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{{Short description|Category of learning situation}}
[[File:Octagon_Model_of_Informal_Learning.png|thumb|According to the Octagon Model by Decius et al. (2019),<ref name="deciusetal19">{{cite journal | last1=Decius | first1=Julian | last2=Schaper | first2=Niclas | last3=Seifert | first3=Andreas | title=Informal workplace learning: Development and validation of a measure | journal=Human Resource Development Quarterly | publisher=Wiley | volume=30 | issue=4 | year=2019 | issn=1044-8004 | doi=10.1002/hrdq.21368 | pages=495–535| s2cid=201376378 | doi-access=free }}</ref> informal learning includes eight components (shown on the outside) that can be assigned to four factors (shown on the inside).]]
[[File:Asia jigsaw map.jpg|thumb|Lao villagers assemble jigsaw maps of Southeast Asia. These maps were made by [[Big Brother Mouse]], a literacy project in Laos. It was the first time any of them had seen a jigsaw puzzle of any sort.]] ▼
'''Informal learning''' is
The term is often conflated, however, with non-formal learning, and [[self-directed learning]]. It is widely used in the context of corporate training and education in relation to return on investment (ROI), or return on learning (ROL). It is also widely used when referring to science education, in relation to citizen science, or informal science education. The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs, e.g., reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in [[communities of practice]], to name a few. Informal learning is common in communities where individuals have opportunities to [[observational learning|observe]] and participate in social activities.<ref>{{cite journal|last=Paradise|first=Ruth|author2=Barbara Rogoff|title=Side by side: Learning by observing and pitching in|journal=Journal of the Society for Psychological Anthropology|year=2009|pages=102–138}}</ref> Advantages of informal learning cited include flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems.<ref name="dalebell199">Dale, M., & Bell, J. (1999). ''Informal learning in the workplace'' (Research Report Nr. 134). London: Department for Education and Employment. Available under http://hdl.voced.edu.au/10707/93957 (last access: 27.03.2021)</ref> For improving employees' performance, task execution is considered the most important source of learning.<ref name="felsteadetal05">{{cite journal | last1=Felstead | first1=Alan | last2=Fuller | first2=Alison | last3=Unwin | first3=Lorna | last4=Ashton | first4=David | last5=Butler | first5=Peter | last6=Lee | first6=Tracey | title=Surveying the scene: learning metaphors, survey design and the workplace context | journal=Journal of Education and Work | publisher=Informa UK Limited | volume=18 | issue=4 | year=2005 | issn=1363-9080 | doi=10.1080/13639080500327857 | pages=359–383| s2cid=144788769 }}</ref>
==Characterizations==
[[File:Open House Day 2015 Long Night of Science at ESO’s Headquarters.jpg|thumb|Open House Day at [[ESO]]
Informal learning can be characterized as the following:
* It usually takes place outside [[education]]al [[school|establishments]];
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* It is experienced directly in its "[[Nature (philosophy)|natural]]" function of everyday life.
* It is often spontaneous and creative.
* It is a key component to an alternative learning system coined, [[Learning by Observing and Pitching In]] (LOPI),<ref>{{cite web|last=Rogoff|first=Barbara|title=Learning by Observing and Pitching-In Overview|url=http://www.learningbyobservingandpitchingin.com/icp-overview-english|
==History==
The origin of informal learning has been traced back to [[John Dewey]] through his theories about learning from experience.<ref name=":0">{{Cite book |last1=Messmann |first1=Gerhard|url=https://books.google.com/books?id=fchHDwAAQBAJ&
At first, informal learning was only delimited from formal school learning and [[nonformal learning]] in courses.<ref>Coombs,
==Differences between informal and non-formal learning==
{{main|Non-formal learning}}
As noted above, informal learning is often confused with non-formal learning. Non-formal learning has been used to often describe organized learning outside of the formal education system, either being short-term, voluntary, and having, few if any, prerequisites.<ref name="Jossey-Bass">{{cite book | last1=
Decius' 2020 work points out that non-formal learning is more of a subordinate type of formal learning and less similar to informal learning, using the following example: A learner would acquire language skills in a non-formal way by voluntarily attending an adult education course. Depending on the level of requirements, this would differ little or not at all from a comparable formal university course in terms of structure, content and learning support. The only difference here would be that students attend the course as part of their "job" (studies), but the voluntary learner attends in his or her free time. Thus, the supposed difference between formal and non-formal learning is rather a social-normative—not learning-theoretical—demarcation.<ref name="„decius20">{{cite thesis |first=Julian |last=Decius |year=2020 |title=Informelles Lernen im Kontext industrieller Arbeit – Konzeptualisierung, Operationalisierung, Antezedenzien und Lernergebnisse |trans-title=Informal learning within the context of industrial work: Conceptualization, operationalization, antecedents, and learning outcomes |degree=synopsis of cumulative dissertation |place=Paderborn |publisher=University of Paderborn |language=de |doi=10.17619/UNIPB/1-1072}}</ref>
==Other perspective==
Merriam et al. in 2007 stated:<ref name="Merriam 2007"/>
#self-directed, which is conscious and intentional
#incidental, which is conscious and unintentional
#tacit, which replaces socialization and is both nonconscious and unintentional
#integrative, which is nonconscious and intentional.
