Future-proofing the learning approach

Defining learning has been a challenging idea for all. The closest I have come to is - “it is the process of conscious, acknowledged and relevant change”. One could continue to debate the quality of defining the idea of learning in the context of the appreciation of change involved; adding to the debate is the dimension of uncertainty as the future of learning unfolds. Instead, in this note, I offer my thoughts regarding certain possible dimensions in terms of the direction and quantum of this change.

Dimension 1 - Explosion of knowledge: There is an ever-increasing volume of rigorous, relevant, and essential knowledge available is any area. The average learner who seeks to make a significant value contribution in her chosen discipline(s) is unlikely to have enough time on her hands to master enough of that discipline.

Implications for the future of learning: Inculcate both the excitement to learn (i.e. experience metacognition moments from an early stage in life) and the intent to learn (i.e. the underlying motivation to evolve).

Dimension 2 – Moving Foundations: To take observations at face value and build simplifying assumptions about them is a critical process of knowledge discovery. However, as knowledge expands, these assumptions get challenged and replaced with new assumptions. A case in point would be the reclassification of the planet Pluto into a dwarf-planet.

Implications for the future of learning: An inherent understanding that universal laws and popular beliefs could be rendered irrelevant will cause learners to explore unseen lines of inquiry based on first principles. Again, a case for meta-cognition to understand the basis of these foundations rather than their absolute acceptance.

Dimension 3 – Seminal knowledge linkages: As a pre-industrial-era requirement, knowledge was broken down into subjects that allowed specialization and easy teaching. This naturally created thinking patterns where cross-linkages between subjects were relatively “infrequent” mental behaviors. As systems become more integrated and access to knowledge becomes democratized, a multidisciplinary development of knowledge becomes mainstay.?

Implications for the future of learning: Learning may be compartmentalized into subjects, but life is not. Learners of the future will therefore need to see the interconnections in the knowledge they pursue. One cannot undermine the value of metacognition to be able to make these connections.

Dimension 4 – Quantifiable Learning: Learning is often seen in a context of evaluation and ranking of the learners. However, the objective of learning in most cases is not quantified, while learners are put through a variety of assessment processes. As the knowledge units get linked more closely to the objective goals they can deliver, the learning itself becomes more objectively quantifiable. ?

Implications for the future of learning: The learners would begin to assess the past performance of learning facilitators and institutions on the objective outcomes and demand learning assurance for their resources and time.

Dimension 5 – Generalizable Understanding: In the pre-Alexa and Siri era, there was value in remembering facts and figures and their specific application. Having fingertip access to both knowledge and its varied applications is already challenging premises of memorization and rote. ?

Implications for the future of learning: Being able to apply knowledge from a known area to a less obvious one will need out of box thinking and generalizations, which will become the norm rather than an uncommon and specialized skill. The importance of metacognition is further established as without it, generalizations are practically impossible.

Dimension 6 – Realm of Unknown: As the frontiers of knowledge keeps getting pushed, we continue to unravel the hidden mysteries of the world, both on a theoretical as well as an applied front. With each new area of inquiry, we will be unraveling an unknown area of knowledge in an accelerated pace. Though there would be clear connections between this and what we already know, there would be a tremendous effort needed to quickly bridge this gap.

Implications for the future of learning: The pursuit of the unknown would be frustrating and seemingly unconquerable for the new age scholars unless they have a sound grounding of vast domains and an undying spirit of learning seemingly irrelevant and disconnected subjects. Metacognition would be a tremendous aid to make the connections in a comprehensible and comfortable way.

These 6 dimensions when acting in unison would reshape the way we perceive and think about learning, plan acquiring it, learn and synthesize them, apply them, update and upgrade them and finally leverage them for our and general betterment of the world.