The Problem

COVID-19 has brought challenges to all sectors of society, from leadership at the top to service at the front lines. Learning (and unlearning) by its very nature will play an outsize role in our reinvention and renewal. Much of that learning will be informal and incidental learning. How can complexity science help us think about informal and incidental learning in a pandemic and how might we develop our capacity to productively learn given these turbulent circumstances?

The Recommendation

Workplace educators are encouraged to take a complexity perspective on their work post-COVID-19 and to enlarge their repertoire of responses to learning needs to include informal and incidental learning. A critical role for these individuals will be to help workers increase their skill in being proactive, critically reflective, creative, and playful as they learn informally. We encourage use of design thinking—coupled with knowledge-intensive tools, data visualization modeling, imagination, and abductive reasoning—to reframe how we learn in times of complexity in the time of COVID-19.

The Stakeholders

All of us have to learn our way through during this great reset. Every sector, every workplace, will be affected by the changes wrought by a pandemic and an economy in jeopardy. Thus all who learn and particularly those of us who help shape and guide workplace learning have a stake in understanding complexity and how to enhance informal and incidental learning as a strategically important response to these times.

中文翻译：

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COVID-19时代的非正式学习和偶然学习

问题

从最高层的领导到前线的服务，COVID-19给社会的各个领域带来了挑战。从本质上来说，学习（和不学习）将在我们的发明和更新中发挥巨大作用。大部分学习将是非正式的和偶然的学习。复杂性科学如何帮助我们考虑大流行中的非正式学习和附带学习，以及在这些动荡的环境下，我们如何发展有效学习的能力？

建议

鼓励工作场所教育者对COVID-19之后的工作采取复杂的观点，并扩大其对学习需求的反应范围，包括非正式和附带性学习。这些人的关键角色将是帮助工人提高技能，使其在非正式学习中变得积极主动，批判性地反思，富有创造力和好玩。我们鼓励使用设计思维，再加上知识密集型工具，数据可视化建模，想象力和归纳推理，以重新构造我们在COVID-19时代复杂的时代学习的方式。

利益相关者

我们所有人都必须在这次伟大的重置中学习自己的方式。大流行和经济危机造成的变化将影响每个部门，每个工作场所。因此，所有学习者，尤其是我们那些帮助塑造和引导工作场所学习的人，都在理解复杂性以及如何增强非正式和附带性学习作为对这些时代的战略上重要的响应上具有利益。