Drawing upon implicit processing literature, she further defined integrative learning as "a learning process that combines intentional nonconscious processing of tacit knowledge with conscious access to learning products and mental images"<ref name="Bennett 2012"/>{{rp|4}} and she theorized two possible sub-processes: knowledge shifting and knowledge sublimation, which describe limited access learners have to tacit knowledge.
However, the assumption that informal learning can also be non-intentional contradicts more recent definitions of informal learning.<ref name="tannenbaumetal10"/><ref name="cerasolietal18"/> For a meaningful distinction from incidental learning, scholars argued that informal learning can be viewed as a conscious process, but one in which the learner does not set a learning goal, but rather has an intention to act.<ref name="deciusetal21">{{cite journal | last1=Decius | first1=Julian | last2=Schaper | first2=Niclas | last3=Seifert | first3=Andreas | title=Work Characteristics or Workers' Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers | journal=Vocations and Learning | publisher=Springer Science and Business Media LLC | date=2021-03-12 | volume=14 | issue=2 | pages=285–326 | issn=1874-785X | doi=10.1007/s12186-021-09265-5| s2cid=233707016 | doi-access=free }}</ref> In contrast, if the learning person has a learning goal in mind and independently monitors goal achievement, it is [[self-regulated learning]].<ref name="sitzmannely11">{{cite journal | last1=Sitzmann | first1=Traci | last2=Ely | first2=Katherine | title=A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. | journal=Psychological Bulletin | publisher=American Psychological Association | volume=137 | issue=3 | year=2011 | issn=1939-1455 | doi=10.1037/a0022777 | pages=421–442| pmid=21401218 }}</ref>
==In American Indigenous communities==
People in many Indigenous communities of the Americas often learn through observation and participation in everyday life of their respective communities and families. Barbara Rogoff, a professor of psychology, and her colleagues describe the ways in which children in Indigenous communities can learn by observing and participating in community endeavors, having an eagerness to contribute, fulfilling valuable roles, and finding a sense of belonging in their community.<ref>{{
Learning occurs through socialization processes in one's culture and community.<ref name="Pewewardy 2002"/> Learning by observing and pitching in (LOPI) is an Informal learning model often seen in many Indigenous communities of the Americas.<ref name="Pewewardy 2002">{{cite journal |title=Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice |first=Cornel |last=Pewewardy |journal=Journal of American Indian Education |volume=41 |issue=3 |year=2002 |pages=22–56 |publisher=University of Minnesota Press |jstor=24398583 |url=http://www.nvit.bc.ca/docs/learning%20styles%20of%20american%20indianalaska%20native%20students%20a%20review%20of%20the%20literature%20and%20implications%20for%20practice.pdf}}</ref> Children can be seen participating alongside adults in many daily activities within the community. An example is the process where children learn slash-and-burn agriculture by being present in the situation and contributing when possible.<ref>{{cite journal|last=Gaskins|first=S|title=Children's Daily Activities in a Mayan Village: A Culturally Grounded Description|journal=Cross-Cultural Research |year=2000|volume=34 |issue=4|pages=375–389 |doi=10.1177/106939710003400405 |s2cid=144751184}}</ref> Noteworthy is children's own initiative and assumption of responsibility to perform tasks for the households' benefit. Many Indigenous communities provide self-paced opportunities to kids, and allow exploration and education without parental coercion. Collaborative input is highly encouraged and valued.<ref>{{Cite journal
▲<ref>http://www.nvit.bc.ca/docs/learning%20styles%20of%20american%20indianalaska%20native%20students%20a%20review%20of%20the%20literature%20and%20implications%20for%20practice.pdf</ref> Children can be seen participating alongside adults in many daily activities within the community. An example is the process where children learn slash-and-burn agriculture by being present in the situation and contributing when possible.<ref>{{cite journal|last=Gaskins|first=S|title=Children's Daily Activities in a Mayan Village: A Culturally Grounded Description|journal=Cross-Cultural Research|year=2000|volume=34|issue=4|pages=375–389|doi=10.1177/106939710003400405|s2cid=144751184}}</ref> Noteworthy is children's own initiative and assumption of responsibility to perform tasks for the households' benefit. Many Indigenous communities provide self-paced opportunities to kids, and allow exploration and education without parental coercion. Collaborative input is highly encouraged and valued.