Title: Informal learning in business
Author Name: Kate Johnston & La’Kesha Johnson
1. Introduction
With the advancement of technology and access to technology, informal learning occurs quite often (West, 2018). Consider workplace learning. Research states that informal learning or on-the-job training is comprised of 70% of learning. Another source states that, “as much as 80 or 90% of the information we learn happens in a casual, unstructured way,” (Lynch, 2020). According to the book, Trends and Issues in Instructional Design and Technology, “Margaret Driscoll and Saul Carliner define informal learning as “a process in which learners set their own learning objectives and determine for themselves what successful completion looks like,” (Reiser & Dempsey, 2018). Informal learning can take place in any setting and with any subject. Informal learning occurs while my daughter casually stands next to me cutting, mincing, dicing, rinsing, and preparing vegetables and pot roast for Thanksgiving dinner. Informal learning can also occur as my daughter watches videos on YouTube of other kids playing the video game Fortnite. Informal learning also occurs when a guest visits a product’s promotional event where information is shared about the product. In all of these instances, the viewer is identifying their own objectives and they are determining what success looks like to them or when the learning is complete.
Informal learning differs from formal learning. When asked about the concept of learning, most people think of formal learning. In J. Cross’ 2007 article, “Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance,” he uses the following simile to explain formal learning. “Formal learning is like riding a bus: the driver (instructor) decides where the bus is going; the passengers (learners) are along for the ride.” Cross uses this simile to explain informal learning: “Informal learning is like riding a bike; the rider (learner) chooses the destination, the speed, and the route.” With J. Cross’ similes in mind, consider this: “Formal learning is always organized and structured, and has learning objectives… Informal learning is never organized, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint.” Informal learning is “learning by experience or just as experience.” (West, 2018)
To further distinguish informal learning from its counterpart, researchers Janice Malcom, Phil Hodkinson, and Helen Colley, explore and define informal learning by six components. Their work, Informality and formality in learning: a report for the Learning and Skills Research Centre lists the six components as including:
- Process A – The learner determines the objectives and what they want to learn. There is no set content that the learner has to learn. With informal learning, the learner gets to casually take in the information. With that, informal ,learning is occurring. In addition, though, the learner gets to choose which topics to pay close attention. The learner is the driver in setting their objectives.
- Process B – The learner determines when the learning is complete. Just as the learner gets to set their objectives with informal learning, the learner also determines when they have learned what they have set out to learn. Of course, more informal learning can occur. However, the learner gets to decide when they have received the learning that they desired for that time.
- Location – The learning can take place in a lecture hall or other place for learning, but it does not have to occur in such. In the examples listed in the opening paragraph, informal learning is taking place in the kitchen, the family room, and an event space. As you can see, informal learning can take place anywhere as opposed to formal learning where there are set guidelines regarding the environment that is best for learning.
- Purpose – The learning of the content can be primary or secondary. The learner’s goal could be to learn some thing or things, or it can be secondary with another goal being their primary reason for taking in the information. In the example shared of my daughter’s viewing of Fortnite videos, my daughter’s primary reason for viewing the content is for entertainment purposes. However, a by-product of her viewing is that she is learning new missions and moves.
- Content – The learning can be for immediate or long-term use. (Malcom, Hodkinson, & Colley, 2003)
In similar work, done by the Canadian government, they added an additional component to this research. These researchers added consciousness. They define consciousness as “the extent to which learners are aware that learning has occurred,”(Reiser & Dempsey, 2018). Considering all three informal learning examples listed in the opening paragraph, the learner is casually reviewing and would not consider “learning” as a part of what was taking place. With the most informal learning situations, the learner is not aware. However, there are some situations, say a Career Path Panel event for MBA students, where the learner is aware of learning take place, but just in a less formal way than a lecture from a professor.
In the book, Adult learning: linking theory and practice, authors Sharan Merriam and Laura Bierema argue for four sub-types which relate to the six components of informal learning. The sub-types are defined as (Merriam & Bierema, 2013):
- Self-directed learning – This learning is driven by the learner. The learner initiates and drives the learning. The learner is the decider of all six concepts listed above. They are determining the objective or what they want to learn from the material, they are determining the resource to access the content, and they are determining what is considered to successful transfer of knowledge.
- Incidental learning – This learning occurs as a by-product of another learning activity. Incidental learning takes place outside of one’s direct consciousness as a result of focusing on other learning.
- Tacit learning – This learning occurs at the sub-conscious level. This learning is a result of one’s experience and instinct.
- Integrative learning – This learning takes prior knowledge and experiences to produce insight from non-linear processing of content.
Now that the six components and four sub-types of informal learning have been explained, let’s discuss more categories of informal learning. These categories include learning that is more individual based and some that that take place between two or more individuals. Either way, all are informal learning.
Self-guided tours, tutorials, internet searches, and games and simulation activities are some examples of more individual-based informal learning. Case studies, seminars and conferences, and lunch and learns are examples of informal learning that take place in groups.
