The bulk of my work now revolves around informal learning – what exactly is “informal learning”? In short, it means learning that takes place outside of school. It encompasses learning that happens within museums, libraries, galleries, zoos, aquariums, gardens, parks, and even when taking part in competitions.
Many educators and parents agree that some learning and impartment of skills do take place; but by and large, they do not consider such learning to be important. It’s no fault of theirs. To begin with, if it’s important, it would not be called “Informal Learning”. Just reading off the title gives the impression of something “nice to have but not necessary”. Secondly, the information that children gathered from such experiences are often not of “model-answer” format and therefore, not useful for examinations. Lastly, how can we assess what the children have learnt after visiting these venues? In pure practical sense, if we cannot measure the output, how can we determine the value of the process? Yes, the children seem to have more fun than they do in the classroom. However, at the end of the day, “fun” may not translate into “grades”, the ultimate yardstick.
It will be foolish to forsake the value that informal learning can bring just because we do not yet know how to make better use of it. Learning that involves our senses and ruffles our emotions usually leaves a deeper impression and for a longer time. This is where informal learning can do better than traditional classrooms. Take for example, you learn to swim in a swimming pool (or river, or the sea for some), not in a classroom, do you? Even if you have not swam for days, weeks or even years, the minute you jump into water, the skills that you have acquired will come back to you (slowly for some). Now, try recalling the information that you have memorised for that 5th grade or even college examination. How much have you retained?
How then can teachers and parents make better use of informal learning? Let’s talk more on my next entry.
