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AUC students have a few prominent issues with their learning environment on campus. The common areas of the AUC library, the main study space at AUC, are usually extremely crowded, and the private study rooms available for booking are difficult to book and inflexible. This hinders students' creativity and demotivates them from studying. Another issue that AUC students face is that most of them do not know many people from their majors, through their majors, which in turn, discourages cooperation and peer assistance. If AUC students had school-specific alternative learning spaces where they could study beyond the limitations of the library, their learning environment would be drastically improved, thus, having a positive effect on their performance levels.

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8. Difference between formal and informal learning

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Sergiy has 18 years of experience in eLearning and management. Creating educational programs, career paths, online and offline courses he is making the educational world better as a co-founder of RG.

Whereas formal learning happens in a training based organization, workplace, mobile devices, classrooms, online over the internet, and through e-learning portals, informal learning is based on practical and lifelong learning. The informal learning is a crucial concept, especially for individuals who must stay abreast with rapid technological and economic changes. While informal learning symbolizes a key to enter the world of employment, it also represents the steps in building a successful career.

A Closer Look at the Formal and Informal Learning

By definition:

Formal learning occurs in a structured and organized environment like training/education institution or on the job. It is explicitly designed as education in terms of time, objectives and resources. It is an intentional learning from the learner's perspective, leading to degrees and certifications. Formal learning is a structured model that presents a rigid curriculum, corresponding to laws and norms. It is rather presentational education.

On the other hand:

Informal learning is the education that is beyond limitations and goes on outside of a traditional formal learning environment like university, school or college. It is an education that is seen as a learning which goes on in our daily life or learning projects undertaken by us to teach ourselves.

This learning is based on the daily life experiences like peer groups, family, media or any other influence in the learner's surrounding. This learning platform encompasses a range of activities; it could be researching the International Gallery collection, learning cookery skills in a community center, taking part in a project voluntarily or others.

In other words, oftentimes informal learning involves learning things without realizing the learning process. This may include picking up information from TV, over the internet, films, direct interaction with individuals or any other informal way.

To understand the difference between the formal and informal learning approaches, think of these two approaches as riding a bike vs. riding on a bus.

If you are on a formal learning bus, the bus driver decides the destination of the bus or where it is going. However, the passengers are just along for the ride.

If you are on a bike of informal learning, the rider decided the destination, the route, and the speed.

In other words, if you have to make a choice between the informal and formal learning, it is valuable to make a distinction between what is learned intentionally and what is learned by accident.

The most explicit distinction between both of these learning approaches boils down to the fact; if it is unexpected or intentional learning.

Unexpected learning occurs when a learner learns something, during everyday life activities, something they never expected. Instead, intentional learning is the approach where learners aim to learn a particular thing and goes about successfully achieving that objective.

Formal and informal learning methods

Both formal and informal learning methods offer unique advantages, and understanding the differences between them can help individuals and organizations choose the most effective approach for their needs.

Formal learning methods

Method 1: Classroom-based learning

One of the most common formal learning methods is classroom-based learning, which takes place within a structured educational environment. This method typically involves an instructor who delivers lessons, assigns homework, and assesses the progress of learners. Classroom-based learning often includes a mix of lectures, discussions, group activities, and individual work.

Method 2: Online courses

Online courses are another example of formal learning, which involves delivering educational content through digital platforms such as learning management systems (LMS) or MOOCs (massive open online courses). Online courses offer greater flexibility and accessibility than traditional classroom-based learning and often include multimedia content, quizzes, discussion boards, and other interactive elements.

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Method 3: Workshops and training programs

Formal learning also encompasses workshops and training programs, which are typically shorter and more focused than traditional classroom-based courses. These learning experiences often target specific skills or knowledge areas and are led by expert facilitators. Workshops and training programs can be delivered in-person or online, depending on the needs and preferences of the learners.

Informal learning methods

Method 1: Self-directed learning

Self-directed learning is an informal learning method in which individuals take the initiative to identify their learning goals, develop a plan, and seek out resources to achieve their objectives. This method often involves reading books, watching videos, or researching online to acquire new knowledge or skills.

Method 2: Social learning

Social learning is an informal learning approach that relies on interactions with others, such as colleagues, friends, or mentors. This method can involve learning through conversations, networking events, online forums, or social media platforms. Social learning capitalizes on the power of shared experiences and diverse perspectives to foster knowledge acquisition.

Method 3: Experiential learning

Experiential learning is a hands-on informal learning method that involves learning through real-world experiences and practice. This approach can include job shadowing, internships, volunteering, or simply trying new tasks or projects at work. Experiential learning emphasizes the importance of learning by doing and encourages learners to reflect on their experiences to improve their skills and understanding.

How to Settle On a Formal and Informal Learning Approach?

As stated earlier, the choice between the formal and informal learning approach comes down to the intention, objective, challenges and how any of these learning patterns facilitates the learner in developing a successful career path and to perform at their full potential.

There are three major areas on which either of these learning approaches can be tested from both the learner and instructor's point of view, including;

Content development

Targeted audience

Tracking of performance

In addition, each of these learning patterns offers different values in the lives of the learners. Again, the choice between the two comes down to the objectives and intent of the learners.

As with just about every other methodology, formal and informal learning approaches also have differences when it comes to learning basics. Let's discuss these basic differences separately.

Organized learning environment

Formal learning is about having a designed and structured course outline. This educational approach is formulated, pre-defined and has a deadline. It is limited and best for the individuals who have just started with their basic learning or are required to acquire a certain set of skills in a definite timeframe. Informal learning does not mean undesigned or disorganized. It is just not about having set guidelines or formulas. It can be occurring anywhere, anytime and in different contexts including surfing the internet, work or leisure activities. It is not about communicating the learning results upfront but balancing the clear learning path with informality.

Eager and self-motivated Learners

In the formal learning environment, the learners are usually motivated and eager to learn in the initial stages of the learning course. However, gradually and in the absence of any specific activities to keep the audience engaged, the learners start losing the eagerness to excel. In other words, formal learning requires a strategically engaging content to maintain the motivation level of the learners throughout the course

Unlike formal learning, informal learners are always motivated, more attentive and eager to learn the skill. Since they learn in a contextual environment and from experiences, they are not only interested in gaining deeper knowledge but they get a better understanding of the subject under discussion.

Spontaneous Learning

Informal learning is spontaneous and happens anytime and anywhere. The learner is self-motivated and eager to gain knowledge about any specific topic or may get an impulse to get familiar with a new topic. From an instructor's point of view, during informal learning, the instruction is conscious about the need to share the skill or knowledge with the learner in a particular context.

