A study of informal learning among University of Wyoming Extension educators
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Transcript of A study of informal learning among University of Wyoming Extension educators
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A Study of Informal Learning Among
University of Wyoming Extension Educators
Stan Skrabut
University of Wyoming Extension
@uwcesedtech #uwces
http://www.slideshare.net/skrabut
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"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)
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Organizations are realizing the importance of informal learning.
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Individuals learn 70-80% of their skills and knowledge through informal learning, it is important to maximize efficiency through best practices.
Learning
InformalFormalOther
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In order for University of Wyoming Extension to be relevant in years to come, I want educators to continue to develop and succeed.
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I have a role in helping Extension educators develop their educator and technology skills.
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This study is about better understanding how University of Wyoming Extension educators learn their job, and how I can help them improve.
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Let me tell you a little bit about my
study.
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To understand how University of Wyoming Extension educators participated in informal learning, I asked four questions.
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In what ways do UW Extension educators develop core Extension skills through formal training and informal learning?
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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?
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Will increased knowledge about informal learning strategies change attitudes and opinions of UW Extension educators
regarding informal learning?
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What support does the UW Extension provide for informal learning?
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Let me tell you a little about the study’s subjects.
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The study began with 53 UW Extension educators.
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Approximately 75% were female and 25% were male.
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Subjects ranged from 23 to 68 years in age.
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They have been working as UW Extension educators from less than 1 year to over 36 years.
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Education level varied from 49% having less than a master’s degree and 51% having a master’s degree or higher.
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They belong to five different initiative teams.
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At the end of the study, 36% were classified as participants and 64% were classified as non-participants.
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This study was a repeated measures study.
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Over the course of 7 months, subjects were administered 3 surveys.
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Additionally, they were asked to participate in a six part Webinar series.
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Part 1: Informal Learning
What is it?
Why should I care?
Stan Skrabut
University of Wyoming Extension
@uwcesedtech #uwces
http://www.slideshare.net/skrabut
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Informal Learning 2: Drinking from a Fire Hydrant - How to Tap
into the Information Stream
Stan Skrabut@skrabut #[email protected]://www.slideshare.net/skrabut
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Building your knowledge library: Sharing what you
have learned
Stan Skrabut@uwcesedtech#uwceshttp://www.slideshare.net/skrabut
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Stan Skrabut@uwcesedtech#uwceshttp://www.slideshare.net/skrabut
Your path to learning: How to
find your way alone
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Informal learning can often be a team sport
Stan Skrabut@uwcesedtech#uwceshttp://www.slideshare.net/skrabut
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The Organization sets the Foundation to Informal Learning
Stan Skrabut@uwcesedtech#uwceshttp://www.slideshare.net/skrabut
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The study was also supported with a Wiki with additional information on each topic.
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Let’s take a moment to
examine key results of the study.
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First, let me tell you about the study participation.
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Overall, 72% of subjects completed all three surveys.
100% 85% 77%
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21% of subjects participated in all six Webinars, while 43% of subjects elected not to attend any Webinars
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Informal learning is the clear method of choice for learning the core function areas (12 of 15 function areas).
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The highest Informal learning mean for all groups was “Addressing educational needs of clientele (walk- and call-in traffic).”
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Participants and non-participants were equally split on the use of informal learning both at 12 of 15.
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Males reported using informal learning for 14 of 15 areas as well as had higher percentages than females.
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Educators who worked 30-39 years had 13 areas noted as informal learning.
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Educators placed more importance on developing subject matter expertise over educator and technology skills.
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While developing subject matter expertise and educator skills, subjects preferred opportunities to share knowledge.
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Study participants preferred classes, workshops, and networking within same discipline as their informal learning method.
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Females recorded higher importance on 78 possible measurements as well as saw different activities more important than male counterparts.
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Self-reflection through writing was rated the lowest of importance regardless of group and the area of development.
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In terms of the educators attitude, one item stood out, “I enjoy learning new things.”
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Six of top 10 statements focused on using technology to make research, networking, communication, sharing of resources, and work easier.
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The subjects reported agreement or strong agreement with all statements except for three cases…
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“I am happy with the amount of time I can devote to learning.”
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“My supervisor provides direction on where I need to learn more.”
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“I subscribe to blogs, online magazines, and other recurring resources to stay current.”
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Overall, Extension educators felt the University of Wyoming Extension supported their informal learning efforts.
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Overall, 70% agreed or strongly agreed that supervisors or employers encouraged informal learning in the workplace.
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Extension educators (79%) did not feel their supervisor or employer inhibited informal learning activities in the workplace.
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Less than half (42%) of the extension educators felt they were adequately reimbursed for informal learning expenditures.
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Only 38% of all extension educators agreed with the time they spent learning.
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Only 17% of extension educators felt their supervisor provided direction on where they needed to learn more.
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Overall, 59% of extension educators felt supervisors provided them with time to pursue learning activities.
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To conclude, I have some
recommendations to improve the organization as
well as suggestions for further study.
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First, here are my recommendations based on this study.
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Expose employees to different informal learning methods and allow employees to determine the method that best helps them learn.
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Provide educators with unfettered access to learning resources on the Internet.
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Include networking opportunities as part of in-service training; this allows educators to focus on skills and knowledge of interest.
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Continue to provide time and financial resources to send educators to conferences and workshops.
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Encourage educators to develop digital instruction skills to help keep pace with ever-changing world.
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Encourage educators to develop resources for a mobile environment.
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Share professional articles and books among UW Extension educators and initiative teams.
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Encourage educators to participate in more online training opportunities such as Webinars and standalone courses.
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Supervisors must become coaches and mentors; they must help guide learning.
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The organization must establish learning and innovation as a core competency.
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Learners must continue to be taught how to learn.
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Here are my recommendations for future study.
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Examine budgets and money actually spent by extension organizations for learning.
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Focus on specific characteristics such as age, gender, years employed, team affiliation, and education level with a larger sample.
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Using a larger sample explore the methods used to develop subject matter expertise, educator skills, and technology skills.
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Incorporate the results of the Four Color Personality Test and or Briggs-Meyer Type Indicator.
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I have one last task to complete… time to draw for the promised iPads.
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Questions?