Several of the authors this week suggest that we are at a point in learning development that suggests ‘ubiquitous’ learning through technology, where technology has made learning all-pervasive. Discuss the move towards informal learning and the discourses relevant to this type of learning. Discuss how these concepts and the technologies used might be relevant to formal education.

This unit suggests there is a need for self-directed learning strategies and asks the question, do learners and anyone else, for that matter, need particular skills or literacies to work well in the environment of accessing educational resources? My reply is yes, and let me explain why.

            In 2015, I was enduring the pain of attending marriage counselling sessions. The marriage failed, but the counsellor suggested I may have post-traumatic stress disorder (PTSD). The counsellor identified my PTSD due to his (formal) education which I then began my research on the Internet (informal) education. None of my initial knowledge about PTSD was from a physician, and all were from the myriad of medical community’s knowledge on the Internet. I connected, researched, validated, and legitimized the disorder for myself. Fast forward to see a medical doctor, diagnosis, and treatment for anxiety, depression, and complex post-traumatic stress disorder (CPTSD).

            In June 2016, I engaged in formal learning coordinated by the Sunshine Coast Health Centre for former and current emergency services and military personnel with CPTSD, drug or alcohol addictions.

            Since August 2016, I have attended an informal self-directed learning (SDL) online self-help group through the social media of Zoom. The group is sociable but also advances my learning of CPTSD.

            In an educational context, the meetings are organized and mostly free-flowing, depending on the needs and interests of the participants. The technology used for our informal online network is the Internet and Zoom. Actor-Network Theory provides a lens through which to view the role of technology in shaping social processes. In contrast, connectivism and social interactions are essential while enjoying openness, diversity of participants, willingness to share information and narratives, and autonomy. There is an active engagement with others while engaging in a variety of experiences.

            My informal online self-directed learning has changed me from using social media and technology as nothing more than an interested party and consumer to part of the active engagement culture. Seaton (2014) suggested that the participants’ lived experiences are the cornerstones of expertise, which is a highly regarded commodity. The social aspect of online networking gives me a sense of belonging, being understood, validated, and supported, assisting me in managing and recovering from CPTSD.  

            Ubiquitous e-learning is learning which can take place anywhere, anytime. Following the paradigm of ubiquitous e-learning, I can take my participation in my group meetings using my iPhone, tablet, or laptop to participate wherever I am. Lay expertise, social constructivism, technology, formal and informal learning at its finest.

Laurie

Herod, L., & Kop, R. (2017). It’s not just about support: Self-directed learning in an online self-help group. International Journal for Self-directed Learning, 14(2), 13-26.     https://docs.wixstatic.com/ugd/dfdeaf_491f19d61009452fb51f1ec15c234be4.pdf

Morrison, D., & Seaton, J. (2014). Exploring self-directed learning in an online “Do-it-yourself” forum.    International Journal of Self-Directed Learning, 11(2), 29-45. https://6c02e432-3b93-4c90-8218-         8b8267d6b37b.filesusr.com/ugd/dfdeaf_184026cad1a64f32bc2c9edcb2bc7701.pdf