AITD journal article, published Feb 2008. Uploaded with permission from publisher.

1. INFORMAL LEARNING & TECHNOLOGY
Anne Bartlett-Bragg is a lecturer at the University of Technology, Sydney.
She is involved with the design, development and delivery of e-
Learning qualifications and subjects in the Faculty of Education. Email:
anne.bartlett-bragg@uts.edu.au
Reframing Anne Bartlett-Bragg is speaking at the
National Conference in April
practice:
Integrating social software to enable informal learning
Anne Bartlett-Bragg
Today’s organisational learning However, implementing social software, into a personalised space using syndication
where the development of informal learning tools or RSS, provides the learner with the
landscape is rapidly changing is the intention, has been characterised by ability to manage their information flow.
as recent developments in challenges that threaten the effectiveness
Specific examples of social software
social software applications of the learning strategy and outcomes.
applications can be found on the wiki listed
This article presents results from my PhD
are being implemented to research that will provide the learning and at the end of this article.
facilitate the creation of development practitioner with a framework
communities and “personal of issues that have been identified as What is informal learning?
inhibitors to the effective integration of
knowledge” publishing. These social software.
An unambiguous definition of informal
learning remains a contested issue in the
new additions are enabling organisational context where it is generally
people to share, collaborate, What is social software in described in contrast to formal learning. A
build knowledge, network, organisational learning? useful framework for practice proposes that
informal learning will occur in workplaces
and learn. Consequently, Social software refers to the range
where there is a need, motivation, and
a shift is happening, away of applications that augment group
opportunities for learning and where
interactions and shared spaces for:
from knowledge being strictly the control of learning is primarily the
responsibility of the learner. It can be
organised and controlled • collaboration,
depicted in the following situations in the
in courses and classrooms • social connections, and
workplace context:
• aggregating information exchanges in a
towards self-managed, • where it is not a highly conscious
web-based environment.
personalised, informal learning activity
environments. Learners Collaborative publishing spaces such as • where it is haphazard and influenced by
weblogs, or blogs, and wikis have been chance
are able to restructure their at the core of the increasingly popular • where it is an inductive process of
workplace knowledge into applications in organisations. Podcasts, reflection and action
and the newer version including video
areas that are significant to • where it is linked to learning from others
or vodcasts, are gaining momentum as a through social interactions (Marsick &
their current needs, available corporate communication method. Social Volpe,1999).
at different times, and with sharing and networking applications are
evolving rapidly and drawing substantial The Table 1 represents a comparison of
the flexibility to review and attention in the media, particularly strategies and associated technologies
contribute to materials when it publicly available sites like Facebook. integrated into many current organisational
is relevant to them. Simultaneously, aggregating all the content learning contexts.
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2. INFORMAL LEARNING TECHNOLOGY
Table 1: Comparison of strategies and associated technologies for formal and informal learning
Formal learning activity Use of technology Informal learning activity Use of technology
Classroom sessions: LMS: • Networking Collaborative spaces – typically asyn-
Structured Enrolments • Communities of practice chronous discussion forums and wikis,
Time constrained Records attendance • Mentoring synchronous chat or instant messaging,
Outcome focused Tracks results • Coaching email
Records competence • Learning from experts or advi-
Reports compliance sors
Online modules: LMS: • Searching for solutions to prob- Internet (Google)
Self-paced Access lems Intranet
No or little collaboration Delivery Email an expert
Structured Records progress
• Information distribution Syndication software/RSS
Outcome focused Records completions
Intranet
Records competence
Podcasts and vodcasts
Reports compliance
email / listservs
• Self-analysis or reflection Weblogs
Inhibitors to informal
learning using social
software REDUCE EMAIL OVERLOAD
Email Management Solutions
Many factors can inhibit the ability to
Leaders in Corporate Training
learn in both formal and informal learning
contexts. Informal learning can be directly
influenced by the availability of resources
 
(which can include time restrictions,
availability of other people, and technology),
“The course was excellent. I
motivation to learn, and capabilities of the think anyone and everyone 
learner. Similarly, the implementations of would benefit from this
social software into learning contexts have program”….. 
presented my research with the following Tracey Jenkins, Purchasing

additional inhibitors to informal learning McDonalds Australia. Ltd 
which can be categorised into three areas:
The program was well paced
1) organisational inhibitors; 2) individual and easy to follow. I agree  
inhibitors; and 3) pedagogical inhibitors. with the philosophy that the 

techniques should be applied
1. Organisational inhibitors: through out the organisation. 
We should start at induction”. 
• Organisational technology infrastructure
David Tregellis  
Educators and trainers implementing Senior Learning Development 
social software are confronted with the
Australia Post

challenges of: “For some time I’d been  
wondering what the effect of 
• determining which applications can the information revolution was
be accessed through organisational having besides inundating me.  

firewalls; Now I can see a better way of
managing the problem”. 
• determining the speed of internet 
Terry Baker 
access required – particularly if Australian Federal Police

collaboration is occurring outside
of workplaces where network speeds
provide a superior user experience Start saving now… BOOK A PILOT PROGRAM and receive a
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personal networks in the home;
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• considering the range of software

