Learning

In general terms learning is the process of gaining new knowledge, understanding and skills. However, a more modern interpretation can be that learning is also about being able to recall and reconstruct a prior experience which results in a change of behaviour or capability. (Nick Shackleton-Jones, 2023, ‘How People Learn. A new model of learning and cognition to improve performance and education’, 2nd Edition, p49).

Where someone has attended a training course, it might be that they can recall prior knowledge and learning, so they have essentially refreshed their memory, but that they have not learnt anything new. However, by refreshing their memory and then changing their behaviour to especially improve their practices then this also meets the definition of learning. Where complacency has crept into working practices and a refresher course, or similar, is undertaken which then corrects some poor practices then it is reasonable to say that this is learning, even if it is really re-learning.

Whether the refreshing of memory or relearning is learning, or not, is arguable but being able to keep up-to-date and refreshed with knowledge, understanding and skills is certainly a key requirement for modern business operations. The definition of learning can be further amended to encompass a range of interpretations.

This classic learning process can be grouped into different forms of learning:

Formal learning: this is the more traditional type of organised and structured approach which will follow a course syllabus or specification and it will have some sort of formal test or assessment take place. It will also typically lead to the achievement of a qualification, or part of a qualification such as a Unit or Module.

Non-formal learning: this is typically carried out within a framework which does have some element of structure, and this might be within an organisation, a support group, sports clubs, community networks, a professional body CPD programme, or similar. It will not lead to a qualification or have formal assessments in place, although where extended non-formal learning takes places to gain competence or expertise at a skill then a formal assessment might be applied to recognise achievement gained (in which case this would have crossed over into elements of formal learning). Examples of non-formal learning might include toolbox talks; short training sessions / courses, especially with the issuing of certificates of attendance, attendance at seminars or update events / networking events; a general awareness course; initial induction training at work; active reading with note taking and reflection on aspects of the material being read.

Where a training course, with a short syllabus, has an obligatory assessment which, upon successful achievement, results in a certificate of achievement, then this has the elements of formal learning although it won’t typically have the longer time period provided by formal learning and over which learning has been adequately stored to longer term memory for later effective recall.

Informal learning: this can take place anytime, often without someone realising it. It can be thought of as a learning experience that is gained outside of formal and non-formal education and training: It is often termed ‘experiential learning’. It may include the routine practising of skills (sub-consciously reinforcing learning); having discussions with others; having general conversations with others; gaining knowledge from media sources; listening to news reports; visiting places of interest; reading a particular book, report, article etc. which is of interest; observing or actively being shown how to carry out a task at work; attending a trade show.

The Learning Process
The act of learning requires elements of thought processing, to different degrees, and active reflection on what is being considered as part of this process. The learning of practical skills will require the physical act of doing to help reinforce learning from hand, arm, leg, eye etc. movements that are needed to apply the skill.

It is typically the depth of active reflection, or positive engagement with a practical skill, which involves questioning and challenging that which is being thought about or practiced, that develops the learning (and subsequent ability to recall or demonstrate the learning) that is taking place.

Whilst learning can take many forms – formal, informal, non-formal – it is the richness of opportunities that exist to continually learn something which is of interest and of use to individuals in the modern age and which is almost unlimited.

Learning is a continual process which means if one is to develop in life – whether domestic or work – then active engagement, on a regular basis, needs to take place; you can’t (at the moment) just plug yourself into a socket, connect to the web and acquire information which is downloaded into your memory for future retention.

To better help remember and recall learning, undertake active learning so that you practice retrieving fresh, current, learnings from memory – be questioning and not passive when learning; vary the time periods between recalling what was learnt to better help retain the information learnt, and make learning interesting and varied by using different methods and activities.

Learning takes place in the brain. Understanding how the brain can learn, memorise, recall and forget what has been learnt is essential if effective learning is to take place. Dehaene explains how neuroscience provides the evidence to help us learn how to learn to get the most out of our efforts, with four pillars of learning, which are: