I would like to introduce the concept ‚informal learning’, a concept that is close related to ubiquitous learning because both of them implies the idea that „learning happens anywhere at any time always“ as Dr. William Cope pointed out by explaining the affordances of ubiquitous learning in Part 1A of this course.

After three hours searching among the bibliography suggested in this MOOC and on the Internet, I found a definition of ‚informal learning’ in a glossary of the University of Leeds that has been created for the Blended Learning Essentials MOOC. According to this glossary, informal learning is „a process or practice wherein learning takes place outside institutions (formal takes place within institutions) or is unstructured (non-formal is generally structured) and a teacher or expert may be present but not exclusively“ (http://ble-leeds.wikidot.com). For example, learning how to make a video on Powtoon with tutorials on youtube or how to roll sushi following the instruction of a TV show.

That is, in my view, an incomplete definition of the concept I am trying to introduce. Who drives the process of informal learning? When takes informal learning place? I would add, informal learning is driven by a concrete and specific need that learners try to fill and could be intentional or unintentional. For instance, when we have to figure out how to assemble an IKEA sofa bed because our mother in law missed the last train home. The graphic below illustrates a typology of learning according to who determines goals and processes:

Typology of learning, based on the presence of, and control over, the object and the process of learning. Image from Vavoula (2004), all rights reserved

Moreover, as the Education Development Center (EDC) in Newton, Massachusetts stresses, informal learning is a life-long process that “takes place spontaneously and continuously [...] in the course of everyday activities and routine procedures“. (see http://edutechwiki.unige.ch/en/Informal_learning).

Informal learning seems to be more connected to experience and practice and thus, more likely to generate useful, prevalent knowledge. In my Spanish classroom, I strongly encourage my students to continue learning outside the classroom and to stay in touch with the Spanish language and culture by going to the theatre, the cinema, to concerts or by watching series on Netflix. I also recommend my students to find an exchange partner or tandem in order to improve their communicative skills in an informal context (who knows, maybe they find in their tandem a good friend with whom they can practice Spanish their whole life). In my MOODLE course, I created a sort of event list with all the movies, concerts, restaurants, tandem nights, festivals, etc. related to the Spanish world.

To explore more about advantages of informal learning:

- Coffield, F. (2000). The necessity of informal learning. Bristol: Policy Press.