Informal learning with a self-directed twist

I_Improve's informal educator reflects on applying a self-directed approach as a way to document and direct learning experiences in the project. She also shares a basic framework to try out.

By Avril Meehan, informal educator

Informal learning is defined as a process of learning which is said to happen spontaneously during our everyday life. Typically understood as unplanned and incidental to other tasks, one of the challenges in the I_Improve project was figuring out how the project partners could document and direct their informal learning experiences. A self-directed approach turned out to be the key.

Self-directed learning is a central term in adult education. In its broadest sense it describes a process in which learners independently take initiative and control over their own learning at each stage. In other words, it is the opposite to teacher-directed, dependant learning in which an educator is required for learning to take place. Most significantly, the learner is required to be active as it is they, and not an educator, that sets the learning goals, the measures of success and evaluates whether they’ve been achieved. Needless to say, it requires both will and motivation to learn in this way!

Despite this, the advantages are considerable. Pursuing a self-directed approach demonstrates self-discipline, perseverance and enthusiasm. Learners discover how to assess and consciously respond to their own needs, and in doing so gain a greater depth of self-awareness. Self-direction also supports the development of a problem solving attitude, as well as transversal skills such as time management and resource identification.  All of these are valuable qualities in modern creative and cultural workplaces. 

A framework for self-directed learning

In line with Malcolm Knowles (1975) influential definition, we can break the self-directed learning process down into 5 stages to follow:

1. Diagnosing learning needs

• audit your work and find out where your knowledge/skill gaps are
• brainstorm where you want to go in the future and assess what you need to get there

2. Formulating learning goals

• utilise ‘what if’ scenarios to think creatively about goals you would like to achieve
• use the acronym SMART or another goal setting tool to help you set achievable goals

3. Identifying human and material resources for learning

• you don’t have to go it alone. Who can you access to support your learning? How will you engage with them?
• what other materials: courses, online information, tools, books etc. can help me on my journey

4. Choosing and implementing appropriate learning strategies

• what are the small steps you can take everyday to bring you closer to meeting your goals?
• reflect on how you learn best, what motivates you over time as well as obstacles that may need to be overcome

5. Evaluating learning outcomes

• periodically refer back to your learning goals and reflect on what you have achieved to date
• document your achievements and share your successes with others

Finally, remember that learning doesn't have to end when we finish our formal education. It's never too late to take responsibility for your continuous lifelong learning and support those around you in doing so. 

"The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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