Within this chapter, we will focus on individual-based informal learning that take place in an event space. Now that we have provided an overview of informal learning, we will provide an overview of the case information pertaining to MC2 and the need to disseminate content to potential customers. We will also provide solutions and outcomes of the proposed solutions. Lastly, implications will be shared to close out this chapter on informal learning.
2. Overview of the Case
Museum pedagogy has led to ways for information to be disseminated in an entertaining way. These activities have led to an enriched experience as information is communicated for exhibits and exhibitions. Museums have a history of providing museal presentation, the concept of showing an exhibition along with guided commentary. However, they have now transitioned their mission to “provide visitors with informal instruction…while at the same time generating interest (the sense of an experience) and providing entertainment” (Tisliar, 2017). The author of The Development of Informal Learning and Museum Pedagogy in Museums considers the educational aspect of museums to take place via informal learning and considers it to be done in the form of entertainment (Tisliar, 2017) We will take some of the same learnings from museums and their use of informal learning and apply them to this case study of MC2. As with museums, we will explore learning by experience and in some cases, learning through play.
MC2 is an award-winning brand promotional company that brings their clients’ brands to life for potential customers. Through “strategic thinking, inspiring designs, and seamless execution,” MC2 provides growth for their clients by “redefining brand experiences through storytelling.” MC2 offers a suite of services to their clients. They produce live, virtual, and hybrid events. A suite of offerings is available to clients needing trade show exhibition space that brings that brand to life. Virtual and hybrid experiences are created to give their clients’ potential customers a taste of what makes the brand what it is. Museum pedagogy is implemented due to the exhibition nature of these types of events. Lastly, the design of permanent installation space is also offered to MC2 clients with a goal of creating a space that breathes the true meaning of the clients’ brand. (MC2, 2020)
In the times of Covid-19, the event space has suffered along with most sectors of the economy. The ability to be physically in a space and interacting with the space is no longer feasible with social distancing requirements and stay at home orders. Thus, for the events to continue to be successful informal learning and key factors of instructional design are critical for the survival of this sector. Since it is a novel concept for a company and industry to move in-person events to a digital space, it is imperative to look to those who have similar frameworks in place. Museums have done such a thing their work implements “the constructivist perspective on learning is also merged into socio-cultural theories of learning that help show how learning in the museum must be understood as a contextual and relational phenomenon aimed at making meaning in the world—as an infinite dialogue between the learner and the physical and socio-cultural surroundings,” (Tinning, 2017). MC2 is trying to create such an environment which causes dialogue between the learner and the social-cultural surroundings. Thus, creating an app to which participants can learn about the brand being presented and digitally interact with the event display is paramount to their evolution as a company in the post Covid era. Utilizing GPS and Location Services to provide up to the minute digital informal learning opportunities to create learning experience through an app, MC2 can utilize theories from museum pedagogy to address their client’s needs.
This was the case for the Germany based toy company Ravensburger, who wanted their toys to stand out amongst the crowd at the American International Toy Show. When this event took place prior to the pandemic, attendees at the American International Toy Show were given access to Ravensburger’s suite of toys. Participants and attendees could physically interact with the events set-up. The event hosted their games for attendees to play with as they learned more about the company and its variety of products. While conventions have been halted, our solutions would likely be implemented when Covid-19 restrictions have passed or when the American International Toy Show can create an environment safe for all participants. The solutions given in the next section provide a clear plan for implementation. (MC2, 2020)
3. Solutions Implemented
To craft a solution using informal learning, instructional designers must answer the question, “how do you play with a toy you can’t touch?” or “how do we learn about a toy we can’t play?”. The answer is found in the exact people this question affects, children. How do children even know about a game or know they want to play a game before playing it. To answer this question, it is important to think of the previous example of the daughter watching videos on Fortnite to learn how to be a better player before she goes to play the game on her own.
In this scenario, there are two undercurrents that must be addressed as they will be utilized throughout the solution implementation – one is the positive feeling around the task and the other is the seamless entanglement between learning and entertainment. For informal learning in this scenario, it must succeed by mimicking the example of the young girl and Fortnite.
In the scenario of the girl, she has a general interest in Fortnite which stems from her positive feelings around the game which could be driven by her peers or entertainment she consumes. Likewise, attendees at this conference, have a general interest in toys and are going to this conference to learn more about the different toys available on the market. Their general positive feelings towards toys makes them primed to learn more about these toys. This correlates with process A in the tenants of informal learning. Attendees are there because they want to be, plain and simple. They have high levels of motivation.
