What is Learning?

See also: Learning Approaches.

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.

Teaching, training and other structured learning opportunities

are activities that one person does to another, while learning is
something we can only do for ourselves.
Learning involves far more than thinking: it involves the whole personality - senses,
feelings, intuition, beliefs, values and will. If we do not have the will to learn, we will not learn
and if we have learned, we are actually changed in some way. If the learning makes no
difference it can have very little significance beyond being random ideas that float through our
consciousness.
Learning needs to meet some personal need and recognising and identifying such needs
enables us to evaluate whether the learning has been worthwhile and successful.

Learning occurs when we are able to:

Gain a mental or physical grasp of the subject.

Make sense of a subject, event or feeling by interpreting it into our

own words or actions.

Use our newly acquired ability or knowledge in conjunction with skills

and understanding we already possess.

Do something with the new knowledge or skill and take ownership of

it.

Key Principles of Learning

There are a vast range of theories that attempt to explain and
demonstrate the way that people learn.
Such theories can often contrast with each other depending on
the type of learning they describe, for example traditional
learning theories associated with children and adolescents
engaged in schooling may differ from theories associated with
adult learning.
The following list is generic and identifies the key principles associated with
all types of learning and can be applied to group situations as well as when
learning alone or with a mentor, tutor or trainer.
This list is not exhaustive but it should, however, help you to understand some
of the key concepts of learning.

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.

Learning opportunities should, when possible, be linked to previous positive

experience - this involves self-awareness on the part of the learner and understanding and
empathy on the part of any facilitator. Learning can be blocked by past negative
experiences - some people who hated school cannot bear to be in a classroom situation, for
example.

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.

People learn best when their physical environment is comfortable. In group

situations a positive emotional and supportive environment is also important; individuals in
groups tend to learn best when they can socialise and interact with other group members.

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.

Self-evaluation and reflective practice is important. Learners should be encouraged

to reflect on what they have learnt and think about ways that they can further their
knowledge. See our page: Reflective Practice for more information.

The PACT Learning Cycle

Many attempts have been made by academics and others to map and explain
the learning processes. It is generally recognised that learning takes place in
a repetitive cycle, an ongoing series of processes.
The diagram below represents a generic learning cycle and uses the acronym
PACT. The cycle is relevant to all types of learning.
The PACT learning cycle stages are:

Procure. New knowledge (theory) or ability (skill) is acquired.

Apply. The new knowledge or skill is then practiced in some way.

Consider. The results of the practice are evaluated and/or assessed.

Transform. The original knowledge or ability is modified accordingly.

The cycle then continues and repeats.

The PACT cycle should help to demonstrate that learning is an iterative

process: our learning evolves as we develop and we utilise early knowledge for later
understanding. There are many examples of these processes in action - usually we learn the
basics of a subject or skill before progressing to intermediate , advanced and ultimately expert
levels. At each stage we build on the knowledge and experience we have already acquired,
gaining further knowledge, experience or techniques and repeating the learning cycle.

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.