Embracing Out of School Learning in Digital Affinity Spaces

Out of School Learning (OOSL) refers to the educational experiences that occur outside the formal school environment. These experiences can take place in a variety of settings, including museums, libraries, community centers, extra curricular activities and increasingly, digital spaces. Out of School Learning emphasizes informal, often self-directed learning activities that are driven by personal interests and real-world contexts.

A Personal Journey through Out of School Learning

As an avid paper crafter and card maker, I have found immense value in digital affinity spaces. These are online communities where individuals with shared interests collaborate and learn from each other (Hoffman, R. 2012). On Facebook, I am part of several groups dedicated to crafting, where I follow professionals like Jennifer McGuire and Jenn Shurkus. These groups provide a platform to exchange techniques, spark creativity, and connect with like-minded individuals. This sense of community extends to my professional life as well. As a new yearbook advisor, I sought support and joined various Facebook groups for yearbook advisors. Some even specific to new or first year advisors. These communities became invaluable sources of advice and diverse perspectives, helping me navigate the complexities of my new role.

A screenshot of one crafting affinity space.

Strengths of Out of School Learning

1. Personalized Learning: Out of School Learning allows learners to pursue their interests at their own pace, leading to a more personalized and engaging educational experience. This aligns well with cognitivism, which emphasizes the importance of internal processes such as thinking, memory, and problem-solving. OOSL often involves self-directed learning that requires active mental engagement and the application of cognitive skills (Vadeboncoeur, J. A. 2006).

2. Real-World Application: Often OOSL involves practical, hands-on activities that are directly applicable to real-life situations, enhancing the relevance of the learning process. This practical approach supports social learning theory, which highlights the importance of social interactions and modeling. Digital affinity spaces exemplify social learning in action, where individuals learn from observing and interacting with others in the community .

3. Community and Collaboration: Digital affinity spaces foster a sense of community and provide opportunities for collaboration, enabling learners to benefit from the knowledge and experiences of others. This is particularly important in critical theories of learning, which emphasize the role of power, culture, and identity in the learning process. OOSL, especially in digital spaces, can provide marginalized groups with a voice and a platform to challenge traditional educational norms and create inclusive learning environments (Resnick, L. B. 1987).

4. Flexibility: OOSL is not bound by the rigid schedules of formal education, allowing learners to explore topics whenever and wherever they choose. This flexibility supports diverse learning styles and needs, making education more accessible and adaptable.

Weaknesses and Critiques of Out of School Learning

1. Lack of Structure: The informal nature of Out of School Learning can sometimes lead to a lack of direction and coherence in the learning process. This is a critique often highlighted by behaviorism, which focuses on observable behaviors and external stimuli as the primary drivers of learning. OOSL can sometimes lack the structured reinforcement mechanisms that behaviorism emphasizes, potentially leading to inconsistent learning outcomes (Cherry, K. 2023).

2. Equity Issues: Access to OOSL opportunities, especially digital ones, can be limited by socioeconomic factors, potentially increasing educational inequalities. This is a significant concern for critical theories of learning, which focus on addressing power imbalances and ensuring equitable access to educational resources (Cherry, K. 2022).

3. Assessment Challenges: Measuring and assessing learning outcomes in OOSL contexts can be difficult, making it harder to validate the knowledge and skills acquired. Without formal assessment tools, it can be challenging to ensure learners achieve specific educational goals.

The Role of Affinity Spaces in Education

Middle school students, navigating a challenging phase of their lives, can greatly benefit from affinity spaces. However, creating these spaces on campus can be challenging due to concerns about inclusivity and the potential risks associated with the digital spaces within social media. An effective alternative is school clubs, which offer a similar sense of community and informal learning opportunities (TedX Talks. 2017). A great example of a digital affinity space is through the use of Google Classroom. For instance, my yearbook students utilize a Google Classroom space shared with fellow yearbook students from other schools in the district. This digital platform allows students to collaborate, ask questions, and provide feedback to one another, fostering a supportive affinity group within the school setting surrounded by their common interest in creating the school yearbook.

Yearbook Google Classroom Affinity Space

Conclusion

Out of School Learning, particularly in digital affinity spaces, offers unique and valuable educational experiences. While it has its challenges, the strengths of Out of School Learning in promoting personalized, real-world, and community-based learning make it a powerful complement to formal education. By understanding and leveraging the potential of these informal learning environments, educators and learners alike can enhance their educational journeys.

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References

Cherry, K. (2022, November 8). Sociocultural theory of development. verywell mind. https://www.verywellmind.com/what-is-sociocultural-theory-2795088

Cherry, K. (2023, March 14). How observational learning affects behavior. verywell mind. https://www.verywellmind.com/what-is-observational-learning-2795402

Hoffman, R. (2012, September 18). How-to: Affinity spaces [Video]. YouTube. https://www.youtube.com/watch?v=Sbzf1YCeZ84&t=2s

Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13-20.

TedX Talks. (2017, February 7). Informal learning: The future | Girish Gopalakrishnan | TEDxNITTrichy [Video]. YouTube. https://www.youtube.com/watch?v=Hn-5OFcwpkM

Vadeboncoeur, J. A. (2006). Chapter 7: Engaging young people: Learning in informal contexts. Research in Education, 30(1), 239-278.