. . . . . . . . . . . . . . . . "Inform\u00E1ln\u00ED u\u010Den\u00ED je z\u00EDsk\u00E1v\u00E1n\u00ED dovednost\u00ED a schopnost\u00ED z ka\u017Edodenn\u00EDch aktivit b\u011B\u017En\u00E9ho \u017Eivota, \u010Dinnost\u00ED v pr\u00E1ci, ve voln\u00E9m \u010Dase atd. Jde o sebevzd\u011Bl\u00E1v\u00E1n\u00ED. Jde o neorganizovan\u00E9, nesystematick\u00E9 a institucion\u00E1ln\u011B nekoordinovan\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED. Ob\u010Das se mluv\u00ED o tom, \u017Ee inform\u00E1ln\u00ED u\u010Den\u00ED je nez\u00E1m\u011Brn\u00E9 a bezd\u011B\u010Dn\u00E9. Jde tedy o nepl\u00E1novan\u00E9 a spont\u00E1nn\u00ED u\u010Den\u00ED p\u0159i ka\u017Edodenn\u00ED rutin\u011B."@cs . . . . . "Wikipedia articles are inappropriate sources. Consider instead using the sources cited in the non-formal learning article."@en . . . . "\u0627\u0644\u062A\u0639\u0644\u0645 \u063A\u064A\u0631 \u0627\u0644\u0631\u0633\u0645\u064A \u0645\u062B\u0644 \u0645\u0627 \u0647\u0648 \u0645\u062A\u0639\u0627\u0631\u0641 \u0639\u0644\u064A\u0647 \u0647\u0648 \u0623\u064A \u062A\u0639\u0644\u0645 \u063A\u064A\u0631 \u0631\u0633\u0645\u064A \u0623\u0648 \u063A\u064A\u0631 \u0646\u0638\u0627\u0645\u064A. \u062D\u064A\u062B \u064A\u0646\u0638\u0645 \u0628\u0637\u0631\u064A\u0642\u0629 \u0645\u062E\u062A\u0644\u0641\u0629 \u0639\u0646 \u0627\u0644\u062A\u0639\u0644\u0645 \u0627\u0644\u0631\u0633\u0645\u064A \u0648\u0627\u0644\u062A\u0639\u0644\u0645 \u063A\u064A\u0631 \u0627\u0644\u0646\u0638\u0627\u0645\u064A \u0625\u0630 \u0644\u0627 \u062A\u0631\u062A\u062C\u0649 \u0645\u0646\u0647 \u0645\u062C\u0645\u0648\u0639\u0629 \u0623\u0647\u062F\u0627\u0641 \u0645\u0639\u064A\u0646\u0629 \u0645\u0646 \u0646\u0627\u062D\u064A\u0629 \u0627\u0644\u0646\u062A\u0627\u0626\u062C \u0627\u0644\u0645\u0631\u062C\u0648\u0629 \u0645\u0646 \u0627\u0644\u062A\u0639\u0644\u0645 \u0648\u0644\u0627 \u064A\u0645\u0627\u0631\u0633\u0647 \u0627\u0644\u0645\u062A\u0639\u0644\u0645 \u0628\u0625\u0631\u0627\u062F\u0629 \u0645\u0642\u0635\u0648\u062F\u0629 \u0642\u0637. \u062D\u064A\u062B \u0643\u062B\u064A\u0631\u0627 \u0645\u0627 \u064A\u0634\u0627\u0631 \u0625\u0644\u064A\u0647 \u0639\u0644\u0649 \u0623\u0646\u0647 \u062A\u0639\u0644\u0645 \u064A\u0643\u062A\u0633\u0628 \u0628\u0641\u0639\u0644 \u0627\u0644\u062E\u0628\u0631\u0629 \u0623\u0648 \u064A\u0634\u0627\u0631 \u0625\u0644\u064A\u0647 \u0643\u062E\u0628\u0631\u0629 \u0641\u0642\u0637.\u0648\u0644\u0643\u0644 \u0627\u0644\u0645\u062A\u0639\u0644\u0645\u064A\u0646 \u0627\u0644\u0645\u0646\u062E\u0631\u0637\u064A\u0646 \u0641\u064A \u0647\u0630\u0627 \u0627\u0644\u0646\u0648\u0639 \u0645\u0646 \u0627\u0644\u062A\u0639\u0644\u0645\u060C \u0641\u0625\u0646\u0647 \u064A\u062A\u0636\u0645\u0646 \u0628\u0646\u0627\u0621 \u0644\u063A\u0629 \u0625\u0631\u0634\u0627\u062F\u064A\u0629 \u0648\u0627\u0644\u0627\u0646\u062F\u0645\u0627\u062C \u0641\u064A \u0627\u0644\u0645\u062C\u062A\u0645\u0639 \u0648\u0627\u0644\u0644\u0639\u0628 \u0648\"incultruration\" (\u0648\u0647\u0648 \u0645\u0635\u0637\u0644\u062D \u0645\u0631\u062A\u0628\u0637 \u0628\u0627\u0644\u062F\u064A\u0627\u0646\u0629 \u0627\u0644\u0645\u0633\u064A\u062D\u064A\u0629 \u064A\u0634\u064A\u0631 \u0625\u0644\u0649 \u0642\u0628\u0648\u0644 \u0627\u0644\u0637\u0631\u0627\u0626\u0642 \u0627\u0644\u062A\u064A \u062A\u0639\u0644\u0645 \u0627\u0644\u0643\u0646\u064A\u0633\u0629 \u0645\u0646 \u062E\u0644\u0627\u0644\u0647\u0627 \u0648\u0627\u0644\u062A\u064A \u062A\u062A\u0648\u0627\u062C\u062F \u0641\u064A \u0627\u0644\u062B\u0642\u0627\u0641\u0627\u062A \u063A\u064A\u0631 \u0627\u0644\u0645\u0633\u064A\u062D\u064A\u0629 \u0648\u0625\u0644\u0649 \u062A\u0623\u062B\u064A\u0631 \u062A\u0644\u0643 \u0627\u0644\u062B\u0642\u0627\u0641\u0627\u062A \u0639\u0644\u0649 \u062A\u0637\u0648\u0631 \u0647\u0630\u0647 \u0627\u0644\u062A\u0639\u0627\u0644\u064A\u0645). \u0648\u064A\u0639\u062A\u0628\u0631 \u0627\u0644\u062A\u0639\u0644\u0645 \u063A\u064A\u0631 \u0627\u0644\u0631\u0633\u0645\u064A \u0638\u0627\u0647\u0631\u0629 \u0630\u0627\u062A \u0627\u0646\u062A\u0634\u0627\u0631 \u0648\u0627\u0633\u0639 \u0648\u0645\u0633\u062A\u0645\u0631 \u0645\u0646 \u0627\u0644\u062A\u0639\u0644\u0645 \u0627\u0644\u0630\u064A \u064A\u0643\u062A\u0633\u0628 \u0628\u0627\u0644\u0645\u0634\u0627\u0631\u0643\u0629 \u0648\u0628\u062E\u0644\u0642 \u0627\u0644\u0645\u0639\u0631\u0641\u0629 \u0648\u064A\u062E\u0627\u0644\u0641 \u0628\u0630\u0644\u0643 \u0648\u062C\u0647\u0629 \u0627\u0644\u0646\u0638\u0631 \u0627\u0644\u062A\u0642\u0644\u064A\u062F\u064A\u0629 \u0627\u0644\u062A\u064A \u062A\u0634\u062F\u062F \u0639\u0644\u0649 \u0623\u0646 \u0627\u0643\u062A\u0633\u0627\u0628 \u0627\u0644\u0645\u0639\u0631\u0641\u0629 \u064A\u0623\u062A\u064A \u0639\u0646 \u0637\u0631\u064A\u0642 \u0627\u0644\u0645\u0639\u0644\u0645. \u0648\u0643\u062B"@ar . . "Informal learning is characterized \"by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives\". It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection. For learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition. Estimates suggest that about 70-90 percent of adult learning takes place informally and outside educational institutions. The term is often conflated, however, with non-formal learning, and self-directed learning. It is widely used in the context of corporate training and education in relation to return on investment (ROI), or return on learning (ROL). It is also widely used when referring to science education, in relation to citizen science, or informal science education. The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs, e.g., reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in communities of practice, to name a few. Informal learning is common in communities where individuals have opportunities to observe and participate in social activities. Advantages of informal learning cited include flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems. For improving employees' performance, task execution is considered the most important source of learning."@en . . . . . "Inform\u00E1ln\u00ED u\u010Den\u00ED"@cs . . . . . . . . . . . . "44005"^^ . . . . . "Informal learning is characterized \"by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives\". It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection. For learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning "@en . . . . . "8089686"^^ . "1108343547"^^ . "Informelles Lernen"@de . . . . 