For instance, if a new employee has no idea about operating a copy machine, some other colleague may instantly demonstrate it in practice and how to get the job done. This informal way of obtaining knowledge is a quick help for the new worker and one of the best example of spontaneous and informal learning context.

However, during a formal learning situation, the learning is planned, direct, noncontextual and formulated. The instructor and learners take up the learning course intentionally and with a clear objective in mind. The learning is time-framed and has certain boundaries, prohibiting the complete control over the learning framework.

Lifelong learning process

While formal learning serves specific objectives within defined time frames, lifelong learning offers a dynamic and continuous educational journey. Take, for example, a certification course with a two-month duration; it's designed for a particular goal within a set timeframe.

In contrast, informal learning is a spontaneous and lifelong activity that evolves with age. We start as curious kids learning from parents, grow by learning from peers and colleagues, and even continue to learn from younger generations as technology advances. This ongoing process keeps individuals vibrant, engaged, and mentally active, contributing significantly to intellectual self-development.

At Raccoon Gang, we embrace the value of lifelong learning. Our Continuous Education Solution empowers institutions to foster this enriching journey, providing the tools and support needed to nurture intellectual growth throughout life. Visit our Continuous Education Solution page today.

Quantifiable Learning

The formal learning is always quantifiable. It is measurable and formulated. It is a learning or transfer of knowledge in a proper university or classroom setup, offered by skilled instructors and up to a certain degree. For example, if you need to take a particular course, you must take the beginner, advanced or master level courses to gain the required knowledge. The outcomes are measurable and you know the skill set that you can achieve after taking a certain level of formal education.

The informal learning is, however, quite difficult to quantify. It is not measurable or pre-designed to achieve a particular set of skills in a set time frame. Since it is not a tangible learning approach hence, there are no tracking or exams to gauge the skill set just like certifications or degree courses. The outcomes are difficult to measure. This is indeed one of the biggest challenges of informal learning i.e. the validation and recognition of the informally obtained knowledge in order to make it valid, valuable and visible to other for its proper utilization.

The Future Relevance of Formal and Informal Learning

So which of these two learning approaches are most relevant in the future? Well, there are some challenges in incorporating both of these learning methodologies. Both of them offer their distinctive learning experiences and hence everything comes down to the learner's learning objective.

In an informal learning, learner gets the ability to develop more capacity for self-directed approaches towards enduring learning. Anyone who does it and develops these skills gains a great advantage over others who are persistently reliant and submissive to various influential figures to tell them when to learn, how to learn, what to learn and when to stop learning.

Considering the corporate perspective, there may be some jobs that would praise for following the guidelines or commands of a micro-managing boss, but the growing corporations are now shifting this trend.

In today's competitive environment, it is all about taking the initiative. This is the era of working in a contextual environment than the theoretical world. To deliver and handle the problem upfront and pursue solutions right away.

That is why it is important for a learner to make a smooth transition from formal to informal. This transition promises the idea of 'continuity'. In other words, the open or informal education system can easily be adopted in the traditional structure of schools. It is all about offering learners a chance to determine the learning pace. They should be set free to move around and search for the best sources to learn with full motivation and keenness.

The key is to let them make the most of the available means to master the subjects that catch their interest. Likewise, gradually suppressing the basic features of a formal learning approach that may include granting the learners total freedom as to the subject choice, activities and content that must be carried out along with the time duration that needs to be granted at each stage.

In a nutshell, in going from formal to informal education, we are actually perforce displacing our ' center of gravity ' form the processes of traditional or formulated school systems to that of students learning objectives.

In this evolving educational landscape, another crucial dimension is emerging- mobile learning. As traditional boundaries blur and learners seek dynamic, accessible, and on-the-go education, mobile learning has become an integral part of the modern educational process. It offers the flexibility to access learning materials anytime, anywhere, catering to the unique needs of contemporary learners. Just as the transition from formal to informal learning is essential, so is the seamless integration of mobile learning. It empowers learners to embrace continuous education while adapting to the ever-changing demands of the digital age.

The Final Word

We can conclude by saying that when the interest and needs of the learners are taken into consideration, learners will be more willing and interested to participate in the learning activities. The basic reason why institute and organizations are now adapting informal learning approach is that the formal learning is perceived as an obeying and punitive learning approach.

It is dependent on the pre-defined norms of the institutions whereas the learners' interest and needs fade away. Conversely, an informal learning approach succeeds to convert the needs and interest of learners in a more adaptive and flexible formation.

The content developers must recognize and consider the range of learning opportunities in course designing. They must iron out the objectives and needs of the learners first and then design a custom eLearning solution that makes the most sense for learners. In this way they may find the best-blended learning approach, incorporating both the formal and informal ways of learning.

FAQ

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Difference Between Formal and Informal Learning

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Formal learning is always intentional whereas informal learning is spontaneous, goal-oriented and life-long lasting. Find out more here.

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1. Learning Environment

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7. Teaching Out of Classroom

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by Lily Claiborne, John Morrell, Joe Bandy and Derek Bruff
Updated in 2020 by Gregory Smith and Heather Fedesco1 Print Version

Cite this guide: Claiborne, L., Morrell, J., Bandy, J., Bruff, D., Smith, G. & Fedesco, H. (2020). Teaching Outside the Classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/.

Teaching and learning experiences that take place outside of the confines of the classroom walls have a range of benefits for both students and instructors. When students are asked to put into practice "in the real world" what they have theorized about from behind a desk, the result is a student-centric learning experience that enhances learning and fosters personal and social development (Larsen, Walsh, Almond, & Myers, 2017). Further, students that engage in learning experiences outside of the classroom report having higher levels of motivation, recall the course material more vividly, and have improved academic performance in the class (Takeuchi et al., 2016; Ryan and Deci, 2017). Moreover, field experiences early in a student's career can be formative and can inspire students to continue in a field (e.g., Hutson, Cooper, & Talbert, 2011).

Learning experiences outside the classroom are forms of experiential learning (Dewey, 1897). These experiences are rooted in the simple principle that "experience is the best teacher." Under this framework, learning outside of the classroom is an active process, wherein students encounter authentic problems, construct novel hypotheses, test for real solutions, and interact with others to make sense of the world around them. When we do this, we encounter the world as a whole and are forced to engage multiple modalities, no matter which pair of disciplinary "lenses" we intended to wear. Because experiential learning is inherently interdisciplinary, scientists and humanists alike would do well to consider the ways in which other disciplines might enrich their own disciplinary approach to their field.

