Choosing & Using Technologies in Education & Training
Formal and Informal Learning
Formal learning refers to any learning which is deliberately undertaken and has a predetermined structure, particularly when it takes place within a teaching or training organisation. Informal learning refers to learning which is not deliberately planned, and includes incidental learning which occurs during the course of everyday life (while watching current affairs or nature programs, for instance). Informal learning has a strong place in the recognition of prior learning. For example, if you know whether a group of learners are all likely to be at a similar stage of knowledge of the subject matter which is to be taught, or whether they have a wide spread of previous knowledge, you can make a better decision about the way the program is paced, and whether it should be self-paced or teacher-led.
Unguided learning, where learners select their own content and learning pathways, and have little or no interaction with teachers or others, has a limited place in the vocational education and training sector. Particularly with experienced and highly motivated learners, however, it may be interesting to consider how far in this direction it is desirable to proceed.
A central tenet of flexible learning is that learners should take responsibility for their own learning, and make their own decisions about what, how, when and where to learn. This does not mean, however, that teaching organisations should abandon their professional responsibility in this area. Many learners, especially the young (such as those straight from school) and the less confident (such as those returning to study after a long break), have limited independent learning skills, and so it is necessary to guide them. For such learners it may be preferable to start in a relatively traditional, teacher-centred setting, and alter the teacher's role as the learners' confidence and ability develops. Experienced learners, however, may do better if their program is learner-centred from the beginning.
Good practice suggests that learners should take an active part in their learning, rather than being passive recipients. This may take the form of participation in workshop practice, experiments, simulations or other activities. In more theoretical programs, engagement may take the form of interaction with teachers or other learners. Where the learner is working alone, learning resources should be structured so as to demand activity of the learner; this may be supported by interaction at a distance through technology.
Learners may have a preference for learning by watching, listening, reading or doing. In a face to face classroom, this may be accommodated by providing a combination of demonstration, description and activity. In other settings, it is desirable to provide a range of learning methodologies to enable learners to exercise their preferences.
Place independent learning occurs when the learner can use learning materials or technologies wherever he or she happens to be, rather than having to attend a particular place. Classroom teaching is place dependent, while distance learning using print materials is place independent. Computers impose a degree of place dependence, but this is reducing as the availability of computers in the home, workplace and learning centres increases.
Similarly, time independence means that learners can choose the time when they learn, while time dependence means that the time is predetermined. Any method where instant interaction with other people is required will be time dependent (for example, classroom groups, video conferencing, audio conferencing), but many facets of the Internet, and methods such as drop-in tutorials, are time independent.
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