<ref>{{Cite journal|url = |title = Children's Initiative in Contributions to Family Work in Indigenous-Heritage and Cosmopolitan Communities in Mexico|last = Alcala |display-authors=etal |date = 2014|journal = Human Development |doi = 10.1159/000356763|pmid = |access-date =|volume=57|issue = 2–3|pages=96–115|s2cid = 143672802}}</ref> Both children and adults are actively involved in shared endeavors. Their roles as learner and expert are flexible, while the observer participates with active concentration.<ref>{{cite journal|last=Paradise|first=R|author2=B. Rogoff2|title=Side-by Side: Learning by Observing and Pitching In|journal=Journal of the Society for Psychology and Anthropology|year=2009|pages=102–138}}</ref> Indigenous ways of learning include practices such as [[Observational learning#Indigenous communities of the Americas|observation]], experiential learning, and apprenticeship.<ref>{{cite journal|last=Hart|first=M|title=Indigenous Knowledge and Research: The Míkiwáhp as a Symbol for Reclaiming Our Knowledge and Ways of Knowing|url=http://journals.sfu.ca/fpcfr/index.php/FPCFR/article/view/26/64|journal=The First Peoples Child & Family Review|year=2020|volume=3|issue=1|pages=83–90|doi=10.7202/1069528ar}}</ref>
[[Child work in indigenous American cultures|Child work]], alongside and combined with play, occupies an important place in American Indigenous children's time and development. The interaction of a Navajo girl assisting her mother weaving and who eventually becomes a master weaver herself illustrates how the child's presence and the availability of these activities allow the child to learn through observation.<ref>{{cite journal|last=Göncü|first=A.|title=Children's and researchers' engagement in the world|journal=Library of Congress Catalog|year=1999|pages=3–23}}</ref> Children start at the periphery, observing and imitating those around them, before moving into the center of activities under supervision and guidance. An example of
Children in Nicaragua will often learn to work the land or learn to become street vendors by watching other individuals in their community perform it.<ref>{{cite journal|last=Liebel|first=M.|title=The dignity of the working child: What children in Nicaragua, El Salvador and Guatemala think about their work|journal=Working Children's Protagonism: Social Movements and Empowerment in Latin America, Africa and India|year=2001|pages=53–66}}</ref> These activities provide opportunities for children to learn and develop through forms of social learning which are made up of everyday experiences rather than a deliberate curriculum, and contain ordinary setting in which children's social interaction and behavior occur. Informal learning for children in American Indigenous communities can take place at work where children are expected to contribute.<ref>{{cite journal|last=Gaskin|first=S.|title=Children's Daily Activities in a Mayan Village: A Culturally Grounded Description|journal=Cross-Cultural Research|year=2000|volume=34|issue=4|pages=375–389|doi=10.1177/106939710003400405|s2cid=144751184}}</ref>
===Nonverbal communication as a learning tool===
In terms of the cultural variation between traditional Indigenous American and European-American middle class, the prevalence of nonverbal communication can be viewed as being dependent on each culture's definition of achievement. Often in mainstream middle-class culture, success in school and work settings is gained through practicing competitiveness and working for personal gain.<ref>Wynia, E. A. (2000). Teach the way the student learns: Culturally relevant teaching strategies appropriate to the Native American student in the speech communication classroom. North Dakota Journal of Speech and Theatre, 14.</ref> The learning and teaching practices of traditional Indigenous Americans generally prioritize harmony and cooperation over personal gain. In order to achieve mutual respect in teachings, what is often relied on in Indigenous American culture is nonverbal communication.<ref>Hwang, C. Philip, Michael E. Lamb, and Irving E. Siegel. "Learning Respect for Everything: Navajo Images of Development." Images of Childhood. Mahwah, NJ: Lawrence Erlbaum Associates, 1996. 167-83.</ref>