So how do we plan to get these attendees engaged in this product and begin the process of informal learning? We plan to use an app to display the features of the game and give attendees firsthand experience via techniques of informal learning. Game design and research have been a continuing area of study in the instructional design field. This not only features informal learning but it also hits upon the theory of self-regulated learning. While similar, Rieber defines self-regulated learning as “when a person takes responsibility for his or her learning, and as a result, takes action to ensure learning takes place,” (Rieber, 1996). This example, the app will allow attendees to have a self-regulated learning experience as well as an informal learning experience. Their ability to walk through the event space and learn from the different toys allows for this self- regulation.
Attendees will download the app. Then the app will recognize the game they are near. The app prompts attendees to play a small version of the game on their phone. This gives users an experience of the game with prompts, then allows players to play a few rounds ultimately prompting them to explore more content or even buy the game online. This app will go through all game stations at the booth and then will have a section of the app which talks about each of the games through its features and pricing. Videos of people playing the game in a YouTube “influencer” type style will also be included in the app as well as the opportunity to replay games in the exhibit at another time. Live game play with other people could be included on a later update. While the app would be locked to participants of the program using an access code, that code could later be shared with corporate teams looking at experiencing the games from a distance in the hopes of purchasing the game for sale.
4. Outcomes
This case study provides a multitude of outcomes under the guise of data and information. The most obvious is that it allows potential large-scale buyers to have access to the game, information, and testimonials. It also allows these potential buyers or toy show attendees to have a reference point back to a particular game and have information to relay to their greater company. The app has all the information needed to help make an informed decision. However, that is just the primary outcome. The secondary outcome is that it gives Ravensberger information on the behavior of the game players. The data from the app can analyze behavior trends, track time on the app, and can see how different demographics interacted with the digital version of their physical game. This data could be used in future research and development.
5. Implications
For an events company to utilize the tools and principles of instructional design to foster digital interaction, they must view this work not as a quick fix but an inevitable part of their practices in the post pandemic space. The implication to this work is to give users a chance to experience a game safely and with tools and resources. Gamification here, “can be applied across a broad spectrum of situations where individuals need to be motivated or incented to pursue specific actions or activities,” which in the case of MC2 is to showcase a product for large-scale purchase (Mind Commerce, 2012). It is also important to note that since MC2 is the doing the bidding on the behalf of Ravensberger, this approach, MC2 must “show that it’s not just about the game, it’s about the brand and its message,” (Mind Commerce, 2012).
There must be an investment of funds to pay for this type of work and the people who facilitate it. Thus, investment in this new technology is something that a company already struggling with financial setback must rectify in their own accounting. Not just from a business end of having this type of work being budgeted and accounted for, but this type of work must be appealing to those who seek MC2 ‘s services. Many companies are still wanting traditional events while living in untraditional circumstances. The bridge over to this type of work in terms of client satisfaction must also be negotiated if this type of work is to move forward. Return on Investment and Cost Benefit Ratios will influence the scope of the work and the app’s final product.
In terms of the actual informal learning technique used here, it could stay the same or could evolve to meet greater needs. If social distancing and mask wearing becomes of the past, informal learning could be utilized in the event space through interactive displays and events. Careful orchestration of such events would blend learning and entertainment and leave a pleasant disposition with the attendee. That pleasant disposition is then translated into pleasant disposition for the experience and product or service. Since the technology and the utilization of this technology is still in its infancy, it is difficult to correctly correlate the implications of such a project. Too many outside factors in relation to people’s desire to congregate together or attend events again after being quarantined could impact the use of informal learning in this space. While this might serve an immediate issue, it may not relate to a larger landscape of a post Covid-19 world. Time will tell what outcomes are chosen and how this is further utilized.
References
Lynch, L. (2020, January 8). Learn Dash . Retrieved from Advantages of Informal Learning for Organizations: https://www.learndash.com/advantages-informal-learning-organizations/
Malcom, J., Hodkinson, P., & Colley, H. (2003). Informality and Formality in Learning: A Report for the Learning and Skills Research Centre. Norwhich, England : Learning and Skills Research Center .
MC2. (2020). Work. Retrieved from MC2: https://www.mc-2.com/
Merriam, S., & Bierema, L. (2013). Adult learning: linking theory and practice. San Francisco , CA , USA: Jossey Bass- Wiley Poblishing .
Mind Commerce. (2012, March). Gamification 2012-2017: Opportunities and Market Outlook for the Next Generation Brand/Product Advertising Through Embedded Gaming . Mind Commerce .
Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology . New York, NY, USA: Pearson .
Rieber, L. (1996). Seriously Considering Play: Designing Interactive Learning Environments Based on the Blending of Microworlds, Simulations, and Games. Educational Technology Research and Development, 43-58.
Tinning, K. (2017, October 4). Vulnerability as a Key Concept in Museum Pedagogy on Dificult Materials . Studies in Philosophy and Education , 150.
Tisliar, P. (2017). The Development of Informal Learning and Museum Pedagogy. European Journal of Contemporary Education, 590.
West, R. (2018). Chapter 17- Informal Learning . Retrieved from EdTechBooks.org: https://edtechbooks.org/lidtfoundations