Session Review (Ofelia's): Evaluating Informal Learning

(May 3) Evaluating any form of learning is always a challenge but particularly so for informal learning, or learning initiated by an individual to particular ends. The dynamic duo of Saul Carliner and Adnan Qayyum put on a lively presentation and facilitated a discussion on the nature of informal learning, what it is, when and how to evaluate it. This was the only presentation that I attended where the delegates were encouraged to participate in a group activity that examined a case study. The most important thing learned as a result of this presentation is that it is possible to evaluate informal learning. However, it is crucial that there be some consistency between the approach used and the reasons behind conducting an evaluation. This is not easy when we consider the nature of informal learning. Most of the delegates opted for methods that formalize informal learning. But is this really possible?

Carliner and Qayyum presented various aspects of informal learning and why it is important for the workplace. It is estimated that close to 70% of all workplace learning is conducted in an informal manner. Furthermore, it is often the source of knowledge that is immediately utilized by most workers. Measuring any form of learning is important but evaluating learning proves a challenge because it is difficult to capture. Is the traditional Kirkpatrick model useful here, given that it is the learner who decides on the objectives and goals of learning? Whatever we decide to track and assess should depend on the nature of the learning and the agreed-upon goals. Sometimes the learning that is done needs to be adapted into a form that facilitates sharing with others – via electronic or other means – in order to better enable some form of evaluation. This suggests that all levels of leadership promote and find creative ways to evaluate informal learning.

Submitted by: Ofelia Ribeiro