In this interesting article Why focus on informal and social learning, Charles Jennings identified that non-formal and social approaches to learning will replace formal learning. Although this might be applicable in a business or commercial environment, does it have any relevance in schools?

He states that there are 8 drivers for this change, he says:

1. There is a strong imperative for continuous learning – the world is changing so fast that we need to continually update our knowledge, skills and productivity.
2. Natural learning is a process. It is not a series of events.
3. Most learning occurs outside formal learning settings anyway.
4. The vast majority of learning is social, even without us focusing on it.
5. A lot of existing formal learning practices are ineffective and inefficient. Filling heads with knowledge has little to do with real learning.
6. People learn better when they’re in charge of their own learning. Guidance helps, command-and-control doesn’t.
7. There’s an inherent inertia in formal learning approaches. It takes time and effort to design, develop and deliver learning content.
8. Cost. Informal and social learning approaches are invariably cheaper, more effective and better received than their formal counterparts.

Despite all of the above, formal learning will undoubtedly continue to be very important in a few areas such as compliance and onboarding/induction.

Maybe these points do have relevance in schools. We’re all agreed that the world changes at a fast pace and wonder how our formal education, sybllabi and exams, will keep pace or perhaps this model is now becoming obsolete?

Learning is a natural process – do we hinder that natural process by placing obstacles and time-related ‘hurdles’ in the way of learning in favour of identifying snapshots of achievement throughout our lives such as SATS, GCSE, Diploma, Degree and vocational qualifications.

Much of what I know in my professional life does not derive from formalised learning but from research and talking to other people – I suspect the same can be said of many young people if you consider the entireity of their learning and not just the learning that occurs as a result of school.

Gradually we’re beginning to realise that maybe the ‘what we learn’ is becoming less important (and relevant) and it is more about ‘how we learn’ that is going to ensure we are all effective in our work and participation in life.

Anybody who works in schools, supporting teachers  in the evolution of their pedagogy as they grapple with how to use a learning platform, will agree with many of the points made by Charles. Formalised learning and the teaching of teaching ensures that many teachers rely on a process and are, at first, unable to grasp the potential of approaches to learning that are different from formal schooling.

Successful teachers come in all disguises, inspirational teachers are not disguised – their approach to learning is similar to yours and mine. Maybe the points that Charles makes are more valid than we give credit.

As part of NAACE’s Connect Programme 2, Summer 2010 there is a short video called Summer 2010: Harnessing a Learning Platform – Features & Benefits for Teachers.

In the video, Helen Legomski of St. Peter’s High School in Stoke-on-Trent highlights some of the features of a learning platform and the benefits for her as a teacher. Helen has lead the introduction of a learning platform in her school and understands the difficulties that teachers face including a learning platform within their normal everyday work.

Helen highlights some of the benefits of using a learning platform she has experienced.