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In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants. There is no leader; each person participates as they deem appropriate. There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.

The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.

   Pausch was well-known within the academic community for developing interdisciplinary courses and research projects that attracted new students to the field of computer science. He also spent his career encouraging computer scientists to collaborate with artists, dramatists and designers.

Pausch

the care and affection he lavished on his students. They responded to him as athletes do to a great coach who cares not only about winning but about the team players as individuals."    

It doesn't matter when you learn it, so long as you learn it. A student’s grade should reflect her current understanding of the course, not last month’s, not her understanding when it was convenient for me to assess her. Keep a loose grip on your students' grades. My assessment policy needs to direct my remediation of your skills. My comprehensive test on "Twelfth Night" won't do much for us two months down the road when you come in looking to patch yourself up. Assign separate scores to "Twelfth Night Themes," "Twelfth Night Vocabulary," and "Twelfth Night [whatever else it is you English teachers do]," scores which can be targeted and remediated individually. My assessment policy needs to incentivize your own remediation. How many students will put in the effort to remediate their skills if the reward isn't tangible and immediate? Traditionally, what do you have? The promise that your studying here at lunch is really gonna pay off on the next test? Which is in three weeks. The student's like, awesome, glad I came in.