Examples of informal and incidental learning, including an extended discussion of informal learning in flight instruction, are used to illustrate the model of informal and incidental learning in practice, as well as the nonlinear nature of this learning.

Describes elements of the Self-Directed Learning Process Model (control over learning, learner-teacher interaction, influencing factors). Discusses how reflection on learning processes can transform the way learners think about learning and make them responsible for their own development. (SK)

Models of how professionals learn include mental schema, skill acquisition, and reflective practice. Effective continuing professional education for the development of expertise should be dynamic, authentic, practice based, collaborative, and future oriented. (SK)

This chapter presents a brain-based model of adult learning and connects the model to practice.