Learning can be faked. Does not everyone recall at least one awkward moment when you said that everything was understood, clear, and copied but in fact it was not? Not all learning is straightforward or productive from the start. One needs time to grasp the gist of things, and people differ in this respect. When all learning must be visible and laid open for evaluation, i.e., be explicit, few of us would dare to explore, try out, and ask for help. We simply need the experience of probing (1).
The study cited looks at organizational places where learning can be done informally and casually. The authors provide us with a handy tool (a matrix) to identify spots that give rise to learning achievements. They mention three processes that govern these spots: reflection, sharing, and being innovate.
Considering these processes more closely reveals that in fact they are making the informal explicit – the upper right corner of my diagram. And that is fine; it is a prominent way of learning (2). The tool offered in the article would also apply, I guess, for the lower left corner: for instance, in making symposia resourceful.
But let us not forget there are more wonderful spots at which learning occurs (the non-shaded areas for instance). I would plead for learning as a play-ground – the upper left(3): to discover, walk around, inquire, and seek for emerging understandings. Being able to appreciate that the end-results can be put on hold (for a while) could add much to the value learning has for all of us.
Organisational learning as an emerging process: The generative role of digital tools in informal learning practices by Stefano Za, Paolo Spagnoletti and Andrea North-Samardzic
British Journal of Educational Technology, Vol 45, No 6, 2014, 1023–1035