There are many ways to make learning extend outside the classroom:

Field Trips and Field-Based Learning

Field trips may be defined as "any journey taken under the auspices of the school for educational purposes" (Sorrentino & Bell, 1970, p. 223). Along with the engagement of concepts that is required by these experiences, the student bonding that occurs on field trips enhances the learning experience and creates a learning community as students continue onward in a discipline. Teaching in the field also gives instructors the opportunity to get to know their students in greater depth in terms of how the students see the world differently than the instructor. This insight into student world-views can help the instructor to better communicate the concepts of the course.

Field trips can take a variety of forms that meet a diverse set of needs and can enhance deep, active learning. The intended educational outcomes of field trips focus on the following five areas (Behrendt & Franklin, 2014; Larsen et al., 2017; Tal & Morag, 2009):

1. Developing social and personal skills

2. Developing observation and perception skills

3. Adding relevance and meaning to learning

4. Providing first-hand real-world experiences

5. Enhancing intrinsic motivation and interest in the subject

Field trips are a common component of many K-12 classrooms, with a wealth of reviews in the primary literature summarizing their benefits and best practices (e.g., Behrendt & Franklin, 2014; DeWitt & Storksdieck, 2008; Wilson, 2011). In the college classroom, field trips (or field-based learning) can be an effective tool that satisfies many of the above goals. For some disciplines (e.g., geology, ecology) it is relatively easy to imagine what a field-based learning experience can look like, whereas for other disciplines (e.g., philosophy, English), it may not be immediately obvious. To help instructors begin to imagine the possibilities that could exist in their courses, Fedesco, Cavin and Henares (in press) recently used a database of 721 field trips from 2015-2018 at a small, private, liberal arts college in the Southwest to create a typology of field study experiences in higher education. The authors identified the following types of field-based learning experiences:

Collecting primary data/visiting primary sources - Students and instructors gather data in a novel setting, with open-ended and unpredictable learning outcomes for students depending on the results of that data. Being immersed within the subject material allows for deep learning for students, as they experience the authenticity of data collection and the process of interpreting that data. Instructors should be flexible and prepared to navigate difficult and/or unproductive outcomes - such as if the data don't reveal anything significant (or present a result that is counter to the instructor's initial predictions). However, these experiences have the highest potential for learning for students, as they are in a sense creating new knowledge.

Guided discovery of a site - The class visits a site that is familiar to the instructor but new to the students and the instructor plans an activity that leads the students to uncover an intended outcome. Students should use the skills and concepts they learned in an earlier portion of the course and apply them in a novel setting to help guide learning. Instructors should consider how their materials and questions will help students develop higher-order skills, such as investigating, questioning, and developing critical thinking skills. Because they are time-consuming and require a significant investment from the instructor, they are best used to teach conceptually difficult or especially important course material. For more information on preparing and facilitating guided discovery problems in your classroom, see the guide on the National Association of Geoscience Teachers website.

Backstage access - The class is granted access to a site or a place that the general public does not have access to, thus giving a unique experience to the students that allows for insights and experiences that are difficult to come by normally. For an on-campus example, a class might visit a University research lab or center that is available only to students registered in a course (such as the Breazeale Nuclear Reactor at Penn State). For off-campus examples, students might visit a net-zero residence, tour behind the scenes of a government building, or meet with employees of a local company. These experiences may require an initial contact with a community partner or a prior-established relationship; however, the learning outcomes for students are enormous, and some companies may be willing to work with classes as the experience offers a networking opportunity for both students and potential employers.

Show and tell - The class is given access to a third-party expert or a site where they might hear from the expert, such as in the collections of a museum with a curator. Like backstage access, this represents an opportunity for students to have an experience that is not available to the general public and can thus result in deep learning and foster meaningful connections for students. This also helps the instructor cover subject material with which they may not be intimately knowledgeable. However, instructors should have a role in planning with the third-party expert to ensure active engagement from their students; otherwise, you run the risk of students sitting or standing for long periods of time for an uninspiring lecture.

Place-based immersion - The class spends a significant amount of time in a place, investigating either a specific subject or an entire breadth of subjects tied to that place. Places have both natural and cultural histories, which therefore lend themselves to examination by all disciplines. Field experiences and research are at the core of many of the natural and social sciences. In the humanities, field experiences might be working in archives, collecting oral histories, performing one's art for a public audience, but it could also include visiting important historical sites and place-based experiences including using places for inspiration.

Community engagement - Professors and students engage in a partnership with a local organization or institution over the span of the course or travel to a site to do time-bound projects, often with a significant investment from the students. These projects, typically designed by both faculty and community partners, allow for students to learn in highly effective ways while helping a community address its needs. In all of these experiences, student growth can be extensive, whether it is through improved critical thinking and problem-solving skills, greater personal efficacy and leadership development, or enhanced social responsibility and career opportunities. For more information on the benefits and methods of these pedagogies, as well as step-by-step guides to successful service learning courses, please visit the CFT's Service Learning and Community Engagement teaching guide and the Community Engaged Teaching Step by Step teaching guide.

Retreats - The class gets away to a remote site for as little as a day or as much as a week to bond, to focus on the subject or a special project, and/or to write. The retreat can be combined with the benefits of place-based immersion, although there need not be a reason for the class visiting a specific site. The main objective of a retreat is to garner the benefits of students spending focused time in close proximity together and away from the hustle and bustle of normal college life. Some outdoor learning experiences, due to their length, are by definition retreats: for example, geologic field trips; wilderness literature backpacking trips; and study abroad experiences.

Special Events - The class travels to a conference or a special event (e.g., a speaker on campus, a film, a performance, etc.) that is pertinent to the course content or objectives. The instructor has little control over what is said during the event and thus should feel comfortable giving up the reins for this experience. A degree of flexibility for the instructor and maturity on the students' parts will help these events fit within the framework of the class schedule. Instructors should be prepared to give a pre-event lesson and a post-event lesson to help ensure students meet the intended learning outcomes.
Benefits for Students Who Participate in These Experiences Include:

knowledge transfer and knowledge recall (Nadelson & Jordan, 2012)

increased relevance, improved perspective-taking, and increased autonomy (Lai, 1999)

increased interest in the subject and influence on one's college major and future career (Hutson et al., 2011)

improvement in concept knowledge (Elkins & Elkins, 2007)

improvements in understanding course content, performance on course assignments, and interest in the subject (Goh & Ritchie, 2011).

increased relatedness with instructors and peers, competence, autonomy, and intrinsic motivation in the course (Fedesco et al., in press)

Key Factors That Promote Successful Experiences Include:
See the section below titled "General Strategies for Successful Field Trip and Field-based Learning Experiences"
Additional Resources:
Study Abroad

These notes adapted from: Gardinier, Lori, and Dawn Colquitt-Anderson. "Learning Abroad." in New Directions for Teaching and Learning. no. 124, Winter 2010.

