1. A Study of Informal
Learning Among
University of Wyoming
Extension Educators
Stan Skrabut
University of Wyoming Extension
@uwcesedtech #uwces
http://www.slideshare.net/skrabut

2. "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)

3. Organizations are realizing the importance of informal
learning.

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

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

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

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

8. Let me tell you a
little bit about my
study.

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

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

11. 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?

12. Will increased knowledge about informal learning strategies
change attitudes and opinions of UW Extension educators
regarding informal learning?

13. What support does the UW Extension provide for
informal learning?

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

15. The study began with 53 UW Extension educators.

16. Approximately 75% were female and 25% were male.

17. Subjects ranged from 23 to 68 years in age.

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

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

20. They belong to five different initiative teams.

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

22. This study was a repeated measures study.

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

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

25. Stan Skrabut
University of Wyoming Extension
@uwcesedtech #uwces
http://www.slideshare.net/skrabut

26. Informal Learning 2: Drinking
from a Fire Hydrant - How to Tap
into the Information Stream
Stan Skrabut
@skrabut #UWCES
skrabut@uwyo.edu
http://www.slideshare.net/skrabut

27. Building your
knowledge library:
Sharing what you have
learned
Stan Skrabut
@uwcesedtech
#uwces
http://www.slideshare.net/skrabut

28. Stan Skrabut
@uwcesedtech
#uwces
http://www.slideshare.net/skrabut
Your path to
learning: How to
find your way alone

29. Informal learning can often be a team sport
Stan Skrabut
@uwcesedtech
#uwces
http://www.slideshare.net/skrabut

30. The Organization
sets the Foundation
to Informal Learning
Stan Skrabut
@uwcesedtech
#uwces
http://www.slideshare.net/skrabut

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

32. Let’s take a
moment to
examine key
results of the study.

33. First, let me tell you about the study
participation.

34. Overall, 72% of subjects completed all three surveys.
100% 85% 77%

35. 21% of subjects participated in all six Webinars, while
43% of subjects elected not to attend any Webinars

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

59. To conclude, I
have some
recommendations
to improve the
organization as
well as suggestions
for further study.

60. First, here are my recommendations based on
this study.

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

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

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

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

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

66. Encourage educators to develop resources for a mobile
environment.

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

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

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

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

71. Learners must continue to be taught how to learn.

72. Here are my recommendations for future study.

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

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

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

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

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

78. Questions?