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Almost every action we take is the result of past learning yet, for
some people, learning still remains an activity undertaken in, or
associated with, an educational context.
As babies we learn to eat, to gain attention, to crawl, to walk,
etc. and as we develop into children, and our bodies become
more functional, we learn an inordinate range of skills.
Traditionally, research and studies around learning focused primarily on earlyyears learning through childhood and adolescence. However, it is now
recognised that learning is a continuous process that commences at birth and
continues until death; it is the process through which we use our experience
to deal with new situations and to develop relationships.
See our page: Lifelong Learning for more information.
A lot of our learning occurs randomly throughout life, from new experiences, gaining information
and from our perceptions, for example: reading a newspaper or watching a news broadcast,
talking with a friend or colleague, chance meetings and unexpected experiences.
Many experiences in life provide us with learning opportunities from which we can choose
whether or not to learn. This type of experiential learning is in contrast to more formal
approaches to learning such as training, mentoring, coaching and teaching, all of which have
some type of structure in that they are planned learning involving a facilitator.
People learn best when they are treated with respect and are not talked down to or
treated as ignorant. Establishing ground rules at the start of a training session will reinforce
this important principle However, for the training to be most effective and to involve full
participation, the trainer should model such exemplar behaviour.
When possible learners should take part in the planning of learning activities.
Learners should be encouraged to be self-directing in terms of goal-setting since this usually
improves commitment and motivation and increases participation. Facilitators should
examine the expectations of the learner at the start of a course or session to help to
encourage self-direction.
Interaction with a facilitator is vital. People need to be able to react, question and
voice opinions on what they are learning. Generally, in group situations, quieter members
should be gently encouraged for their input.
Learning activities and/or delivery need to be varied, to cover the range of different
learning styles and help the learner maintain interest and motivation. In a classroom setting,
for example, including discussions or other activities, especially some sort of problem
solving, as part of a lesson or lecture will enable learners to interact and engage with the
subject.
Instant rewards help. People learn best if the results and/or rewards of learning are
made clear and can be demonstrated during or immediately after the learning experience.
Learning Capacity
Our individual learning capacity varies considerably and will depend not only on ability but also
on motivation, personality, learning style and an awareness of our own learning processes.
Working on an awareness of your own learning processes means 'learning how to learn'. For
example, in university settings students are usually taught some study skills, which include
learning how to seek information when needed and how to use it appropriately.
In Summary
Learning is an internal activity and a key personal development
skill.
Learning is not something that can be directly observed in others. We can,
however, observe the results of learning in ourselves and others this is why,
in formal learning situations, assessment is such a crucial part of the teaching
process.
The results of academic assessment, essays, exams etc. are simply attempts
to measure how much an individual has learnt but they cannot measure the
actual process of learning.
Learning brings about changes in the way we act, think and/or feel about ourselves, other people
and the world around us. Such changes may be permanent or temporary depending on our own
perceptions of the importance and relevance of the gained knowledge.