There are several models for study-abroad programs. In some, participants enroll in foreign universities as visiting, non-matriculated students. In other programs, the sending institution retains more control over the curriculum, duration, faculty selection, and experience. Increasingly, schools are internationalizing their curriculum by offering short-term, faculty-led, study abroad programs. Vanderbilt's Global Education Office administers many programs available for students to study abroad.
Benefits for Students Who Participate in These Programs Include:

increase in student willingness to take courses outside of their major

increased confidence to travel abroad in longer-term programs

increased interest in interdisciplinary studies

increased skills of inter-cultural communication

greater international or comparative understandings of social issues

a more sophisticated understanding of global social change

greater understanding of inequalities and differences in the world system

Key Factors That Promote Successful Programs Include:

academic rigor

use of mixed teaching methods

facilitated reflection synthesizing experiences with academic content

According to Lori Gardinier and Dawn Colquitt-Anderson, "There is no formula for the percentage of time that should be spent in formal class time, seeing cultural/historical sites and events, doing field work, or engaging in peer-to-peer cultural exchange. Regardless of the mix, students should arrive at the destination with a grounding in both the academic and cultural context through a combination of pre-departure lectures, guided research, online discussions, readings, and cultural events relevant to the trip." (26)

In study abroad situations, faculty leaders assume a number of roles that extend beyond the classroom, and setting appropriate boundaries becomes critical. It can be helpful to set specific parameters for how, when, and where you will relate to students during the program.

It is important to identify risks and liability. Directors must be prepared for expected emergencies involving lost or stolen property, illnesses, and so on, as well as unexpected emergencies involving natural and manmade disasters.
Additional Resources:

The Institute of International Education
Founded in 1919, the Institute of International Education (IIE) is a private nonprofit leader in the international exchange of people and ideas. In collaboration with governments, foundations and other sponsors, IIE creates programs of study and training for students, educators and professionals from all sectors. These programs include the flagship Fulbright Program and Gilman Scholarships administered for the U.S. Department of State. IIE also conducts policy research, provides resources on international exchange opportunities and offers support to scholars in danger.

The National Association of International Educators (NAFSA)
NAFSA and its members believe that international education and exchange-connecting students, scholars, educators, and citizens across borders-is fundamental to establishing mutual understanding among nations, preparing the next generation with vital cross-cultural and global skills, and creating the conditions for a more peaceful world.

Journal of Studies in International Education
TheJournal of Studies in International Education (JSI) is a forum for higher education administrators, educators, researchers and policy makers interested in research, reviews, and case studies on all facets of the internationalization of higher education. Each issue brings together the concepts, strategies, and approaches of internationalization, the internationalization of the curriculum, and issues surrounding international students and cross-border delivery of education.

General Strategies for Successful Field Trip and Field-based Learning Experiences
Tips and Techniques: These tips were provided by VU faculty experienced in taking students on field trips.

Set up the field trip as a research project that includes data collection.

Conduct a theoretical examination of the issue in class long before going into the field. Students should have a sense of what the field trip is going to be about before they go.

At least two weeks before heading into the field, develop the rudiments of basic hypotheses. At this point the instructor should give details about the field site so that students know what to expect.

In the field, focus on the things that you've agreed to focus on and let the other stuff be icing on the cake.

Take a backpack full of extra warm/dry clothes and snacks to pass out to students as the need arises.

If for a large class, prepare TAs well to manage smaller groups of the class.

Prepare students for practicalities including appropriate attire, expectations for physical exertion, anticipated rest stops, supplies and materials they should bring.

Additionally, Fedesco et al. (in press) has identified five specific tips to help educators have a successful field-based learning experience:

Begin the trip with a full value contract (FVC). The FVC is a document written for the group, by the group, and establishes agreed upon expectations on what is appropriate or inappropriate behavior on the trip. This document, which can be updated as needed, can be referred to throughout the trip, and provides a sense of safety and community for the class.

Logistics play an important role in the success of a field trip. If students are lacking in basic human needs (e.g., uncomfortable temperatures, hungry/thirsty, standing in direct sunlight, exhaustion), they will be less likely to learn. Check the weather forecast and have students plan accordingly. Make sure you have plenty of food to eat throughout the day, and be mindful of food allergies and preferences to ensure a smooth experience.

Carefully consider the sequence of events during a field trip. Outdoor education expert Jay Roberts (2016) recommends that mornings are better for intellectual topics, afternoons are better for hands-on activities, and evenings are best for reflection and interpersonal discussions.

Balanced programming should be taken into consideration when planning field trips. Instructors should avoid over- or under-programming trips, which could lead to either information saturation or boredom. Instructors should continuously take the pulse of the experience so if necessary, they can implement their contingency plan by either cutting back on some activities or incorporating more experiences or assignments into the trip.

Instructors about to embark on a field trip should be prepared to engage in risk management behavior. Before leaving for a trip, instructors should be familiar with and have contact information for emergency resources in the field location, campus security, administration, transportation, and mental health and sexual assault counselors.

Technology Outside (and Inside) the Classroom

Advances in technology make it relatively easy for students to bring digital technology with them when they leave the classroom, or for instructors to bring the outdoor learning environment into the classroom. In the field, students can use mobile devices-including ones they already own-to engage in learning activities. In the classroom, instructors can use drone footage, mobile apps, and programs like Google Earth to bring outdoor environments inside, thus bringing far-away or inaccessible outdoor phenomena to all students. Below are some examples to help you start thinking about how you might use technology outside (and inside!) your classroom.
Location-Specific Content
With the right apps, students can access content that is tied to a particular location and only available when students visit that location.

Spanish instructors at the University of New Mexico use an iPhone app from the Augmented Reality and Interactive Storytelling (ARIS) project to send students on a fictional murder mystery through the Los Griegos neighborhood in Albuquerque that develops and tests their language skills. Students receive location-specific clues to the mystery by typing their location into the app.

The Iowa City UNESCO City of Literature iPhone app provides text, audio, and video content about Iowa City authors based on the user's GPS-determined location. Instructors at the University of Iowa plan to have students use this app to learn more about Iowa City authors and their connections to particular local environments.

CFT director Derek Bruff incorporated QR codes in an end-of-semester "crypto hunt" in his first-year seminar on cryptography. Students cracked codes and ciphers that led them to particular locations on campus featuring QR codes, two-dimensional bar codes that students scanned with their smart phones to receive additional clues in the hunt.

Instructors can also have students create location-specific content. For example, students at the University of Northern Colorado created a scavenger hunt designed to teach other students about local water rights using the ARIS platform.

