Informal learning means typically l

Informal learning means typically learning other than what takes place in formal, curriculum-based education (Livingstone, 2001). It is often connected to action whose main aim is not learning (Beckett & Hager, 2002). An illustrative example is when an employee is guiding and discussing with a colleague how to solve an acute problem which has arisen at work. In the workplace learn- ing experiences are part of daily actions. Participation in discussions about work-related problems results, on the one hand, in learning new things and, on the other, strengthens skills learnt earlier. The meaning of informal learning is given a broader meaning when learners, without a formal framework, make an effort to learn a task which interests them (Billett, 2001; Illeris, 2011).
Learning in workplaces has often been classified as informal or incidental, which may be strengthened by the conception that learning in work situations is accidental, unorganized and valid only at the workplace concerned. In cases like this, people have not observed how learning at workplaces typically proceeds from one aim to the next just like in a school environment (Billett,2001). Placing informal learning solely outside the school environment can lead to stereotypical thinking. Colley, Hodkinson, and Malcolm (2003) studied both informal and formal learning and described them mainly as the minimum attributes to learning which are present in all learning situ- ations. Formal learning always contains informal elements, and informal learning can include for- mal elements. The attributes of formal and informal learning are connected to each other in different ways in different learning situations. From the teacher’s point of view it is essential to recognize these attributes, and understand their mutual relationship and influence on learning.
Eraut (2004) classifies the informal learning present at work into three categories according to awareness (Table 1). “Implicit learning” describes learning that is unconscious and takes place with- out the learner necessarily noticing his/her learning. This kind of unplanned learning is very typical of learning attained outside formal education. “Reactive learning” describes learning which is pre- sent at work but which is unplanned and does not include any particular reflection on learning. It involves reacting to issues that arise at work and modifying the approach to them. “Deliberative learning” sets clear targets and goals for the results when working. Learning happens as if it were a by-product among new cumulative work experiences in new practices connected to one’s work.
Acting in a work community and participating in work-community communication become noteworthy factors in the learning process. Learning takes place thus in work communities or, according to Wenger (1998, 2009), in communities of practice and is the outcome of a social pro- cess. It requires active participation in the function of the community. Participation will be gradu- ally deepened when learning proceeds and at the same time will open ever widening chances to participate in the activities of the community. According to Wenger (1998, p. 4, 2009, p. 210) learning in communities of practice is based on four cornerstones: (1) man is a social creature when learning is tied to social situations; (2) knowledge is competence tied to an issue (e.g., singing, repairing machines, writing poems); (3) knowing is participation in order to gain knowledge; (4) meaning is the outcome of learning.

Hasil (Bahasa Indonesia) 1:

Pembelajaran informal berarti biasanya belajar selain apa yang terjadi dalam pendidikan formal, kurikulum berbasis (Livingstone, 2001). Sering terhubung ke tindakan yang bertujuan utama tidak belajar (Beckett & Hager, 2002). Contoh ilustratif adalah ketika seorang karyawan adalah membimbing dan berdiskusi dengan seorang rekan bagaimana untuk memecahkan masalah akut yang telah muncul di tempat kerja. Di tempat kerja belajar-ing pengalaman adalah bagian dari tindakan sehari-hari. Partisipasi dalam diskusi tentang hasil masalah-masalah yang terkait dengan pekerjaan, di satu sisi, belajar hal baru dan, di sisi lain, memperkuat keterampilan belajar sebelumnya. Arti dari pembelajaran informal yang diberikan arti yang lebih luas ketika pelajar, tanpa kerangka kerja formal, membuat usaha untuk belajar tugas yang kepentingan mereka (Billett, 2001; Illeris, 2011).Learning in workplaces has often been classified as informal or incidental, which may be strengthened by the conception that learning in work situations is accidental, unorganized and valid only at the workplace concerned. In cases like this, people have not observed how learning at workplaces typically proceeds from one aim to the next just like in a school environment (Billett,2001). Placing informal learning solely outside the school environment can lead to stereotypical thinking. Colley, Hodkinson, and Malcolm (2003) studied both informal and formal learning and described them mainly as the minimum attributes to learning which are present in all learning situ- ations. Formal learning always contains informal elements, and informal learning can include for- mal elements. The attributes of formal and informal learning are connected to each other in different ways in different learning situations. From the teacher’s point of view it is essential to recognize these attributes, and understand their mutual relationship and influence on learning.Eraut (2004) classifies the informal learning present at work into three categories according to awareness (Table 1). “Implicit learning” describes learning that is unconscious and takes place with- out the learner necessarily noticing his/her learning. This kind of unplanned learning is very typical of learning attained outside formal education. “Reactive learning” describes learning which is pre- sent at work but which is unplanned and does not include any particular reflection on learning. It involves reacting to issues that arise at work and modifying the approach to them. “Deliberative learning” sets clear targets and goals for the results when working. Learning happens as if it were a by-product among new cumulative work experiences in new practices connected to one’s work.Acting in a work community and participating in work-community communication become noteworthy factors in the learning process. Learning takes place thus in work communities or, according to Wenger (1998, 2009), in communities of practice and is the outcome of a social pro- cess. It requires active participation in the function of the community. Participation will be gradu- ally deepened when learning proceeds and at the same time will open ever widening chances to participate in the activities of the community. According to Wenger (1998, p. 4, 2009, p. 210) learning in communities of practice is based on four cornerstones: (1) man is a social creature when learning is tied to social situations; (2) knowledge is competence tied to an issue (e.g., singing, repairing machines, writing poems); (3) knowing is participation in order to gain knowledge; (4) meaning is the outcome of learning.

