This document summarizes an assignment on informal learning contexts. It discusses informal learning as unintentional learning from experience outside of formal education settings. Examples of informal learning contexts discussed include parks, museums, historical monuments, music rooms, planetariums, and ANERT centers. The document then provides more details on music rooms, planetariums, and ANERT centers as specific examples of informal learning contexts. It concludes that informal learning is a lifelong process that occurs outside the classroom through daily activities and experiences.

1. 1
RAMAVILASOM TRAINING COLLEGE
(Affiliated to the University of Kerala)
VALAKOM P.O., KOLLAM- 691532
ONLINE ASSIGNMENT
Semester- II
Topic: “Informal Learning Context” such as Parks, Museum, Historical
Monuments, Playground, Planetarium, Music Room, ANERT.
Sanoop R Nair
Optional: Physical Science
Reg. No: 182 143 41 012

2. 2
This work is part of our B.Ed curriculum. I have select topic
for online assignment was “informal learning context” such
as parks, museum, historical monuments, playground,
planetarium, music room, ANERT

3. 3
CONTENT
1. Introduction to Informal Learning
2. Characteristics of Informal Learning
3. Music Room
4. Planetarium
5. ANERT
6. Conclusion
7. References

4. 4
INFORMAL LEARNING CONTEXTS
Introduction
Informal learning is, by default, any learning that is not formal learning or non-formal
learning. Informal learning is organized differently than formal and non-formal learning because
it has no set objective in terms of learning outcomes and is never intentional from the learner’s
standpoint. Often it is referred to as learning by experience or just as experience. Formal forms
of instruction such as classroom lessons and e-learning will still be used for many years to come,
it is becoming more and more important to pay attention to the more informal methodologies that
students are using.
The reasons why informal learning is becoming so popular have to do
with immediacy and relevancy. Informal methods of learning are often found in the work
environment as they are seen as techniques that a learner can take advantage of right away and
with immediate application to their job. Another reason consists in the fact that learners can drive
their learning in a more meaningful and self-directed manner. Informal learning should no longer
be regarded as an inferior form of learning whose main purpose is to act as the precursor of
formal learning. We must move away from a view of education as a rite of passage involving the
acquisition of enough knowledge and qualifications to acquire and adult station in life. The point
of education should not be to inculcate a body of knowledge, but to develop capabilities: the
basic ones of literacy and numeracy as well as the capability to act responsibly towards others, to
take initiative and to work creatively and collaboratively. Too much schooling kills off a desire
to learn…. Schools and universities should become more like hubs of learning, within the
community, capable of extending into the community… More learning needs to be done at
home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems
and add value to people’s lives.
According to Marcia Conner that Informal learning is a "lifelong process" through which people
acquire attitudes, values, skills and knowledge mainly from the mass media, from daily
experiences, such as those made at work, at play, while talking with our neighbors and from
various kind of interactions, in general. It is apparent that informal learning is rather related to
incidental learning. It is a lifelong process by which every individual acquires and accumulates
knowledge, skills, attitudes and insights from daily experiences and exposure to the environment

5. 5
– at home, at work, at play: from the example and attitude of families and friends; from travel,
reading newspapers and books; or by listening to the radio or viewing films or television.
Generally informal education is unorganized, unsystematic and even unintentional at times, yet
accounts for the great bulk of any person’s total life time.
The important informal learning context are parks, museum, playground, historical monument,
music rooms, planetarium, ANERT etc.
Informal learning can be characterized as follows:
 It usually takes place outside educational establishments;
 It does not follow a specified curriculum and is not often professionally organized but
rather originates accidentally, sporadically, in association with certain occasions, from
changing practical requirements;
 It is not necessarily planned pedagogically, systematically according to
fixed subjects, test and qualification-oriented, but rather, either unconsciously incidental
or consciously intended intuition, holistically problem-related, and related to actual
situations and fitness for life;
 It is experienced directly in its "natural" function of everyday life.
 It is often spontaneous and creative.
 It is a key component to an alternative learning system coined, Learning by Observing
and Pitching-In (LOPI).
Music room
Bringing informal learning practices into a school environment is challenging for teachers. It
can appear to conflict with their views of professionalism, and may at times seem to run against
official educational discourses, pedagogic methods and curricular requirements. But any conflict
is more apparent than real, and how informal learning practices can introduce fresh, constructive
ways for music teachers to understand and approach their work. It offers a critical pedagogy for
music, not as mere theory, but as an analytical account of practices which have fundamentally