Data Collection and Sharing
Mobile devices have a variety of mechanisms for collecting and sharing data. Students can use these devices to generate location-specific content whether on a field trip or on their own.

Shaul Kelner, associate professor of sociology and Jewish studies at Vanderbilt, taught a course titled "Tourism, Culture, and Place" in the spring 2011 semester. Students in the course visited different tourist sites around Nashville, captured photos of these locations using their cell phones while on-site, and then blogged about their visits and their photos later.

Margaret Rubega, associate professor of ecology and evolutionary biology at the University of Connecticut, requires students in her ornithology course to use the social media service Twitter to "tweet" about the birds they see as they go about their lives-what birds they see, where they see them, and any connections to course content that occur to the students. They tag their tweets with the hashtag #BirdClass to make it easy for all involved to find and read each other's tweets.

Lawrence University students in an introduction to environmental science course collect geotagged water quality data during field trips using GPS devices and tablet PCs. Students pool their data, then analyze it using geospatial visualization software while still in the field. Many such specialized data collection and analysis tools are developing mobile apps that run on iPhones and other smart phones.

If you're interested in using technology in the field in your courses, please contact the CFT's educational technologist Rhett McDaniel for help getting started.

Assessment of Field Experiences

Additional Resource for Research on Experiential Learning

References

Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9, 235-245. http://doi.org/10.12973/ijese.2014.213a

Dewey, J. (1897). My pedagogic creed. New York: E. L. Kellogg & Co.

DeWitt, J. & Storksdieck, M. (2008) A short review of school field trips: Key findings from the past and implications for the future. Visitor Studies, 11, 181-197, http://doi.org/ 10.1080/10645570802355562

Elkins, J. T., & Elkins, N. M. (2007). Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55, 126-132. http://doi.org/10.5408/1089-9995-55.2.126

Fedesco, H. N., Cavin, D., & Henares, R. (in press). Field-based learning in higher education: Exploring the benefits and possibilities. Journal of the Scholarship of Teaching and Learning.

Gardinier, L. & Colquitt‐Anderson, D. (2010). Learning abroad. New Directions for Teaching and Learning, 2010, 23-29, http://doi.org/ 10.1002/tl.417

Goh, E. & Ritchie, B. (2011) Using the Theory of Planned Behavior to understand student attitudes and constraints toward attending field trips. Journal of Teaching in Travel & Tourism, 11, 179-194. http://doi.org/10.1080/15313220.2011.575024

Hutson, T., Cooper, S., & Talbert, T. (2011). Describing connections between science content and future careers: Implementing Texas curriculum for rural at-risk high school students using purposefully-designed field trips. Rural Educator, 33, 37-47.

Lai, K. C. (1999). Freedom to learn: A study of the experiences of secondary school teachers and students in a geography field trip. International Research in Geographical and Environmental Education, 8, 239-255. http://doi.org/10.1080/10382049908667614

Acknowledgements

¹ This guide was originally written in 2010 by Lily Claiborne and John Morrell (Graduate Teaching Fellows) and Joe Bandy and Derek Bruff (CFT Assistant Directors). It was updated in 2020 by Gregory Smith (Graduate Teaching Fellow) and Heather Fedesco (CFT Assistant Director) to include primary literature research in higher education that has come out since the original iteration.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Lily Claiborne, John Morrell, Joe Bandy and Derek Bruff Updated in 2020 by Gregory Smith and Heather Fedesco1 Print Version Cite this guide: Claiborne, L., Morrell, J., Bandy, J., Bruff, D., Smith, G. & Fedesco, H. (2020). Teaching Outside the Classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/.

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6. Creating a Study Space

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How to Create a Great Study Space (With Examples)

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How to design a study space that will improve your focus, help you better prepare for exams, and make studying less boring.

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Interview 1: Zeina Sarhan, architecture major
Leila: Where do you like to study?
Zeina: I usually try to study in the library, but usually it gets really noisy if I'm not in a study room, and study rooms are really difficult and inconvenient to book.
Leila: Really? I've never booked a study room before.
Zeina: Yes, you're only allowed to book them for 30-minute intervals so sometimes people literally show up and kick you out in the middle of studying. Then, you either have to find another free study room, which is so difficult, or change the place where you're studying so it's really distracting.
Leila: When this happens to you, where do you usually go to study?
Zeina: At this point, I'm usually sick of the library and I go study in the gardens. It's actually really nice there.
Leila: Then why don't you just go to the gardens from the beginning? Why waste your time with the whole study room thing?
Zeina: Well, the gardens aren't really built or equipped for long periods of studying. My back hurts sometimes from sitting on the ground writing for so long. Sometimes, I sit in Laroma to study, but the chairs and tables there aren't the most comfortable for studying either. Also, sometimes I need to charge my phone or my laptop and I can't do that in the gardens.
Leila: how do you think that can be improved?
Zeina: I've been saying this since my first day--AUC really needs to either fix the library issue or make an outdoors area specifically for studying. We've got all these beautiful spaces and its such a shame that studying outside isn't always convenient when the problem could easily be fixed with a few low-maintenance solutions.
Leila: So, do you know many people in your major?
Zeina: I mean, I know a lot of people in engineering in general, but that's mainly because they were with me in school. The only people I know in architectural engineering, I know through mutual friends.
Leila: Why, though? Do you not talk to people during classes?
Zeina: It's not that I don't deliberately talk to people, it's just that it's my first year and most of my courses are either CORE courses or intro engineering courses. My school friends are with me in the intro courses so I didn't really get the chance to talk to other people.
Leila: So, who do you turn to when you need help in your courses?
Zeina: mainly my school friends, but if we all don't understand, then we have an issue.
Leila: Why is that? You have TAs right?
Zeina: I mean yes, we have TAs, but they're not always available or easy to set up appointments with.

