Subject: Linear/non linear learning - formal versus informal learning.
From: Jens J. Hansen (jhansen@unitec.ac.nz)
Date: Mon 24 Jan 2000 - 22:27:11 MET
From: "Jens J. Hansen" <jhansen@unitec.ac.nz> Subject: Linear/non linear learning - formal versus informal learning. Date: Tue, 25 Jan 2000 10:27:11 +1300
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Learning, it is argued (eg, Hatton, 1997) is a lifelong process and those
involved in the current discussion about linearity vs non linearity in
learning probably acknowledge that it really does go on throughout life.
In that sense, learning is episodic and because episodes occur across a
time span, it can be reasoned that in that sense, learning is indeed
linear. However, when the learner critically reflects (a la the
transformative learning model proposed by Mezirow) linkages become
generated between two or more understandings that may have been generated
across a number of learning episodes. Thus, when the learner flicks back
and forth between these understandings and, perhaps but not necessarily
between learning episodes, they do so in a non linear manner.
But that aside, it is also clear that there are a range of approaches to
understanding learning and models of learning have moved a good way beyond
Kolb's four part cycle. In particular, the raft of rather more complex
learning pathways suggested by Jarvis (1986) is useful. (Jarvis, beginning
with Kolb's learning cycle, had a series of groups critique the original
model and the successive syntheses that emerged. In all, some eleven
learning pathways were suggested, some being quite linear and others
involving backtracking or non linearity.) Although Jarvis' complex model
is, to my mind, very useful, it does not, however, deal with the issue of
telelearning and hence, in my view, it needs revision. To that end, this
discussion is warranted because understandings that emerge might well be
tested against a matrix/model such as that proposed by Jarvis.
There is another aspect to this discussion that I want to comment on and
that is the thread that Muhammad Betz introduced but that Charles Adamson
has picked up on - i.e. formal and informal learning. Now they didn't call
it that, but to me, that's what it is. If learning involves the processing
of information so that it, the information, becomes meaningful data, then
the delivery of that data might be either formal or informal (some would
say incidental) and the shape of that information can be either stuctured
or unstructured. Furthermore, the point of origin, or the source of
generation of that information may itself be formal or informal and the
actual event that leads to the information becoming processed data can be a
part of a highly formalised ritual (as in schools) or can be quite
serrendipitous (as in catching and understanding that knowing glance). But
ulitmately, in each case, the learning that transpires depends upon the
learner become the receiver of whatever stimuli have been packaged togetehr
to form the information that the learner absorbs and here,therefore, we go
on to matters of arousal and motivation. But enough ...
... yes it's a complex process and we all know that. It can be linear, and
equally, it can be non linear. It can be formal and at the same time it
can also be informal. It can be meaningful, or it can become stored for
later retrieval.
It, learning, is certainly an elusive construct. Makes me think of science.
cheers
Jens
___________________________________
Jens J. Hansen, Ph.D.(New England)
Programme Leader, Master of Educational Management,
UNITEC Institute of Technology, Te Kura Puukenga o Wairaka,
Private Bag 92025, Auckland, New Zealand
UNITEC Phone: 64 9 815 4321 Ext. 8797 UNITEC Fax: 64 9 815 4310
UNITEC email: jhansen@unitec.ac.nz
91 Domain Cresent, Muriwai Beach, RD 1 Waimauku, West Auckland, New Zealand
Home Phone: 64 9 411 7703
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