Last week, I had an amazingly powerful informal learning week. In short, I have been working on a web project that uses a database to query data. When planning the project, the group I was working with wanted to present this information on a Google Map. Well, I finally got to that part of the project, and I was not as smart as I should have been on the subject. After spending several hours on this learning project and a lot of time on Google and YouTube, I could sort out my problems. The vast majority of learning projects start with a problem to solve.
Why Adults Begin Learning Projects
In 1968, Allen Tough conducted research on learning projects. What was a learning project? Why did people take on learning projects? Like many other people, I take on a learning project because I need to learn and apply a new skill (Tough, 1968). As Tough explains, a learning project lasts at least seven hours and can comprise one or more learning episodes, typically 10 minutes to 4 hours. In one-third of the cases, people wanted to learn so that they could help others. The vast majority of participants indicated they had prior skill with a task, but they wanted to improve and become more efficient. Tough also noted that learners focus on the practical aspects of learning rather than academic needs. As I reflect on my recent learning project, I would have to agree with his findings.
Taking Learning Beyond the Classroom
Earlier this week, I was working on a learning guide for learning objectives. During the class I am taking, we learned about learning objectives; however, the session only skimmed over the material and lasted about 15 minutes. Because the class did not provide enough information, I began a self-directed learning project. In this project, I explored resources I had on hand such as Mager’s book, Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction and the Air Force Manual 36-2236, Guidebook for Air Force Instructors. I also conducted a solid search on Google and YouTube for useful resources relating to learning objectives and Bloom’s Taxonomy. Finally, I revisited resources I had squirreled away in Diigo on learning objectives and Bloom’s Taxonomy. Although a formal learning class reminded me of the importance of learning objectives, my self-exploration helped my understanding of the topic. The results of my learning resulted in not only a new learning guide but also a lesson on learning objectives.
Using YouTube for Self-Directed Learning
Also this week, on LinkedIn‘s The eLearning Guild discussion group, Ed Lines asked, “Have you ever used YouTube to teach yourself something?” While writing this post, I had a moment to reflect on that question. I have to be honest. YouTube is something I often use to help advance my learning. I use it for ideas for my martial arts training, when I am stuck on SPSS problems, learning how to use RPGMaker, getting inspired by others who have broken the code, and most recently, I used YouTube to learn more about Google maps, learning objectives, and Bloom’s Taxonomy.
A 1996 report from the US Department of Labor indicates 70% of all learning is informal (Gilmore, 2008). Examining my learning behavior, I would have to concur with this finding. I therefore believe it is important to learn how to learn well. In my opinion, my strategies are quite solid. I am curious how you go about satisfying your thirst for more knowledge?
References
Gilmore, A. (2008). Hands off: Facilitating informal learning. Certification Magazine, 10(10), 46 – 49. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=bch&AN=34615347&site=ehost-live
Tough, A. M. (1968). Why adults learn: A study of the major reasons for beginning and continuing a learning project. Toronto: Ontario Inst. for Studies in Education. Retrieved from http://search.ebscohost.com.proxy.uwlib.uwyo.edu/login.aspx?direct=true&db=eric&AN=ED025688&site=ehost-live
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