Interview 2: Yasseen El Orabi, business major
Leila: Where do you like to study around campus?
Yasseen: I don't really study at uni a lot of the time, I prefer studying at home.
Leila: But sometimes, you do study at uni right?
Yasseen, Yeah, when I do decide to study at uni, I try to study in the library study rooms as much as I can, but the whole booking process gets really frustrating.
Leila: What do you do if you can't secure a study room?
Yasseen: I either give up on studying and watch Netflix, or if I'm feeling really motivated, I'll find an empty classroom to study in. If the weather's nice and I don't need to do much writing, just, like if I'm just doing readings or whatever, I like to sit in the gardens or in the plaza.
Leila: How come you only like to study outside when there's no writing involved?
Yasseen: I prefer to be sitting on a proper desk while writing because it gets a bit uncomfortable. We don't really have proper desks or tables even here at gardens or in the plaza.
Leila: Do you know many people within your major?
Yasseen: Well, "know" is relative am I right? I guess I "know" a lot of people like from class and stuff, but I wouldn't really call them my friends.
Leila: Would you be able to turn to them if you needed help on an assignment or help studying?
Yassen: I mean, I guess I could, but I wouldn't really trust that they know what I don't, you get what I mean?
Leila: No not really, but tell me.
Yasseen: Maybe its just that the people that I know from my classes don't really seem like they care the most about their studies. So, if there's something I don't understand, I prefer to ask for someone more qualified's help--like a TA or the professor himself
Leila: So do you find your TAs and your professors easily accessible?
Yasseen: Not for all my classes. Some of my TAs are really hands-on and helpful and encourage us to text them asking questions and stuff. Some I've never even seen since the beginning of the semester. The ones that I have interacted with though, have a lot of knowledge to offer and I really like that.
Leila: Would you be interested to know more people within your major though?
Yasseen: Yes! Definitely, I have a long three years ahead of me, it would be nice to have an ally or two going through the same thing I am. For moral support.

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Interview 1:

1.       I like to study in the library on the plaza level since all my friends are usually there.

2.       Medicine/Biology

3.       The library gets really crowded and noisy and I find that the space could be used more effectively such as the roofs and gardens.

4.       I think we have a lot of space on campus to create new study environments and to make it more beneficial to the students.

5.       My second option would be the main plaza, but it is my second option because it is filled with people during assemble hour and we would run out of space.

6.       I have friends that are in the same major that I am in but not many. I know a few classmates that are in my major because of the classes I take.

7.       I sometimes ask my friends that know a bit about the topics, or rarely I go ask the teacher.

8.       I do not go to my TA’s or my professors that often.

9.       I would like to study in the gardens or the roofs because the areas are nice and secluded, and I love nature.

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INTERVIEW 1

(Ahmed Graphic Design)

1. Where do you usually study around campus?

I usually have to do designs and work mainly on a laptop, or a computer, so any place that has a computer that supports my programs would be perfect, most probably I end up using the labs, or my laptop. I don’t really study, I may have a paper to write, and usually I do it at home.

2. What's your intended major?

Graphic Design

3. Limitations found in these study areas

When I go to the labs, the atmosphere is very exhaustive because either the computers number doesn't fit our number, or that there is an upcoming submission that everyone is worried about. I think labs lack a good atmosphere. Also, I go to the library sometimes, it’s good but very boring and dull.

4. Do you think it can be improved? And if yes how

Of course, I there is so much to do with the interior and how things are placed, a less dull and gloomy one.

5. What's your second option of a study area

I’m really into graphic design, so there is no other option for me

6.  Do you know people other than your friends/ classmates in your major

I don’t know a lot out of my major, but I really don't mind, the thing is that I don't have the chance to meet other people from other majors because my major is demanding.

7. Who do you go to when you need help in assignments/ studying

seek help from a colleague/ TA/ Dr

8. Do you often go to your teacher/ TA

I go to the TA a lot

9. What would be an appealing place for you to study ( even if you don't study there due to any reasons)

I really like the 2nd floor library tables overlooking the gardens, I think it’s a bright space, but got ruined with placing the silent area there.

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(Mariam Literature)

1. Where do you usually study around campus?

Most of my studies are focused on reading and writing, so I need that could have talks and maybe some music, but not noisy. So I choose to go to the first floor library when I need to write something, it is not very noisy because it is a library and 1st floor is a quit one, also I like the garden view. When  only need to read definitely I go anywhere in the gardens.

2. What's your intended major?

Literature

3. Limitations found in these study areas

Library isn’t the best since I feel that I’m framed I cant talk much, I cant play music also I don't always find places. For the gardens, there are no proper electricity sockets, and no umbrellas for example, and no chairs!

4. Do you think it can be improved? And if yes how

Library should have more diversity in spaces ( talking/ silent)n and I see that gardens could be improved so much in that it may afford people to sit in a proper seating.

5. What's your second option of a study area

(Answered in q3)

6.  Do you know people other than your friends/ classmates in your major

I know yes from clubs, I’m open to know more people.

7. Who do you go to when you need help in assignments/ studying

My classmates then TAs.

8. Do you often go to your teacher/ TA

Always

9. What would be an appealing place for you to study ( even if you don't study there due to any reasons)

I think library can be divided into half rather than floors whereby I can get up to see the view and not be framed to be quiet, also if there were more proper seatings in the gardens I would also go there. (Mariam Literature)

1. Where do you usually study around campus?

Most of my studies are focused on reading and writing, so I need that could have talks and maybe some music, but not noisy. So I choose to go to the first floor library when I need to write something, it is not very noisy because it is a library and 1st floor is a quit one, also I like the garden view. When  only need to read definitely I go anywhere in the gardens.

2. What's your intended major?

Literature

3. Limitations found in these study areas

Library isn’t the best since I feel that I’m framed I cant talk much, I cant play music also I don't always find places. For the gardens, there are no proper electricity sockets, and no umbrellas for example, and no chairs!

4. Do you think it can be improved? And if yes how

Library should have more diversity in spaces ( talking/ silent)n and I see that gardens could be improved so much in that it may afford people to sit in a proper seating.

5. What's your second option of a study area

(Answered in q3)

6.  Do you know people other than your friends/ classmates in your major

I know yes from clubs, I’m open to know more people.

7. Who do you go to when you need help in assignments/ studying

My classmates then TAs.

8. Do you often go to your teacher/ TA

Always

9. What would be an appealing place for you to study ( even if you don't study there due to any reasons)

I think library can be divided into half rather than floors whereby I can get up to see the view and not be framed to be quiet, also if there were more proper seatings in the gardens I would also go there.

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1. He is an undeclared student intending to major in architecture, and he explained that his favorite place to study in rather than the labs was the sitting area next to catering. He chose that area since in a sense it has a view of a landscape and architectural buildings. He explains that his main issue with this area was the cats since they come and get on top of the table, and also the chairs are very uncomfortable when using them. He suggested that the cats should be removed and that maybe there should be a bit more comfortable chairs. His did not have a second option since he felt like the library wasn't equipped for architectural use, and the fact that the labs are a lot of the time being used. He explained that he likes to work alone in a quiet place, and he can't seem to find a place that suits him. He said that a lot of his friends are from his major since they have to spend a lot of days and nights working on projects which in a sense gets them closer together. He usually asks people he knows in his major for help, but he said that he doesn't even know anything about the TA’s. her is always in direct contact with the doctor. He explained that a suitable place to actually work in was like a roof above a building since you have a clear view of the landscape ahead, and you get to have an example of an eagle view of the area ahead.

