1. Mum, how do I send that by email?" James Stewart, Edinburgh

2. SIGIS Cases Informal learning important in a range of cases Networks of female entrepreneurs/managers Networks of IT learners Rural telecentres Teacher Training Civil service Web magazines Computer Parties Games design

3. Three points of entry

4. Formal, Non-formal and Informal ‘Two knowledges’ debate Non-Formal learning has long history of theorisation and practice.(Colley, Hodkinson, Malcom 2003) Political dimension Emancipatiory - indigenous knowledge Current interest Life-long Learning Work-place learning agenda Online communities How to value and use ‘tacit’ and local knowledge Informal v. Formal Informal and Formal traditionally contrasted. Informal learning a loaded concept. Learning continuum Aspects of informal and informal learning in all situations(Billet, 2002) - a continuum.(Stern & Sommerland 1999) Dimensions of planning, control,structure, goals, timeframe, setting, evaluation, mentoring/facilitation, decisions on goals

5. Informal and non-formal EC(1996) Formal Learning Certified, Structured, Intentional Non-Formal Structured, intentional Informal Learning Daily life,non-certified, non-structured, often incidental Livingstone(2001) Formal education Externally determined, curriculum Non-Formal education Self-determined, structured (e.g. adult education) Informal education Spontaneous, community or workplace Informal Learning Knowledge and skill development outside curricula. Situational and practical

6. Social Leaning in ICT Innovation Learning through a variety of mechanisms Learning by doing Learning by regulating Learning by interacting Learning to be independent Learning by network building Based around an innovation process, Those formally involved in innovation ‘making it up as they go along’. Facilitate user ‘innovation’ ‘Users’ and central innovators, intermediaries, both learning in a variety of formal and informal ways. Learning about others, as much as learning about technology.

7. Learning in the Informal Economy Theorisation of widespread adoption/diffusion of innovations, especially ICTs Formal economy and formal learning cannot deliver. Informal economy basis for domestication exchange, and development of technical facilities, knowledge, skills, norms etc across a network or in a community, in daily life. Learning is one dimension, and includes directed and incidental learning. Informal since embedded in relationships not based on learning, and not ‘curriculum led’. Multiple sources of learning. Fragmentary, ad hoc, on-going learning. Division of labour and knowledge within network, often gendered

8. Learning intermediaries Teachers and Mentors Usually formal relationship, or particular power relationship. Formed for learning, recognised formally. Pedagogical skill. Intermediaries: Facilitators, configurers mentors etc Intermediaries attempting to attract and innovate with ‘users’ or learners and other network partners. Key learners themselves. Local Experts Relative expertise in local community. Consulted and assist. Role models and ‘free knowledge’. Heterogeneous networks Transmit knowledge in network - bridge communities Existing relationships and trust. Key knowledge is of others. Emotional and technical support. Self-learners.

9. Rural telecentre Scottish network of rural telecentres Variety of localities and economies One particularly successful attracted mainly women Key was well known local women encouraging other to come and use centre Self-learning, and informal help and encouragement Created a rather ‘female’ space Not a formal leanring space Men not using - home use, or not interested (rural manual work) Informal learning in the creation of this new space, and learning skills and ideas.

10. Teacher Training National teacher training scheme to bring primary teachers up to basic level in ICT use Largely women Training courses not well regarded, although worked. Some male teachers not comfortable with female classes Use of informal learning and local experts At home - learning from husbands Enthusiastic teacher - school expert, developing new ideas, knows how to entice other teacher into new ideas.

11. Web magazines Teaching, and informing mass market of women though mainstream magazines Self learning Informal learning - non formal sources Magazines are a common source of knowledge for most people Understood that their female readership outside traditional areas of ICT learning - education, IT jobs with newer technology Media as source of informal learning

12. Networks Create new communities Extend the informal economy Provide informal communications between women with similar interest Balance informal networks that many men participate in Support people who have not been through formal ICT education, or have left.

13. Three areas of informal learning Informal learning in innovation Much adoption involves innovation - informal learning has to occur Informal learning in informal economy Self help networks ‘online ‘ and offline communities - extending the informal economy Informal learning as a specific strategy to include women

14. SIGIS informal learning Outside formal domain of ICT education Self-inclusion Women assisting each other, learning a ‘female’ way. Fun and Play Women’s informal network to balance male informal networks Female role models and equivalent others Innovating together Learning from local experts - men in family, enthusiast at work, community expert Creating ‘feminine’ IT spaces (responding to needs and culture of certain women in certain situation)

15. Conclusions Particular ‘female’ style of learning? Possibly? Not. But practice of Self learning, formal learning, informal learning often gendered. Women learning outside existing formalised system which has not evolved to cope with many users and applications Women less evident in formal ICT training Women less likely to be in technical jobs. Adoption in organisations with limited technical resources and learning systems. Women asking questions outside of usual paradigm of IT learning -> need informal to supplement. Many women constrained in time and spaces Informal learning in ‘feminisation’ of IT