Informal learning helps designers realize the any time, anywhere aspect of e-learning, by encouraging them to break free from the traditional tutorial and providing learners with just the content they are likely to need at a given point in their use of a particular product or concept, and provide that content in a medium and format that’s suited to that need.

• Informal learning is a type of education or training program in which learners define what they want to learn, and learning is considered successful when learners feel that they are able to master their intended objectives (whether or not the course designers believe that the learners have demonstrated mastery). It contrasts with formal learning, in which instructional designers set the objectives and assess whether learners have successfully achieved the objectives. Informal learning also contrasts with self-directed learning, in which learners also define their own learning needs, but do so using materials that were not originally intended for learning.

• Principles guiding the design and development of informal learning programs include the following:

  • Reconsider your value system, in which instruction is based on objectives that the instructional designer provides and is only successful when learners complete a formal test of those objectives. Although objectives and evaluations play a role in informal learning, the learner is the one who ultimately sets objectives and assesses completion.

  • Reconsider the role of the instructional objective. Rather than telling learners what they must learn, objectives help set learners’ expectations, help designers focus and segment content, manage projects, and provide appropriate entry points for learners.

  • Reconsider your approach to assessment when designing informal learning materials. Rather than serving as a tool for the instructional designer, assessments become tools to help learners determine for themselves how well they have mastered content. In addition, because it was designed for formal learning, Kirkpatrick’s four-level approach to evaluating learning must be adapted for use with informal learning.

  • Design for the short attention spans of informal learners, and prepare for learners to start but not finish these programs. Consequently, avoid using informal learning for material for which learners must complete all content and demonstrate mastery of it.

  • Design informal learning as an interpersonal experience. Design into it activities that involve consultations with other learners and experts.

  • Design content that builds skills, not merely informs. In other words, informal learning must help learners do, not just know how to do.

• Consider these strategies for designing informal learning programs:  

  • Design the curriculum as a performance improvement campaign with built-in consistency and redundancy. Acampaign involves preparing a series of related learning programs that, together, achieve the performance goal. Consistency means that the materials have visual consistency (look alike), intellectual consistency (ideas in one place do not contradict those in another), and editorial consistency (use terminology and approach other editorial issues in a like way). Because learners are not expected to use all materials—and other learners might forget material they previously read—some of the material must be repeated (redundant).

  • Consider informal learning as either a stand-alone program or a supplement to formal programs.

  • Creatively package content, using formats other than the tutorial and online help, such as cue cards, e-newsletters, and wizards. After choosing a form, consider the conventions for structuring and designing content in that form: (1) the way that learners will find or be presented with information; (2) types of information available; (3) format of the information; (4) writing style; (5) screen design; (6) organization; and (7) quantity of content.

  • Ensure easy navigation to the learning content. Place links to the materials in places where learners are likely to look for them, use good terms for indexing the content, and provide a clear hierarchy of menus for those learners who would prefer to be led through the material rather than search through it.