2. She is a declared senior in IMC, and she says that she usually studies in the 3rd floor of the library. She says that she has this privilege since she was an assistant for the librarian a semester back. She explained that over her four years in the university it was very hard to find a proper place to sit and study, and that there were always limitations. For example, the gardens are too wet and have no chair, the library is too crowded and very noisy, and the cubes next to the library make her very stiff. She said that it is very hard to improve such stuff, but she suggested that the gardens have tables and chairs for students to study on, also the library should be respected enough to not make noise in it. As for her friends, she said that she was able to meet many people from her major through friends or through a group project done between them, but the majority of her friends are introduced to her through other friends. She usually visits the TA alot for help, and she uses up all the time they offer. Yet, she explains that the restricted time causes issues for her since most of the time when she needs the TA she can't find her.

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1. Where do you usually study around campus?
My priority is studying in the library but i can only study there in study rooms as it is a closed room without any distraction around, and its very good especially if we are a group of students , as it is required to be quite at library and its difficult to stay quite if we study in a group

2. What's your intended major?
Business

3. Limitations found in these study areas?
Study rooms are always reserved so I always have to go through ALL study rooms at the library hoping to find an empty one which people reserved but didnt use
Study rooms are sometimes reserved days before

4. Do you think it can be improved? And if yes how
It's actually impossible to add study rooms ( i guess)
But maybe they could provide other study areas that have the same criteria as study rooms

5. What's your second option of a study area and what's it limitation? Why isnt it your first option?
Gardens , however there are only a few limited chairs in l'aroma which are mostly taken, therefore i sit on the ground
Limitations: there's nothing concrete to put my stuff on
No chairs

6.  Do you know people other than your friends/ classmates in your major
- mainly my friends or people with me in class and only a few as In courses such as statistics or accounting there are no projects done so there's not really a chance to get to know different people

7. Who do you go to when you need help in assignments/ studying
I often go to the TA before the exam to explain to me

Why not friends classmates?
They often dont understand too

8. Do you often go to your teacher/ TA
Yes , mainly before the exam as they have restricted office hours and sometimes im too lazy to go there

9. What would be an appealing place for you to study ( even if you dont study there due to any reasons)

Any open air place as to me its important to vary between classes , I mean like in class its always the same so aat least when I study on my own or with friends I would highly prefer to be in a different place

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(Student)
1. Where do you usually study around campus?
2. What's your intended major?
3. Limitations found in these study areas
4. Do you think it can be improved? And if yes how
5. What's your second option of a study area
6.  Do you know people other than your friends/ classmates in your major
7. Who do you go to when you need help in assignments/ studying
8. Do you often go to your teacher/ TA
9. What would be an appealing place for you to study ( even if you dont study there due to any reasons)

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5. Effect of Environment on Learning

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Outside the Curriculum: The Effect Environment has on Learning

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Do you think that a room can affect a student's grades? Let me put it this way, do you think that the quality of the learning environment effects learning? If you answered "yes," you are not alone.

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3. Informal Learning Space

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Perhaps the highest level of learning with the deepest cognitive impact is informal learning. It's what we call those precious learning moments where passion and curiosity meet to break all motivation and knowledge barriers. It is the self-directed learning that is triggered by an intrinsic drive and continues until all objectives in performance and knowledge have been achieved.

In this article, we'll share with you the strategies to embed informal learning in your eLearning environment to capitalize on this excellent motivating learning style.

eLearning and informal learning can go hand in hand, provided you include the design features that promote choice and flexibility over the content. Formal eLearning design prevents learns from "skipping chapters". It is like guided learning, where learners are forced to follow a strict chapter pathway and are tested periodically.

Let us explore informal and formal learning further to determine the pros and cons of each.

Informal learning is a great outlet for reflective practice or experiential learning. Learners enjoy the autonomy associated with informal learning. They gather knowledge from multiple sources, establish a pattern and choose what to believe and practice.

In fact, many individuals, in this current age of knowledge and data, have resorted to informal means to educate themselves to make their mark. And informal learning is not limited to individuals without a formal training or background. Professionals fighting to climb the corporate ladder, continue to "secretly" upgrade their skills by working at short online courses and workshops. Informal learning leads to empowerment and self-efficacy.

By contrast, what is formal learning? Formal learning is your regular college diploma, your standardized certifications and even course completion mandates set by an organization. A common factor in formal learning is that we barely have any choice of time or courses. Formal learning teaches skills "the expert" way.

Managers still prefer a college graduate when selecting candidates for hiring than someone who claims to be "self-taught". While this fact motivates many of us to pursue multiple diplomas, very few continue a lifelong learning process in a formal setting.

Why is informal learning so popular and easier for learners? It is because of the freedom to explore and the degree of knowledge to acquire and also the order in which knowledge is gained - all are determined by the learner. Consider these 6 benefits of informal learning too:

1. Gathering and collecting the desired knowledge is easier today owing to the exhaustive media and devices we have. Informal learning does not require any prior learning experiences or prerequisites. All you need is the willingness to complete your learning.

2. Learning informally is more relaxing and less threatening for most people. With no exams or projects to complete within limited schedules, many learners commit to learning a new skill or a concept readily.

3. In an informal setting, you will find SMEs willing to share more knowledge than ever! So if you have a group of experts in your organization, simply arrange an informal meeting and have them share their expertise. Better yet, make them leaders in the online community where employees post questions and they can answer them. A low-stake, no-hot-spot setting is ideal for this kind of knowledge sharing and knowledge management.

4. Informal learning is close to natural learning. People tend to follow the pathway that best suits their individual needs. Lifelong learning is a great example of informal learning. We acquire more knowledge informally than formally.

5. Resistance to learn new concepts and ideas is also lower when learning is presented informally. Adult learners strive on autonomy and self-direction. They readily complete self-generated tasks.

6. Boredom and procrastination are replaced by excitement and curiosity. Time and cost barriers are almost non-existent in informal learning environments.

On the flip-side, formal learning is the very core of "qualification" - it creates credibility for the individual. Consider the following benefits of formal learning:

· Your organization can teach large numbers of employees the same information at the same time.

· The accuracy and currency of learning materials are of superior quality in formal learning environments.

· Employees are able to transfer their learning into performance faster when they are in formal learning programs.

· Formal learning programs can cater to a variety of learning needs and learning styles.

There are instances where informal learning cannot replace formal learning. The good news is, formal methods of learning do not have to be a life-long learning strategy. A mix of both the formal and the informal approach is highly recommended by experts.

