This document discusses informal learning contexts. It defines informal learning as learning from daily life activities related to work, family or leisure. It then provides examples of contexts that facilitate informal learning, including parks, museums, historical monuments, playgrounds, music rooms, planetariums, and organizations like ANERT that provide training. The document emphasizes that contextual learning is important as it allows learners to directly link concepts to real-world examples and apply their knowledge.

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informal Learning Contexts
GEETHU K S
PHYSICAL SCIENCE
Reg. No: 18214359006
Christ Nagar College
of B.Ed Education
Thiruvallom

2. Introduction
There are various ways to categorize how
we learn.
Categorizing learning helps educators and
students understand the learning process.
By understanding individual learning
preferences we can build tolerance of the
various ways in which human beings
acquire and retain knowledge.

3. Informal Learning
Informal learning is defined as learning
resulting from daily life activities related to
work, family, or leisure.

4. Informal Learning Contexts
Parks
An area of open
space provided
for recreational
use.

5. Museum
Museums are the
nation's treasure
houses.
They're packed
with objects,
stories, ideas and
creative,
knowledgeable
people.

6. Historical Monuments
 Historic monuments are
fixed assets that are
identifiable because of
particular historic,
national, regional, local,
religious or symbolic
significance.

7. Playground
The community
playground can
facilitate a positive
environment for
physical activity
and inclusion.

8. Music room
The student union
music room is an
informal study and
leisure area for
students to
socialize and relax.

9. Planetarium
 Planetarium is a theatre
built primarily for
presenting educational
and entertaining shows
about astronomy and the
night sky, or for training in
celestial navigation.

10. ANERT
 Organisation working
under Government of
Kerala.
 Sponsor training
program, seminar and
workshop etc. on non
conventional source of
energy, energy
conservation and rural
technology.

11. Conclusion
Contextual learning starts from the
premise that learning cannot take place in
a vacuum, but should somehow be
connected with real world attributes to
make sense to learners.
Such context enables learners to directly
link concepts with their real world
counterparts and put knowledge into
action.

12. References
1.https://en.wikipedia.org/park
2.http://abcofworkingwithschools.org.uk/getti
ng-started/learning-in-museums/how-can-
museums-support-learning/&ved
3.https://en.m.wikipedia.org/wiki/Agency_for
_Non_conventional_Energy_and_Rural_Te
chnology
4.http://salpro.salpaus.fi/tes/CD-
rom/pdf/A1_Salpaus_formal_informal_nonf

13. 5.
http://www.ifets.info/journals/14_2/17.pdf&
ved
6. https://en.wikipedia.org/wiki
Informal_learning&ved
7. https://stats.ecd.org/glossary/detail.asp?
ID
8. https://en.wikipedia.org/wiki/Monument
9. https://en.wikipedia.org/wiki/Planetarium
10. www.kidsafewa.com.au/playground