Learning Beyond the Classroom
From this week's readings, one idea that stood out to me was the connection between formal and informal learning. Dabbagh and Kitsantas (2012) explain that "learning on demand is becoming a type of lifestyle in modern society." That statement was relatable because I often find myself learning outside of traditional courses or professional development sessions (and I prefer it).
As both a classroom teacher and graduate student, some of my most meaningful learning happens when I am trying to solve a problem, improve a lesson, or explore a new idea. Sometimes that learning comes from colleagues, social media, online resources, or conversations with other educators. While formal education provides an important foundation, I have found that learning does not stop when a class ends.
This reading reminded me that learning today is much more connected and accessible than it has been in the past. Whether I am seeking a new instructional strategy, technology tool, or classroom management idea, there is often a network of people and resources available to support that learning. I think that balance between formal and informal learning is one of the most valuable aspects of being an educator in today's digital world.
Reference
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8.
Thanks for this post--I would not have chosen this article to read from our list of readings, so would have missed out on your insights and the main message. This week I've been in a HUGE, informal, self-directed learning situation. What I very much appreciate about the connection between formal and informal learning at the moment is that something in a formal learning situation will spark an interest in something and it will drive my desire to learn more about what sparked me. Those "bi-directional" connections are pretty powerful, making what I'm learning in both situations even more impactful. I think as IDs and educators, the more we can let go of control and empower that sort of spark, taking formal into informal setting, the more our formal instruction has meaning.
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