For example, developing training programs that demonstrate the value of the content in the learner's professional life before the learner begins the learning program. Also, when designing the content navigation of eLearning programs, provide the flexibility for learners to choose and learn about a topic in any order they desire. This places more control in the hands of the learner, bringing in the pleasant element of informal learning in a formal learning environment.

Scenario-based eLearning content also creates an informal learning environment. Learners decide the conclusion of a story that is teaching them a learning goal. Regardless of the scenarios selected, the learner arrives to the correct solution in the last scene.

Another element is the choice of avatars that will "guide through" the learning materials. A section for "good to know" content can also be made available for learners who would like to learn beyond the scope of the program. Creating a social media page of the eLearning course for casual chatting also creates a laid-back learning environment similar to informal learning.

Providing the freedom to adopt and implement a strategy to work on a group or individual project also fosters informal learning instincts in learners. Selecting their unique roles in a group according to their strengths also removes the conforming rules found in most formal courses. Creative freedom in assignments leads to an enjoyable learning experience. Having the learners prepare the rubric for grading also instills the learning responsibility in the learner.

Similarly, involving all learners to create common classroom rules in the eLearning environment places the locus of control for behavior and attitude on the learners. eLearning design features like these promote a customized learning environment that is similar to informal learning, yet retains the formal requirements.

Other good examples of fostering informal learning in an online learning environment is the concept of mentoring, incidental learning, on-the-spot learning, reflective practice and experiential learning. Each of these concepts can be implemented using collaboration features of the learning management system.

Informal learning is a great motivating strategy to continue the learning process. Successful organizations are learning organizations - that place a high value on learning regardless of the learning strategy. Informal learning yields greater learning pleasure and often leads to enhanced creativity and innovation.

Analyze your learners before beginning the eLearning course development process to ensure that you provide the value in your course that your learners are looking for. Be mindful of the natural learning tendencies of adult learners when creating your next eLearning course.

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The Top 6 Benefits of Informal Education and Why You Should Adopt it

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Perhaps the highest level of learning with the deepest cognitive impact is informal learning. It's what we call those precious learning moments where passion and curiosity meet to break all motivation and knowledge barriers. It is the self-directed learning that is triggered by an intrinsic drive and continues until all objectives in performance and knowledge have been achieved.

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4. Good Practice Learning Techniques

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Enhancing Student Learning: Seven Principles for Good Practice | CRLT

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CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.

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2. Informal Learning Space Study

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What are Learning Spaces?

A physical or virtual space that can be used for teaching and for learning.

Learning spaces can vary based on their usage and can be fitted in any way to benefit the users' needs and preferences.

A effective and beneficial learning is space is created, by making an environment that forces the mind to become more creative and think about the necessary things to form good and valuable ideas.

The Definitions of Formal and Informal Learning Spaces

Formal learning occurs in a structured and organized environment like training/education institution or on the job. It is explicitly designed as education in terms of time, objectives and resources. It is an intentional learning from the learner’s perspective, leading to degrees and certifications. Formal learning is a structured model that presents a rigid curriculum, corresponding to laws and norms. It is rather representational education.

Informal learning is the education that is beyond limitations and goes on outside of a traditional formal learning environment like university, school or college. It is an education that is seen as a learning which goes on in our daily life or learning projects undertaken by us to teach ourselves.

if you have to make a choice between the informal and formal learning, it is valuable to make a distinction between what is learned intentionally and what is learned by accident.

Advantages of Formal Learning Spaces

Formal learning spaces create a specialized environment for learning, which can initially put students in the proper mindset to learn new information.

Formal learning spaces uphold and encourage professional relationships between students and faculty members.

Formal learning spaces encourage the use of technology, which can encourage learning.

Limitations of Formal Learning Spaces

The rigidness of formal learning spaces can cause students to feel discomfort, thus hindering creativity and learning.

Uniformity of formal learning spaces can cause students to feel bored or uninterested in subjects they would otherwise be interested in, which hinders learning.

Uniformity of formal learning spaces discourages individuality in students and can cause them to feel insignificant within their classmates.

Formal learning spaces make it easy to neglect the fact that not all students learn the same way at the same pace.

Formal learning spaces often (but not always) discourage cooperation and positive communication between students and faculty, which can hinder learning and creative confidence.

Advantages of Informal Learning Spaces

creates an inspirational thought process that benefits creativity

If nature is included in the learning space, this influences the mind and increases creative thinking.

more relaxing and less intimidating for most people.

learning is more focused, as it is fully driven by a learner.

learning is more fulfilling- As adults learners, who have specific preferences of how they'd like to learn, Informal learning space keeps people in full control of what they learn and explore.

it is more fun and happens at our pace, based on our interest.

Limitations of Informal Learning Spaces

The main limitation of informal learning spaces is that the change in environment can cause students to not be in the mindset for learning, which can thus hinder their learning capabilities unless the space provided is designated in a way for learning.

Informal learning spaces may also not always be equipped with the proper technology tools such as computers, smart boards, projectors etc. that promote learning and creativity.

Informal learning spaces can cause distractions for students unless the space is specifically equipped to eliminate distractions.

Examples of Informal Learning Spaces and short conclusion

Informal learning space provides things that tend to the student's needs, these aspects are not provided in the formal learning spaces. Using formal learning spaces alongside with formal learning spaces can give students a full healthy learning experience that also satisfies student's needs

An example of an informal learning space or an informal teaching method is when student's have a class/lecture in the Gardens at the AUC. Usually, students have classes either at classrooms, labs or lecture halls. So  having a class in the Gardens is considered as an informal learning space, which is different that the usual.  Besides this being a different location than the usual, having a class in the Gardens satisfies many students needs. This is explained by the fact that many students might prefer natural views and outdoor spaces, that replicate an outside environment and with fresh air and natural light.

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Study Rooms Schedule

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PVA: -students hang out next to their building
-many of them use classes there in order to play with instruments
- might be the most students who know each other ( maybe bc minority)

Gardens:
- many people like spending time there
-open air place which is different than classes
- students have to sit on the ground
-sometimes wet grass

Library:
-overcrowded, especially in assembly hours
- tables with computers are almost always full, so you have to wait for someone to finish
- study rooms are always reserved even days before
- study room is only place that helps groups of people to study together

Majors:
people within majors do not now each other, so its not that you know all Business students or your batch, however you might only now some classmates or your friends who are within your majors

Classes:
if you want to study in a class room during class times,  not assembly, it takes a student so much time to find an empty class room and you might even not find one

Teacher and Teacher Assistant:
- restricted office hours, once and maximum twice a week and certain hours