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\u0627\u0644\u0645\u0634\u0627\u0631\u0643\u0629 \u0648\u0627\u0644\u0645\u0644\u0627\u062D\u0638\u0629 \u0641\u064A \u0627\u0644\u0623\u0646\u0634\u0637\u0629 \u0627\u0644\u0627\u062C\u062A\u0645\u0627\u0639\u064A\u0629.."@ar . . . "p. 36"@en . . . . "\u062A\u0639\u0644\u0645 \u063A\u064A\u0631 \u0631\u0633\u0645\u064A"@ar . . . . . . . . . . . . . . . . "Informelles Lernen bezeichnet ein Lernen in Lebens- und Arbeitszusammenh\u00E4ngen, das urspr\u00FCnglich vor allem als ein Lernen au\u00DFerhalb des formalen Bildungswesens (z. B. Schulen, Universit\u00E4ten, berufliche Fortbildungen) angesehen wurde. Seit den 1990er Jahren hat die Diskussion zum informellen Lernen stetig an Bedeutung gewonnen und wird (Stand 2021) in fast allen p\u00E4dagogischen Bereichen und der Lernpsychologie thematisiert. Typische Mechanismen des informellen Lernens beinhalten eigenes Ausprobieren (Learning by doing sowie Versuch und Irrtum), Lernen am Modell, Feedback und Reflexion."@de . . . . . . . . . . . . . . . . . . . . "August 2022"@en . . . . . "Inform\u00E1ln\u00ED u\u010Den\u00ED je z\u00EDsk\u00E1v\u00E1n\u00ED dovednost\u00ED a schopnost\u00ED z ka\u017Edodenn\u00EDch aktivit b\u011B\u017En\u00E9ho \u017Eivota, \u010Dinnost\u00ED v pr\u00E1ci, ve voln\u00E9m \u010Dase atd. Jde o sebevzd\u011Bl\u00E1v\u00E1n\u00ED. Jde o neorganizovan\u00E9, nesystematick\u00E9 a institucion\u00E1ln\u011B nekoordinovan\u00E9 vzd\u011Bl\u00E1v\u00E1n\u00ED. Ob\u010Das se mluv\u00ED o tom, \u017Ee inform\u00E1ln\u00ED u\u010Den\u00ED je nez\u00E1m\u011Brn\u00E9 a bezd\u011B\u010Dn\u00E9. Jde tedy o nepl\u00E1novan\u00E9 a spont\u00E1nn\u00ED u\u010Den\u00ED p\u0159i ka\u017Edodenn\u00ED rutin\u011B."@cs . . . . . . . . . . . . . . . "Informal learning"@en . . . . . . . . . "yes"@en . . . . . . . . . . . . . . . . . "Informal learning, Schugurensky suggests, has its own internal forms that are important to distinguish in studying the phenomenon. He proposes three forms: self-directed learning, incidental learning, and socialization, or tacit learning. These differ among themselves in terms of intentionality and awareness at the time of the learning experience. Self-directed learning, for example, is intentional and conscious; incidental learning, which Marsick and Watkins describe as an accidental by-product of doing something else, is unintentional but after the experience she or he becomes aware that some learning has taken place; and finally, socialization or tacit learning is neither intentional nor conscious"@en . . "Informelles Lernen bezeichnet ein Lernen in Lebens- und Arbeitszusammenh\u00E4ngen, das urspr\u00FCnglich vor allem als ein Lernen au\u00DFerhalb des formalen Bildungswesens (z. B. Schulen, Universit\u00E4ten, berufliche Fortbildungen) angesehen wurde. Seit den 1990er Jahren hat die Diskussion zum informellen Lernen stetig an Bedeutung gewonnen und wird (Stand 2021) in fast allen p\u00E4dagogischen Bereichen und der Lernpsychologie thematisiert. Typische Mechanismen des informellen Lernens beinhalten eigenes Ausprobieren (Learning by doing sowie Versuch und Irrtum), Lernen am Modell, Feedback und Reflexion."@de . . . . . . . . . . . . . . . . . . . . . . . . .