The idea that the school isn’t the only place where we learn isn’t new. In fact, in many of seminars I’ve attended lately, one of key ideas was the need of rethinking school and the type of learning that students are supposed to achieve there.
Among critical voices towards how is organized formal education, the notion of informal learning seems to be something to pay attention to, or at least to give it a more carefull look. Briefly, informal learning can be defined as:
Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience.
We are constantly learning, even if, at first, we don’t value the amount of time and effort invested in a certain activity, that’s to say, even all that learning remains invisible. Sadly, so many times it seems necessary to have a certification coming from a renowed center or institution in order to get some recognition. Now, some institutions, teachers and researchers are starting to question the validity of formal education as the only channel to manage learning, specially the one required in Knowledge Society.
At this point, the project headed by Cristóbal Cobo, Facultad Latinoamericana de Ciencias Sociales en México (FLACSO-México), and John Moravec editor of http://www.educationfutures.com is proposed as an initiative to identify and recognize the value of all this informal learning that is kept invisible.
Invisible Learning is collaborative book (in English and Spanish) and an online repository of bold ideas for designing cultures of sustainable innovation.
In case you want to take part in this project, just have a look at www.invisiblelearning.com.