What is learning?

Transcript and discussions

Supporting Learning

What is learning? Whenever we investigate a modified term such as “open learning”, “deep learning”, or “e-learning” or “mobile learning”, etc., we need to look at the root element independently.

So, ask yourself, what is learning?

There is a discussion forum that goes with this little talk. I have posted the question there. Why don’t you post an answer in reply (or on Twitter #fslt) and enter into the discussion. As long as you are honest with yourself, I do not think there can be a wrong answer to this question.

There are many conceptions of learning. People have different understandings of what learning is.

The wider question of “difference” will come up several times in this course. Difference - and what we do with it - will be one of our key challenges as teachers supporting learning. People have different learning preferences, there are even different understandings of the fundamental nature of knowledge.

But, back to learning.

You may see in the discussion forum what people have written about their understanding of learning. For example:

Learning is having a new understanding
Learning means being able to do something that you couldn’t do before
Learning means having new facts
Learning is about a change in your mind.

Conceptions of learning might be broadly grouped into two categories:

Learning as a process
Learning as a product.

Learning as a process means that it is something you do; and probably something that you do with other people.

Learning as a product means that it is something that you have; and probably something that is shared with other people.

And, for the purposes of this course, I want to suggest a third conception of learning:

Learning can be a subject of inquiry in its own right.

Learning can be a branch of Psychology, a branch of Philosophy; a branch of the broader discipline of Education.

Learning and teaching are not exactly the same thing. Just as there are different conceptions of learning there are different conceptions of teaching.

Why don’t you go back to the forum and consider that question. What do you think teaching is?

Here, in this talk, I am indulging in a little piece of didactic teaching: that is, I am telling you what I think learning and teaching are. I have also invited you into a little discovery learning, through the forum. There you can discover what other people think learning and teaching are.

Also associated with this course there is a shared document with references and links to other resources about learning and teaching. All of these will be able to provide you with opportunities to discover more about teaching and learning.

You are invited to add citations and links to your own favourite open resources on learning and teaching. This is a dynamic, collaborative exercise in sharing knowledge as a group. In fact, sharing knowledge as a group - or perhaps a community - is one of the themes that underlies this course.

As for supporting learning: for me, one of the best ways to do this is to begin by recognising that people learn differently, people teach differently and people have different fundamental understandings of what it means to know. You will have students who learn well from your preferred teaching style. But, you may also have students who just can’t “get on your wavelength”, who have a different approach to learning than you do. Recognising that differences can be categorised, and then that categorical thinking can be used to develop different strategies or approaches to teaching will enable you to support more learners more effectively.

Through this course we will have some opportunities to look at different ways of teaching and learning. But ,we cannot hope to do it all in 100 hours spread over five short weeks. We hope to provide an introduction to the subject of teaching and supporting learning in higher education. And, maybe to spark or to rekindle a fascination (maybe even a love affair) with teaching and learning.

Thank you

Now turn to Learning from experience