applications that are constantly
changing, and new entrants, require
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3. INFORMAL LEARNING TECHNOLOGY
educators to be frequently reviewing As an inhibitor, both educators and learners 3. Pedagogical inhibitors:
their choices for enhanced or are expected to understand and manage
Educators’ and trainers’ existing pedagogical
additional functionality that may the software functionality, such as how to
practices developed through formal studies
positively contribute to the learners’ access, login protocols, communication
or influenced by organisational training
experience; processes, and the access and storage
structures can inhibit the evolution of
of information. Additionally, searching
• limitations imposed by learners towards participation in social
efficiently, and evaluating the authenticity
organisational IT departments on software environments and informal
and credibility of information resources,
rich media such as graphics, photos, learning activities.
have become an expected capability for
or videos, causing pedagogical most learners. Baumgartner (2004) describes three
strategies to be inhibited to text-only prototypical modes for teaching that
functions, potentially limiting the • Learners: provide a valuable framework to review and
depth of interactions available to the reframe pedagogical strategies that enable
In addition to the capabilities of the learner,
learners. informal learning (Table 2).
as previously noted, inhibitors that have
All these factors can impact the been observed to restrict learners’ ability to Educators and trainers intending to foster
educators’ choices and limit the learners’ participate in collaborative social software informal learning environments through
ability to engage in rich social sharing environments include: the application of social software would
environments. • the learner’s dependency on the be required to perform predominantly in
educator for direction, which can a Mode 3 mindset, remaining cognisant
• Organisational culture:
be related to low levels of digital of the need to provide some structural
• The strategic learning culture literacy, pedagogical practices, and guidance in early phases of implementation
espoused and/or practised by organisational culture within the Mode 2 parameters.
the organisation may restrict the
implementation of social software • anxiety to develop an online Educators and trainers who continue to
and associated informal learning identity, sometimes expressed as approach social software entirely from a
activities. Software applications that lack of self-confidence, fear of Mode 1 or even Mode 2 approach will cause
have collaborative functionality or self-disclosure, invasion of privacy, informal learning to become structured and
rich media disabled can indirectly mistrust of the culture to share tacit formalised, consequently inhibiting the
or directly present to the learner a knowledge learning conditions made available by the
culture where the sharing of tacit • fear of publicly publishing their guided strategies embedded in a Mode 3
knowledge and experience is not thoughts, which can relate to attitude.
actively valued. the previous issues, or learners’ Future trends and
• Furthermore, a training culture confidence in their writing skills to implications
that is structurally dependent upon adequately represent their thoughts
competency and achievement • learner control – where time It is timely to reflect upon organisational
of learning outcomes through management, planning, and learning strategies as organisations espouse
regulatory requirements or a focus structure are noted by learners as the values of informal learning in the
on measurable return on investment issues difficult to embed into study workplace. Practices of collaboration,
will not endorse the integration plans or daily work patterns. reflection, personalisation, knowledge-
of social software and informal sharing and networks are being included
learning where outcomes are seen as
subjective, difficult to formalise, and
the development and capture of tacit Table 2: Modes of teaching
knowledge hard to measure.
Mode 1: Transfer Mode 2: Tutor Mode 3: Coach
2. Individual inhibitors: (Directed teaching) (Facilitated learning) (Informal guide)
• Programmed instruction • Problem-solving • Complex simulations
• Digital literacy:
• To teach, to explain • To observe, to help, to • To co-operate, to support
Digital literacy is a term increasingly used demonstrate
to encompass both computer literacy and • Production of correct • Selection of methods and • Realisation of adequate
information literacy, subsequently referring answers their use action strategies
to skills related to the use of computers, • To know, to remember • To do, to practise • To cope, to master
and the ability to manage, evaluate, analyse, • Transfer of knowledge • Presentation of pre-deter- • Action in real situations
create and communicate in digital formats. mined problems (complex and social)
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4. INFORMAL LEARNING TECHNOLOGY
in vision statements and strategic planning Marsick, V. J., and Volpe, M., 1999,
documents. “The Nature of and Need for Informal
Learning.” In V.J. Marsick and M.
Notwithstanding the importance of Volpe (eds), Informal Learning on the
emergent technologies as the enabler Job, Advances in Developing Human
in these processes, without re-framing Resources, No.3, San Francisco, Berrett
Koehler.
practice and becoming aware of the
critical aspects that inhibit the use of
social software, educators and trainers are
not likely to realise the opportunity to Informal learning
incorporate informal learning and integrated
communication networks into everyday
workplace activities.
will occur in
Additionally, the speed of development in workplaces where
social software applications necessitates an
open-minded approach to further enhance there is a need,
informal learning practices. As the new
technologies evolve, so do the opportunities
presented, with more applications providing
motivation, and
sophisticated functionality, yet remaining
focused on ease of use. Accompanying these opportunities
advances are new ways of accessing and
distributing information, and potentially
new ways of creating learning opportunities.
for learning and
Without re-framing our practice and where the control
paying attention to the key inhibitors,
integration of social software into existing
organisational structures will be likely not
of learning is
to produce the performance promised. It
would be a shame to repeat the unsatisfying primarily the
experience of the early implementation of
other learning technologies. responsibility of
References: the learner.
This article is based on a chapter to be
published early 2008:
Bartlett-Bragg, A. (forthcoming 2008),
Pedagogical practice for learning with social Apart from her role at UTS, Anne
software, in Hansen, T. (ed), Handbook of Bartlett-Bragg is the Executive
research on digital information technologies: Director of the Learning Technolo-
Innovations, methods, and ethical issues. gies User Group and the education
Information Science Reference, USA.
advisor for the Australian Busi-
For more information on social software, nesswomen’s Network, where she
refer to Anne’s wiki: designed the first national men-
http://elearning2.wetpaint.com/
toring program for young women
Baumgartner, P., 2004,’The Zen Art entrepreneurs delivered entirely
of Teaching – Communication and with Web2.0 software.
Interactions in eEducation’, Internal
Workshop ICL2004, Kassel University Press, She is currently completing her
Villach, Austria. PhD, investigating adult learners’
Accessed online November 2004 http:// experiences of developing distrib-
www.elearningeuropa.info/extras/pdf/ uted learning networks through
zenartofteaching.pdf the use of weblogs or self-publish-
ing technologies.
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