Nonverbal communication in Indigenous communities creates pathways of knowledge by watching and then doing.<ref>{{Cite journal|jstor = 3195944|title = Interactional Style and Nonverbal Meaning: Mazahua Children Learning How to be Separate-but-Together|journal = Anthropology & Education Quarterly|volume = 25|issue = 2|pages = 156–172|last1 = Paradise|first1 = Ruth|year = 1994|doi=10.1525/aeq.1994.25.2.05x0907w| s2cid=146505048 }}</ref> An example where nonverbal behavior can be used as a learning tool can be seen in Chillihuani culture. Children in this community learn about growing crops by observing the actions and respect adults have for the land. They learn that caring for their crops is vital for them to grow and in turn for the community to thrive. Similarly, when children participate in rituals, they learn the importance of being part of the community by watching how everyone interacts. This again needs no explicit verbal communication, it relies solely on observing the world around. Chillihuani culture does not explicitly verbalize expectations. Their knowledge is experienced rather than explained through modeled behavior for community benefit.<ref>{{cite journal | last1 = Ennew | first1 = J | year = 2010 | title = Growing up in a culture of respect: child rearing in highland Peru – By Bolin, Inge
In the indigenous culture of the Matsigenka, infants are kept in close proximity to their mother and members of the community. The infant does not go far from the mother at any time. In this way, the child is encouraged to explore away from the mother and other family members who will still keep watch. As the child wanders he may come to a place that is unknown and potentially dangerous but the mother will not stop him, she will just watch as he explores. The lack of verbal reprimand or warning from an adult or elder enable the child to assimilate his surroundings more carefully.<ref>Ochs, E., & Izquierdo, C. (n.d.). Responsibility in childhood: Three developmental trajectories.</ref>
==Formal and informal education==
To fully understand informal learning it is useful to define the terms "formal" and "informal" education. Formal education can be defined as a setting that is highly institutionalized, can be possibly bureaucratic, while being curriculum driven, and formally recognized with grades, diplomas, or other forms of certifications.<ref
==Research and data==
Merriam and others (2007) state: "studies of informal learning, especially those asking about adults' self-directed learning projects, reveal that upwards of 90 percent of adults are engaged in hundreds of hours of informal learning. It has also been estimated that the great majority (upwards of 70 percent) of learning in the workplace is informal
Coffield<ref name="coffield00">{{cite book |last=Coffield |first=F. |year=2000 |chapter=Introduction: The structure below the surface: Reassessing the significance of informal learning |editor=F. Coffield |title=The necessity of informal learning |pages=1–11 |place=Bristol |publisher=Policy Press}}</ref>{{rp|1}} uses the metaphor of an iceberg to illustrate the dominant status of informal learning, which at the same time has much lower visibility in the education sector compared to formal learning: The part of the iceberg that is visibly above the water surface and makes up one third represents formal learning; the two thirds below the water surface that are invisible at first glance represent informal learning. While formal learning can be compared to a bus ride—the route is predetermined and the same for all passengers—informal learning is more like a ride on a bicycle, where the person riding can determine the route and speed individually.{{r|r=Cross 2007,{{Full citation needed|date=August 2022}} in Berg, & Chyung 2008, p. 230<ref name="bergchyung08">{{cite journal | last1=Berg | first1=Shelley A. | last2=Chyung | first2=Seung Youn | title=Factors that influence informal learning in the workplace | journal=Journal of Workplace Learning | publisher=Emerald | volume=20 | issue=4 | date=2008-05-16 | issn=1366-5626 | doi=10.1108/13665620810871097 | pages=229–244| url=https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1005&context=ipt_facpubs }}</ref>}}
==The Octagon Model of informal learning==
According to the Octagon Model of informal learning by Decius, Schaper, and Seifert from 2019, informal learning comprises eight components.<ref name="deciusetal19"/>
The octagon model is based on the dynamic model of informal learning by Tannenbaum et al. from 2010.<ref name="tannenbaumetal10" /> The dynamic model contains the four factors "experience/action", "feedback", "reflection", and "learning intention". According to the model, each factor can trigger another factor and thus precede it, but can also follow any other factor. Accordingly, the model does not contain a fixed starting or ending point, which is intended to illustrate the dynamic nature of learning. The learner may go through each factor in the informal learning process one or more times. However, the learning process is considered most efficient when all four factors are involved in it.
