Learning is an interesting phenomena because of the different ways of information acquisition; for example, one may learn by studying from a teacher with a structured curriculum, yet another may arrive at the same point by assimilating random bits of information by their own searching and experiences. This dichotomy is Formal and Informal Learning, and such factors should be taken into account when Instructional Designers are crafting a system.
Formal Learning has been found to account for about 10% of a students learning, and Informal learning the rest; this statistic shows the importance of individualized information seeking. Especially in today’s time, information is abundant and free with the use of the Internet, and many sites are now becoming outlets of information. This allows students to search with their own discretion at anytime. While Informal learning has it’s benefits, Formal learning provides guidance towards the content and details that are significant. It becomes more efficient and enduring in the long-run when information has a skeleton to follow.
A designer must consider how structure plays in relation with a student’s motivation to learn in so both can be utilized to work with each other. A teacher provides structure on the content, but they may also provide outside resources or perspectives to add to the curriculum. Assignments might be used for student to search for related information that interests them, or the teacher might leave details open ended for a student to look for an answer. The logic behind these examples is that Formal learning can ask the students to seek their own information through direct or indirect implications.
Read this article below for an elaboration on the differences between Formal and Informal learning:
LIS 4022 Spring 2020 