"What is learning?" I was in a meeting with a prospective PhD candidate recently and the conversation inevitably led to learning.
He pointed out that in his literature reviews he had uncovered a bewildering number of different, and often opposing learning theories. He was clearly impressed if not a little phased by the huge array of concepts and ideas that theorists had developed to try to explain what it means when we learn something. My response was that this was to be expected, because asking someone how they learn is as tricky a question as asking them what their favourite food is!
However, learning theories are variable in their significance, scope and validity. Some of the more revered theories such as social constructivism and cognitivism seem to enjoy a longevity which is evidenced in a large number of existing educational practices, including course design, learning activities, resource development, assessment and design of learning spaces. Yet in the digital age, it is probably in the area of tools selection and application that learning theories are at their most potent. Consider why the iPad and other touch screen tablet computers are becoming so popular in schools and other education establishments. Is this down solely to the intuitive nature of the tablet design, or do teachers see other more tacit pedagogical uses that are supported by the affordances of the tablet?
Our conceptions of learning are as individualised as our fingerprints. During a conference I presented at recently, I was asked what I did to make learning fun for my students. I responded by saying that I didn't always make learning fun, because sometimes learning needs to be painful. This response was met by frowns and smiles in equal measure. Over 70 years ago, John Dewey argued that the 'educative process' consisted of 'severe discipline' to aid intellectual and moral development. We may not be able to agree on a single definition of learning - and that's a good thing - we can probably all agree that learning can be as painful as it can be enjoyable, depending on the context.
A number of new 'theories' and emerging in the digital age, as people attempt to provide explanations for what is happening with learning. Some argue that learning is changing as a direct result of technology. Learners are indeed consuming, creating, organising and sharing a lot more content than they ever previously did. The exponential rise in user generated content on social media sites bears testament to this, and when these kind of activities spill over into the formal learning domain, previously well established learning theories are challenged. We now see the emergence of a number of new theories that attempt to explain learning in the 21st Century.
These include heutagogy, paragogy, connectivism and rhizomatic learning. One of the characteristics of learning through digital media is the ability to crowd source content, ideas and artefacts, and to promote and participate in global discussions.
That's why I want to ask the questions: "What is learning? Does it differ from learning prior to the advent of global communications technology? Does learning now require new explanatory frameworks?"
Steve Wheeler (pictured), is associate professor of learning technologies at the University of Plymouth.
He is delivering a keynote address on 'learning innovation with tomorrow's technology tools' at the World of Learning Conference & Exhibition, which takes place at The NEC Birmingham on 2 & 3 October 2012.
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