More Fun than Play: Informal Learning

Concurrent Session 2

Brief Abstract

Does learning occur outside traditional learning? Of course it does! Take a peek at a model that leverages organic processes of learning that emerges naturally from learners’ intrinsic and extrinsic motivations catalyzed by community, and results in experiential insights. Choose from a plethora of techniques and examples. Generate your own informal learning program. 

 

Presenters

Lead Presenter: Tracy Balduzzi, Syracuse University

Tracy Balduzzi is the Associate Director for Strategic Initiatives at Syracuse University and an adjunct lecturer at Utica College where she teaches courses on leadership development and project management approaches to research.

Co-presenter: Amanda Major, University of Central Florida

Amanda Major, Ed.D., CPLP, PMP enjoys contributing to instructional design initiatives and leading projects to enhance online higher education. Dr. Major has experience delivering results in a variety of learner-focused and client-oriented environments. Prior to arriving at UCF as an instructional designer Amanda taught online courses, oversaw online program management, participated in strategic planning efforts, developed policies, offered instructional design assistance, and improved business processes to contribute to quality online programs at a large, public, research-intensive University. Actively contributing to the field of online learning, she has presented at national and international conferences and has peer-reviewed publications about organizational development, as well as e-learning operations and projects in higher education. Dr. Major holds a Project Management Professional certification from the Project Management Institution (PMI) and a Certified Professional in Learning and Performance certification from the Association for Talent Development (ATD). Additionally, she has earned certifications from the Online Learning Consortium and Quality Matters focused specifically on online learning in higher education. Her academic credentials include an Ed.D. in educational leadership, policy and law; an M.A. in industrial organizational psychology; and a B.A. in interdisciplinary studies with a concentration in social psychological issues.

Co-presenter: Reginald Jackson, Northwestern University

Reginald Jackson is currently at Northwestern University as Director of Teaching Excellence for the Medill School of Journalism Integrated Marketing Communications and Lead Learning Engineer in Teaching & Learning Technologies. He is also a lecturer in the School of Professional Studies IDS Program teaching courses in Instructional Design, Introduction to Learning Theory, Educational Technology and Learning Environment Design. While completing his Masters degree in Instructional Design from Roosevelt University, he became a corporate trainer then instructional designer in the banking industry. He then transitioned to higher education as an Academic Technology Analyst at University of Chicago after completing his doctorate in Adult Education. He also teaches part-time in Roosevelt University's Training & Development Program.

Extended Abstract

To maintain a professional network initiated by the OLC, a group of leaders in digital learning have been meeting monthly to engage, encourage each other in careers, and be a sounding board for projects or initiatives at their respective institutions. After several conversations, the group members exchanged ideas about specific language in learning, neurodivergence, informal learning, and networks to join in digital learning. Those leaders are enjoying their informal learning opportunities so much they decided to submit this proposal.

Informal learning is a more socialized and borderless environment that is spontaneous in format and has no structured content, and is “observation and imitation, cooperation and communication, and personal reflection” which allows for more personalized learning (Yu, Liu, Huang, & Cao, 2021). Informal learning experiences have been defined as “vivid, emotional, unexpected, and idiosyncratic…real, often social and essentially engaging” and therefore are meaningful and create lasting connections (Kennedy, 2018, p. 22).

In this discovery session, attendees will learn how informal learning can happen with intention, the presenters will define communities that they have created or joined that allow for informal learning opportunities, attendees will be asked to engage in a conversation to discuss the elements that help generate and measure informal learning. 

The benefits to informal learning are experiential insights (Kolb, 2014), innovation (Yu, Liu, Huang, & Cao, 2021), and creating a sense of connectedness and belonging (Kennedy, 2018) within a community which can be felt even in this discovery session. The connections attendees make with others' experiences and stories catalyze new and interesting ways to think about our world. After all, isn’t that what informal learning is: there is no definite (or defined) ending to the learning. 

Plan for interactivity

Attendees will group together based on commonalities 

Attendees will engage in an open, collaborative discussion on personal informal learning experiences

References

Kennedy, J. (2018). Towards a model of connectedness in personal learning networks. Journal of Interactive Online Learning, 16(1).

Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.

Morieson, L et al. Belonging in Space: Informal Learning Spaces and the Student Experience. Journal of Learning Spaces, [S.l.], v. 7, n. 2, dec. 2018. ISSN 21586195. Available at: <https://libjournal.uncg.edu/jls/article/view/1667>. Date accessed: 08 may 2023.

Yu H., Liu P., Huang X., & Cao Y. (2021). Teacher online informal learning as a means to innovative teaching during home quarantine in the COVID-19 pandemic. Frontier Psychology 12:596582. doi: 10.3389/fpsyg.2021.596582