Whilst a number of methodological and philosophical difficulties surround its definition, ‘informal learning’ is now acknowledged to be a vital element of education for learners of all ages (Colley et al. 2003). Despite the ‘slippery’ nature of the concept (Girod 1990), there is an emerging consensus that the nature of informal learning is more specific than simply being any learning outside of formal education. At one level informal learning is “undertake[n] individually or collectively, on our own without externally imposed criteria or the presence of an institutionally authorised instructor” (Livingstone 2000, p.493). Thus, whereas formal learning is typically institutionally sponsored, classroom based and structured, informal learning “is not typically classroom based or highly structured, and control of learning rests primarily in the hands of the learner” (Marsick & Watkins 1990, p.12). Yet we should not overlook the fact that informal learning also includes a range of learning stimulated by general interests which is ‘caught not taught’ (Davies 1998).
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Prior to this Guide, I prepared a short handbook on Brand Strategy for a specific target audience and for a specific problem. Called ‘The Good Fun Guide to Brand Strategy’ it served its intended purpose by being badly written and well illustrated. However, in spite of this, many others who also read it suggested that it was a good document and one worth extending. Though perhaps being written better.
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