Zusammenfassung
Informal adult learning occurs naturally in the workplace, and is a primary driver of professional growth, but its effectiveness is highly variable. To increase effectiveness, we need to better understand what informal learning is, how it occurs, and what factors contribute to its variability. This chapter focuses on definitions, models, and examples of informal adult learning that are based on theories of learning from experience. Because it occurs whenever and wherever the need arises, adults engaging in informal learning draw on prior understanding and resources available in their context to interpret and learn when faced with new challenges. We include extended examples to illustrate what informal learning looks like in such circumstances and show how learning design can facilitate improved results. We discuss transformative dimensions of informal learning that become important when adults’ mindsets and frames of reference, as shaped by life experiences, lead to distorted or dysfunctional perceptions of experience. We also identify environmental supports and barriers that make a difference in helping adults learn in social, organizational, and institutional settings.
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Marsick, V.J., Neaman, A. (2018). Adult Informal Learning. In: Kahnwald, N., Täubig, V. (eds) Informelles Lernen. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-15793-7_4
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