Hasil (Bahasa Indonesia) 2:

Pembelajaran informal berarti biasanya belajar selain apa yang terjadi di pendidikan formal, kurikulum berbasis-(Livingstone, 2001). Hal ini sering dihubungkan dengan tindakan yang tujuan utama tidak belajar (Beckett & Hager, 2002). Sebuah contoh ilustratif adalah ketika seorang karyawan membimbing dan berdiskusi dengan seorang rekan bagaimana memecahkan masalah akut yang timbul di tempat kerja. Di tempat kerja pembelajaran pengalaman ing adalah bagian dari tindakan sehari-hari. Partisipasi dalam diskusi tentang pekerjaan yang berhubungan dengan masalah hasil, di satu sisi, dalam mempelajari hal-hal baru dan, di sisi lain, memperkuat keterampilan yang dipelajari sebelumnya. Makna pembelajaran informal diberikan makna yang lebih luas ketika peserta didik, tanpa kerangka formal, berusaha untuk belajar tugas yang menarik bagi mereka (Billett, 2001; Illeris, 2011).
Belajar di tempat kerja sering diklasifikasikan sebagai resmi atau insidental, yang mungkin diperkuat oleh konsepsi yang belajar dalam situasi kerja adalah kecelakaan, terorganisir dan hanya berlaku di tempat kerja yang bersangkutan. Dalam kasus seperti ini, orang tidak mengamati bagaimana belajar di tempat kerja biasanya hasil dari satu tujuan ke yang berikutnya seperti di lingkungan sekolah (Billett, 2001). Menempatkan pembelajaran informal hanya di luar lingkungan sekolah dapat menyebabkan pemikiran stereotip. Colley, Hodkinson, dan Malcolm (2003) mempelajari pembelajaran baik formal dan informal dan menggambarkan mereka terutama sebagai atribut minimum untuk belajar yang hadir dalam semua situasi-situasi belajar. Pembelajaran formal selalu mengandung unsur informal dan pembelajaran informal dapat mencakup unsur-unsur formal. Atribut pembelajaran formal dan informal saling terhubung satu sama lain dalam cara yang berbeda dalam situasi belajar yang berbeda. Dari sudut guru pandang adalah penting untuk mengenali sifat-sifat ini, dan memahami saling hubungan dan pengaruh mereka pada pembelajaran.
Eraut (2004) mengklasifikasikan hadir pembelajaran informal di tempat kerja dalam tiga kategori sesuai dengan kesadaran (Tabel 1). "Implisit belajar" menggambarkan pembelajaran yang tidak sadar dan berlangsung otomatis tanpa pelajar tentu memperhatikan / nya belajar nya. Pembelajaran semacam ini tidak direncanakan sangat khas pembelajaran mencapai luar pendidikan formal. "Reaktif belajar" menggambarkan pembelajaran yang pra dikirim pada kerja tetapi yang tidak direncanakan dan tidak termasuk refleksi khusus pada pembelajaran. Ini melibatkan bereaksi terhadap masalah yang timbul di tempat kerja dan memodifikasi pendekatan kepada mereka. "Permusyawaratan belajar" menetapkan target dan tujuan untuk hasil ketika bekerja jelas. Belajar terjadi seolah-olah itu merupakan produk antara pengalaman kerja kumulatif baru dalam praktek-praktek baru terhubung ke pekerjaan seseorang.
Bertindak dalam komunitas kerja dan berpartisipasi dalam komunikasi kerja-komunitas faktor penting menjadi dalam proses pembelajaran. Pembelajaran terjadi sehingga masyarakat kerja atau, menurut Wenger (1998, 2009), di praktek masyarakat dan merupakan hasil dari cess sosial pro. Hal ini membutuhkan partisipasi aktif dalam fungsi masyarakat. Partisipasi akan secara perlahan diperdalam ketika belajar hasil dan pada saat yang sama akan membuka pernah melebar peluang untuk berpartisipasi dalam kegiatan masyarakat. Menurut Wenger (.. 1998, p 4, 2009, p 210) pembelajaran di komunitas praktek didasarkan pada empat pilar: (1) manusia adalah makhluk sosial ketika belajar terkait dengan situasi sosial; (2) pengetahuan kompetensi terkait dengan masalah (misalnya, bernyanyi, perbaikan mesin, menulis puisi); (3) mengetahui adalah partisipasi dalam rangka untuk mendapatkan pengetahuan; (4) makna adalah hasil dari pembelajaran.