6. 6
influenced the perspectives of Apart from the teaching strategies and learning approaches
demonstrated by Green, there is much here that music educators can use. ... Music, Informal
Learning and the School opens a discourse about music education that can only benefit music
education as a whole. If you have any passion for music education, this one will be for
immediate consumption. Agreement is not compulsory; entering into the debate is.’ Research
Studies in Music Education the teachers involved.
Planetarium
The National Science Education Standards Benchmarks for Scientific Literacy and the
Framework for K-12 Science Education all state students should be able to describe the apparent
motion of the sun, moon, and stars and the lunar phases by the end of elementary school. The
observations necessary for people to accurately describe these motions happen slowly over
hours, days, or even months and are easily overlooked in everyday life. As a result children and
adults often have alternative ideas about basic astronomy concepts such as the sun rises and sets
in the same place every day, the sun goes through zenith every day at noon, or the moon is only
seen at night ‘Planetaria can easily recreate the night sky for any date, time, or location on Earth
and can speed up apparent motions, making them more obvious. Additionally, planetaria are
spaces that can inspire wonder and curiosity that visitors can take home with them.
Unfortunately, there has been very little recent research done specifically on the effectiveness of
planetaria for learning, particularly when combined with classroom instruction. Despite this lack
of research on planetarium effectiveness, there are studies on stand-alone planetarium shows and
on combining planetarium and classroom instruction that are informative.
ANERT
Agency for Non-conventional Energy and Rural Technology (ANERT) is an organization
working under Government of Kerala, in Kerala, India, for gathering and disseminating
knowledge about non-conventional energy, energy conservation and rural technology. The
organization was established in 1985 with headquarters at Thiruvananthapuram. ANERT is
guided by a governing body chaired by the Minister for Electricity, Government of Kerala. This

7. 7
body gives directions for activities in various energy-related areas. ANERT has also an executive
committee with Secretary to Government of Kerala, Power Department, as Chairman. The other
members of the executive committee are Secretary to Government, Finance (Expenditure)
Department, and Govt: of Kerala, Chairman, Kerala State Electricity Board, Member
Secretary, Kerala State Council for Science, Technology & Environment, two members
nominated by Govt: of Kerala and Director, ANERT (Member Secretary).
The major programmes being implemented by ANERT are the following:
 Solar Photovoltaic Programme
 Solar Thermal Energy Programme
 Wind Energy Programme
 Bio-energy Programme
 Micro Hydel Programme
 National Programme on Improved Chulha
 Integrated Rural Energy Programme
 Rural Technology Programme
A Renewable Energy technology Park has been established at AHEC with financial support
from Ministry of Non-Conventional Energy Sources, Govt. of India for the purpose of
demonstration of RET systems to general public and student community and for carrying out
studies related to dissertation/ thesis work by the students .
An Energy-cum-rural technology complex at Brahampur village near Roorkee was established
under joint sponsorship of UPCST & NEDA,
Lucknow to demonstrate the suitability and adaptability of rural renewable energy technologies
for the betterment of economically weaker section.

8. 8
CONCLUSION
Formal learning is classroom based preceded by trained teachers. Informal learning
happens outside the classroom in after school programs. Community based organizations,
museum, libraries or at home.
We learn much of what we know outside of formal schooling. This kind of learning
is called informal learning. Formal learning is intentional from the learners point of view. It
typically leads to validation and clarification. Informal learning means a learning resulting from
daily activities related to work, family or leisure. It is not organized or structured in terms of
objectives, time or learning support, informal learning is mostly unintentional from the learners
perspective.
REFERENCE
1. www.informallearning.com
2. www.brighthub.com
3. www.internetime.com
4. www.langevin.com