Natural Learning is both an individual and a collective process
The social context within which people learn has a great deal of influence on how and what they can accomplish.
Developing a good learning culture
No one is an island, not biologically.  Even for people who love to spend most time alone, some aspects of learning are intrinsically social.  The social nature of people is behind what is sometimes called “the longing to belong” or "the contact urge."  (Gopnik, A., Meltsoff, A. N., & Kuhl, P. (1999). The scientist in the crib: Minds, brains, and how children learn.  ). There are many sources of research that converge to illustrate this point.
The social nature of the brain/mind
One major underlying biological basis for the social nature of human beings has recently been confirmed by neuroscience in the form of mirror neurons.  These are neurons in the brains of observers that fire in a similar way to neurons in the brains of others who are being observed.  So one person CAN feel another’s pain; and imitation is more than just skin deep.  These findings have confirmed the importance of role models, imitation and peer group in social behavior and learning behavior.
Communities of Practice
Situated cognition underlies one of the most powerful modes of learning now being used in the corporate world, what Wenger et. al. (2002) called communities of practice.  This is the process whereby people working together also learn with and from each other and help each other to become more competent.  It shows up everywhere from gangs to social networking and the power of Facebook and other sites to networking with players of video games to the power of teams to solve problems in a way that no one can accomplish alone.
Situated Learning
It is not possible to master a language or grasp the meaning of any concept without these being embedded in social relationships in some way.   Cognitive scientists call this “situated learning" or "situated cognition” (Lave and Wenger, 1001;  Gee, 2007).  Of course, people can learn privately and engage in individual study.  The point is that meaning itself is, in part, socially constructed in that it is created by the interaction of people with each other.  Vygotsky suggested, in fact, that inner dialogue can only develop after social dialog is experienced.
The Learning Organization
The term "the learning organization" became popular in the early 1990's (see e.g. Senge, 1992).  It begins with the fact that any organization is also a system in which the interactions of each part influence every other part.  According to one definition it is "an organisation that facilitates the learning of all its members and continually transforms itself" (M. Pedler, J. Burgoyne and Tom Boydell, 1991).  It uses the results of the learning to achieve better results.
Study Groups or Professional Learning Groups
Many people have found that it helps to study together, and those students who study with others tend to get better results.  Several different models of study groups have been developed for educators (See e.g. Reading Today, Vol. 21, February-March 2004).
The Learning Culture
How We Work With Schools
Community Outreach
Who We Are
Our Research
Research Foundations
Research Foundations
The Natural Learning Research Institute
Conversation and Dialogue
Extensive attention has been paid to the art of deep listening and conversation by some extraordinary thinkers and practitioners.  A seminal thinker, physicist David Bohm, is the father of a modern form of dialogue, which literally means “the flow of meaning.”  He and others have drawn attention to the art and the power of deep listening in situations ranging from the boardrooms of corporations to the turmoil of emerging nations.
Introductory Resources
Communities of practice
Overview
Wenger
Conversation and Dialogue
The Art of Hosting
Dialog
The Learning Organization
Overview
Senge (1990) TheFifth Discipline.
Mirror neurons
Wikipedia
Louis Cozolino (2006) The Neuroscience of Human Relationships
Situated Learning
Wikipedia
Jean Lave and Etienne Wenger (1991) Situated Learning. Legitimate peripheral participation.
Study Groups
An example
Carlene U. Murphy and Dale W. Lick (2004)
Whole-Faculty Study Groups