This is perhaps the most important section of the handbook. Throughout the handbook I have been at pains to emphasised that e-learning, on its own is only part of the answer to the development of a learning workplace. Furthermore, I have pointed out that there are other uses of ICT for learning, than just formal e-learning courses.

E-Learning courses are important for developing formal bodies of knowledge. But researchers and policy makers are increasingly appreciating how much learning takes place outside a formal education context. This is called informal or non-formal learning. As often, the researchers cannot agree on definitions for these different terms.

Becket and Hager say practice-based informal workplace learning:

• is organic/holistic
• is contextual
• is activity and experience-based
• arises in situations where learning is not the main aim
• is activated by individual learners rather than by teachers/trainers
• is often collaborative/collegial.

Barry Nyhan, who works for the European Centre for Vocational Training (Cedefop) prefers not to get drawn into the definitional debates. He talks instead of natural learning, of the fact that we are all learning everyday from our experiences. Many Small and Medium Enterprises may offer a rich environment for learning with challenging job tasks and problems to be confronted.

He also believes that work can be organised in such a way as to encourage learning through learning-rich work tasks.

One of the reasons why non formal or informal learning may be so important is that it tends to focus on the everyday work process type knowledge which is required in the workplace, rather than the more formal tenets of knowledge developed through formal education and training.

This is not to say that formal courses have no role, or to put forward informal learning as being good and formal learning as being bad. One issue is just how to fuse together knowledge acquired in formal education and training to practical work process knowledge acquired in the workplace. Obviously, trainers can play an important role in this respect, providing mentoring and support to learners both to guide them in developing their skills and knowledge and in drawing out the applications of tacitly acquired knowledge.

E-Learning may have an important role to play as well. I have long been an advocate of developing learning around the everyday application of technologies in the workplace and believe this happens to some extent all the time. Engineers, when confronted with a problem, tend to search the internet for potential solutions or log in to bulletin boards. Alternatively, they may email a colleague in another company to ask their advice.

If this nascent practice could be purposefully and creatively developed it may be possible to develop a new form of just-in-time e-learning throughout the workplace. And if the results of this learning could be recorded, Small and Medium Enterprises could gain access to a very rich Knowledge Management System, based on the learning and knowledge of their workforce.

Perhaps this is a little idealist and futuristic. But I think the seeds of such developments are already there. When designing e-learning activities it will repay to consider how e-learning and the use of Information and communications Technologies in the workplace can support and facilitate informal and non formal learning.

13.1 Key issues

• How can you develop informal learning in your enterprise?
• To what extent can informal learning meet your learning needs?
• How can you combine training and informal learning?
• How can your everyday use of Information and Communication technology be harnessed to encourage learning?
• How can knowledge and ideas be shared in your enterprise?