a study of informal learning among university of wyoming extension educators

A Study of Informal Learning Among

University of Wyoming Extension Educators

Stan Skrabut

University of Wyoming Extension

@uwcesedtech #uwces

http://www.slideshare.net/skrabut

"Informal learning is any activity involving the pursuit of understanding, knowledge or skill which occurs without the presence of externally

imposed curricular" or pressure. ~ Livingstone (2001)

Organizations are realizing the importance of informal learning.

Individuals learn 70-80% of their skills and knowledge through informal learning, it is important to maximize efficiency through best practices.

Learning

InformalFormalOther

In order for University of Wyoming Extension to be relevant in years to come, I want educators to continue to develop and succeed.

I have a role in helping Extension educators develop their educator and technology skills.

This study is about better understanding how University of Wyoming Extension educators learn their job, and how I can help them improve.

Let me tell you a little bit about my

study.

To understand how University of Wyoming Extension educators participated in informal learning, I asked four questions.

In what ways do UW Extension educators develop core Extension skills through formal training and informal learning?

What impact does instruction on informal learning methods and strategies have on University of Wyoming extension educators'

perception of importance regarding these methods and strategies?

Will increased knowledge about informal learning strategies change attitudes and opinions of UW Extension educators

regarding informal learning?

What support does the UW Extension provide for informal learning?

Let me tell you a little about the study’s subjects.

The study began with 53 UW Extension educators.

Approximately 75% were female and 25% were male.

Subjects ranged from 23 to 68 years in age.

They have been working as UW Extension educators from less than 1 year to over 36 years.

Education level varied from 49% having less than a master’s degree and 51% having a master’s degree or higher.

They belong to five different initiative teams.

At the end of the study, 36% were classified as participants and 64% were classified as non-participants.

This study was a repeated measures study.

Over the course of 7 months, subjects were administered 3 surveys.

Additionally, they were asked to participate in a six part Webinar series.

Part 1: Informal Learning

What is it?

Why should I care?

Stan Skrabut

University of Wyoming Extension

@uwcesedtech #uwces

http://www.slideshare.net/skrabut

Informal Learning 2: Drinking from a Fire Hydrant - How to Tap

into the Information Stream

Stan Skrabut@skrabut #[email protected]://www.slideshare.net/skrabut

Building your knowledge library: Sharing what you

have learned

Stan Skrabut@uwcesedtech#uwceshttp://www.slideshare.net/skrabut


Your path to learning: How to

find your way alone

Informal learning can often be a team sport


The Organization sets the Foundation to Informal Learning


The study was also supported with a Wiki with additional information on each topic.

Let’s take a moment to

examine key results of the study.

First, let me tell you about the study participation.

Overall, 72% of subjects completed all three surveys.

100% 85% 77%

21% of subjects participated in all six Webinars, while 43% of subjects elected not to attend any Webinars

Informal learning is the clear method of choice for learning the core function areas (12 of 15 function areas).

The highest Informal learning mean for all groups was “Addressing educational needs of clientele (walk- and call-in traffic).”

Participants and non-participants were equally split on the use of informal learning both at 12 of 15.

Males reported using informal learning for 14 of 15 areas as well as had higher percentages than females.

Educators who worked 30-39 years had 13 areas noted as informal learning.

Educators placed more importance on developing subject matter expertise over educator and technology skills.

While developing subject matter expertise and educator skills, subjects preferred opportunities to share knowledge.

Study participants preferred classes, workshops, and networking within same discipline as their informal learning method.

Females recorded higher importance on 78 possible measurements as well as saw different activities more important than male counterparts.

Self-reflection through writing was rated the lowest of importance regardless of group and the area of development.

In terms of the educators attitude, one item stood out, “I enjoy learning new things.”

Six of top 10 statements focused on using technology to make research, networking, communication, sharing of resources, and work easier.

The subjects reported agreement or strong agreement with all statements except for three cases…

“I am happy with the amount of time I can devote to learning.”

“My supervisor provides direction on where I need to learn more.”

“I subscribe to blogs, online magazines, and other recurring resources to stay current.”

Overall, Extension educators felt the University of Wyoming Extension supported their informal learning efforts.

Overall, 70% agreed or strongly agreed that supervisors or employers encouraged informal learning in the workplace.

Extension educators (79%) did not feel their supervisor or employer inhibited informal learning activities in the workplace.

Less than half (42%) of the extension educators felt they were adequately reimbursed for informal learning expenditures.

Only 38% of all extension educators agreed with the time they spent learning.

Only 17% of extension educators felt their supervisor provided direction on where they needed to learn more.

Overall, 59% of extension educators felt supervisors provided them with time to pursue learning activities.

To conclude, I have some

recommendations to improve the organization as

well as suggestions for further study.

First, here are my recommendations based on this study.

Expose employees to different informal learning methods and allow employees to determine the method that best helps them learn.

Provide educators with unfettered access to learning resources on the Internet.

Include networking opportunities as part of in-service training; this allows educators to focus on skills and knowledge of interest.

Continue to provide time and financial resources to send educators to conferences and workshops.

Encourage educators to develop digital instruction skills to help keep pace with ever-changing world.

Encourage educators to develop resources for a mobile environment.

Share professional articles and books among UW Extension educators and initiative teams.

Encourage educators to participate in more online training opportunities such as Webinars and standalone courses.

Supervisors must become coaches and mentors; they must help guide learning.

The organization must establish learning and innovation as a core competency.

Learners must continue to be taught how to learn.

Here are my recommendations for future study.

Examine budgets and money actually spent by extension organizations for learning.

Focus on specific characteristics such as age, gender, years employed, team affiliation, and education level with a larger sample.

Using a larger sample explore the methods used to develop subject matter expertise, educator skills, and technology skills.

Incorporate the results of the Four Color Personality Test and or Briggs-Meyer Type Indicator.

I have one last task to complete… time to draw for the promised iPads.

Questions?