The octagon model extends the dynamic model by dividing the four factors into two components each.<ref name="deciusetal19" /> This allows the components of informal learning to be described more precisely. The factor "experience/action" from the dynamic model is divided into "trying and applying own ideas" (i.e., trial and error) and "model learning" (i.e., observing and adopting successful behaviors of other persons) in the octagon model. The factor "feedback" includes the components "direct feedback" (i.e., obtaining feedback on one's own behavior) and "vicarious feedback" (i.e., exchanging experiences with other people on success-critical work and life situations). The "reflection" factor includes the components "anticipatory reflection" (i.e., planning task steps while considering possible obstacles) and "subsequent reflection" (i.e., thinking about ways to improve after completing a work task). The factor "learning intention" consists of the components "[[Intrinsic motivation|Intrinsic intent to learn]]" (i.e., learning for the pleasure of the learning process) as well as "[[Extrinsic motivation|Extrinsic intent to learn]]" (i.e., learning due to external incentives such as praise from other people or—in the work context—the prospect of positive career development).
==Experiences and examples==
▲[[File:Asia jigsaw map.jpg|thumb|Lao villagers assemble jigsaw maps of Southeast Asia. These maps were made by [[Big Brother Mouse]], a literacy project in Laos. It was the first time any of them had seen a jigsaw puzzle of any sort.]]
Informal knowledge is information that has not been externalized or captured and the primary locus of the knowledge may be inside someone's head.<ref>Grebow, David, At the Water Cooler of Learning in Conner, M. L., & Clawson, J.G. (eds.), ''Transforming Culture: An Executive Briefing on the Power of Learning'', Charlottesville: University of Virginia, 2002).</ref> For example, in the cause of [[language acquisition]], a mother may teach a child basic concepts of grammar and language at home, prior to the child entering a formal education system.<ref>{{citation
Other examples of informal knowledge transfer include instant messaging, a spontaneous meeting on the Internet, a phone call to someone who has information you need, a live one-time-only sales meeting introducing a new product, a chat-room in real time, a chance meeting by the water cooler, a scheduled Web-based meeting with a real-time agenda, a tech walking you through a repair process, or a meeting with your assigned mentor or manager.
Experience indicates that much of the learning for performance is informal
In the UK, the government formally recognized the benefits of informal learning in "The Learning Revolution" White Paper published on March 23, 2009.<ref>{{citation
==Trends in formal and informal learning==
40% of adults have self-taught themselves at some point and respondents in a survey indicated that they were twice as likely to participate in independent learning as traditional learning.<ref name="Informal Learning: Conceptual Disti">{{cite journal|last1=Livingstone|first1=D.W.|title=Informal Learning: Conceptual Distinctions and Preliminary Findings|journal=Counterpoints|date=2006|volume=249|pages=203–227}}</ref>
The average adult spends 10 hours a week (500 hours a year) on informal learning practices.<ref
As a whole, this type of knowledge is more learner-centered and [[situational]] in response to the interests or needed application of the skill to a particular workforce. Formal training programs have limited success in increasing basic skills for individuals older than age 25, therefore, these individuals rely mostly on [[on-the-job training]].
Although rates of formal education have increased, many adults entering the workforce are lacking the basic math, reading and [[interpersonal skills]] that the
==Business perspective==
The majority of companies that provide training are currently involved only with the formal side of the continuum. Most of today's investments are on the formal side. The net result is that companies spend the most money on the smallest part—25%—of the learning equation. The other 75% of learning happens as the learner creatively "adopts and adapts to ever changing circumstances". The informal piece of the equation is not only larger, it's crucial to learning how to do anything.
