions in forensic medicine by reading crime novels (even if we advise you to go deeper before using it to... for... don't use it, in fact), etc.
Finally, anti-formal learning does not exist, it was just to see if you were following up. And then, in a future update of this article, someone may have invented it, so let's look forward to it!
Characteristics of informal learning
According to researchers Colley, Hodkinson and Malcom as well as Wihak and Hall, five key points characterize informal learning. It's about process, location, purpose, content, and awareness.
The process makes it possible to define the individual responsible for controlling and providing learning. As stated above, the formal learning of the learner is supervised and validated by a trainer. On the other hand, in the informal setting, the learner himself is responsible for setting his goals, setting his criteria and defining the success of his learning. That's why the concept of individualization plays an important role in an informal approach. It is even a major asset in the learner's learning. So, if you try to light a fire under Grandpa's tender gaze, your criterion for success could be to get it set in 15 minutes watch in hand to roast the marshmallows because, hey, he's hungry, right now.
In terms of location, informal learning is not limited to a specific location such as a training room. It can take place at any location and at any time. This aspect makes the association of informal learning with the digital world all the more relevant, due to the use of various mobile devices such as smartphones or tablets. Mobile learning and informal learning are closely intertwined. To use our example, you could film Grandpa explaining how to make a campfire and post the video on the social network of your choice. Your best friend could then watch it anytime and, inspired, drag his personal grandpa out into the garden to try (while his thing is more chess, damn kids and their cell phones, right now).
As part of formal learning, the objective is to transmit and acquire knowledge, in particular know-how and/or interpersonal skills. On the other hand, In informal learning, the acquisition of these skills is often accidental. So, if you started looking for information on how to make a campfire because time has passed and you have forgotten, you might instead come across a tutorial for making cabins and decide to do that instead. You could even deepen your knowledge to the point of contacting a specialist in cabin construction (there is such a thing) in order to learn more about the subject. Or you go back to see Grandpa, if that's the case, he knows.
Regarding the content, that of informal learning is generally effective in the short term, such as the microlearning. This is quite the opposite of formal learning, which is more of a medium to long term training. However, Informal activity has an immediate impact on learner performance. This is the case when you are looking for information to quickly solve a problem and when you go to forums or social networks, or when you participate in the activities of a learning community. It works for campfires, huts, all these practical tips you need to know how to do on Excel, how to repair household appliances, better understand your cat, your dog, your neighbor and thousands of other topics that are as random as they are enjoyable.
Types of informal learning
Informal learning is best illustrated in children. Even when they are in school, that is, as part of a formal apprenticeship, the activities they carry out individually or in groups allow them to learn. This is the case during recess or during sports activities, artistic activities, snacks or meals. Once at home, children, and even adults, also develop skills through daily habits.
This is why it is not uncommon for children to reproduce outside the conversations, experiences or experiences within the family cocoon. For example, by lighting a campfire. As for adults, look at cooking: many people who have no intention of learning it end up acquiring notions through the force of “no money for a restaurant but I still want to eat something decent”. In the end, every moment of life is an opportunity to learn.
Games and activities done individually are among the most common forms of informal learning.. Other resource persons, such as parents, teachers, or nannies, encourage children to participate in self-directed activities through which they acquire knowledge or skills. Thus, we speak of learning that is both intentional and conscious.
Educational games are listed among the forms of incidental learning. As part of this activity, the child does not really intend to learn, but at the end of the activity, the child acknowledges having acquired knowledge or skills. The link between play and learning occurs at all ages; in fact, we use Gamification apprenticeships to strengthen their effectiveness.
By engaging in fun group activities, the child is not aware that it is an apprenticeship. This unconscious process allows him to assimilate attitudes, values, behavior or know-how in particular. Thus, a group of children singing “Chauffeur if you are a champion” for fun (or other horrifying nursery rhyme) will allow them to practice singing and therefore, possibly, to improve. Although, let's be honest, learning to sing informally, regardless of the age of the learners, is sometimes an extremely painful process for the eardrums of others.
While some learning processes are carried out consciously, others are carried out unconsciously. Some activities are directed while others are carried out naturally. The art of the trainer or training/HR manager is then to seize all these opportunities for learners to acquire skills, and to enable them to do so. Apparently, a known trick is to tell them to ask Grandpa.