; Fostering informal workplace learning
Managers often wonder how they can promote informal learning of their employees. However, a direct support of informal learning is considered difficult, because learning happens within the work process and cannot be planned by companies.<ref name="marsicketal99">Marsick, V. J., Volpe, M., & Watkins, K. E. (1999). Theory and practice of informal learning in the knowledge era. In V. J. Marsick, & M. Volpe (Eds.), Informal learning on the job (Advances in developing human resources, 3, pp. 80-95). Baton Rouge: Academy of Human Resource Development. https://doi.org/10.1177/152342239900100309</ref> An indirect support of learning by providing a positive learning environment is however possible. [[Social support]] by colleagues and managers should be mentioned in particular. More experienced colleagues can act as learning experts and [[Mentorship|mentors]].<ref name="cerasolietal18" /> Managers can act as role models with regard to obtaining and offering feedback on their own work performance. Admitting own failures and dealing with failures constructively also encourages employees to take advantage of learning opportunities at work.<ref name="putzetal13">{{cite journal | last1=Putz | first1=Daniel | last2=Schilling | first2=Jan | last3=Kluge | first3=Annette | last4=Stangenberg | first4=Constanze | title=Measuring organizational learning from errors: Development and validation of an integrated model and questionnaire | journal=Management Learning | publisher=SAGE Publications | volume=44 | issue=5 | date=2012-06-11 | issn=1350-5076 | doi=10.1177/1350507612444391 | pages=511–536| s2cid=143477016 }}</ref> Training interventions can strengthen the meta-competence "learning to learn" among employees. The goal of such interventions is to perceive dynamic and unexpected situations as learning opportunities and to use problems and mistakes positively for one's own competence acquisition.<ref name="deciusetal21" /><ref name="cerasolietal18" /> In the long term, strategic [[personnel selection]] also makes it possible to preferentially hire applicants who are curious and self-learning-oriented.<ref name="deciusetal21" />
==Summary==
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* Ainsworth, Heather L. and Eaton, Sarah (2010). [http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED511414 "Formal, Non-formal and Informal Learning in the Sciences"].
* Airing, Monika and Brand, Betsy (1998). [https://web.archive.org/web/20110725174412/http://www.edc.org/sites/edc.org/files/pdfs/teaching_firm.pdf "The Teaching Firm: Where Productive Work and Learning Converge"]. Report on Research Findings and Implications. Center for Workforce Development: Education Development Center (EDC). Newton, MA January 1998.
▲* Bennett, Elisabeth E. (2012, June). A Four-Part Model of Informal Learning: Extending Schugurensky's Conceptual Model. In the proceedings of the Adult Education Research Conference. Saratoga Springs, NY: AERC.
* Bersin, Josh (2005). ''The Blended Learning Book, Best Practices, Proven Methodologies, Lessons Learned''. {{ISBN|0-7879-7296-7}}
* Coombs, P.H. (1985). ''The World Crisis in Education: A View from the Eighties''. New York: Oxford University Press.
* Eaton, Sarah (2010). [http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED508254
* Grebow, David. (2002). [http://agelesslearner.com/articles/watercooler_dgrebow_tc600.html ''At the Watercooler of Learning'']. Retrieved June 9, 2009.
* Livingstone, D.W. (2001). [http://hdl.handle.net/1807/2735 ''Adults' Informal Learning: Definitions, Findings, Gaps and Future Research'']. Retrieved October 15, 2010.
* Livingstone, D.W. (2002). [https://web.archive.org/web/20110706185957/http://www.nall.ca/res/54DavidLivingstone.pdf ''Mapping the Iceberg'']. Retrieved October 15, 2010.
* {{cite journal | last1 = Marsick | first1 = V.J. | last2 = Watkins | first2 = K.E. | year = 2001 | title = Informal and Incidental Learning | url =http://tecfaetu.unige.ch/staf/staf-k/borer/Memoire/incidential%20learning/incidentiallearning.pdf | journal = New Directions for Adult and Continuing Education | volume = 2001 | issue = 89| pages = 25–34 | doi = 10.1002/ace.5 }}
* Organisation for Economic Co-operation and Development / Organisation de Coopération et de Développement Economiques (OECD). (n.d.) [http://www.oecd.org/document/25/0,3343,en_2649_39263238_37136921_1_1_1_1,00.html "Recognition of Non-formal and Informal Learning - Home"]
* {{cite journal | last1 = Overwien | first1 = B | year = 2000 | title = Informal Learning and the Role of Social Movements
* Schugurensky, D. (2000). [http://hdl.handle.net/1807/2733 ''The Forms of Informal Learning: Towards a Conceptualization of the Field'']. Retrieved October 15, 2010.
* Sommerlad, E., & Stern, E. (1999). ''Workplace Learning, Culture and Performance''. London.
==External links==
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* [http://create-validate.org Validation of self-aCquired learning and cREdits trAnsfer in web design and compuTEr animation /CREATE/]
{{Learning}}
{{DEFAULTSORT:Informal Learning}}
[[Category:Applied learning]]
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