Learning in vivo

Not everyone learns from experiential opportunities

Burton (2004: 193) puts forward a generally accepted definition of work-based learning, namely "learning which occurs at, for and from work". He continues to caution that not everyone learns from the experiential opportunities that they are exposed to and that attendance should not be mistaken or equated to learning. Some fail to learn and others may learn ineffectively or even may learn professional inappropriate matters.

Work-based learning must be contemporary and should occur within a structured context. Fraser (in Burton, 2004: 194) asserts that "activity is easy but conscious learning activity requires more effort". Fraser identified three features found in successful work-based learners, namely:

1. personal goals of learners are aligned by negotiation to the host organisation's goals (synergy)
2. their is constant engagement in real-time and critical review and feedback
3. they help other grow with them

Burton raise the question if work-based learning is so vigorously promoted that the "common or garden work based learning, which happen daily at work, would become undervalued and forgotten?" (p. 195) He conclude that we need to help people sustain their capacity to learn for, from and at work.

Burton, J. 2004. Work based learning in health and social care: innovations and applications, Middlesex University, 25 February 2004. Work Based Learning in Primary Care, 2004(2), 193-195.

Holistic learning and violence

I had the privilage today to partake in a learning event offered by Dr Jenny Horsman. Her topic was Women, Work and Learning: The impact of Violence

The diagram below originates from her learning in violence webpage (http://www.learningandviolence.net/learning/holistic.htm) - a valuable resource.

Note the six dimentions. Read more about it by clicking on the URL above. Also visit her website at http://www.jennyhorsman.com/

Experiential, Practical & Propositional Knowledge

Although everybody learns from experience, nobody always learns from experience. Most at times repeat some mistakes, despite bad experiences. Burnard (1996) expresses surprises about how often he 'learned' the really important things in his life through experiences that he found interesting or important. It may therefore be assumed that for learning in vivo to achieve its desired objectives, the facilitator should make it to matter.

Learning from the mistakes of others is called vicarious learning by Burnard (1996). The experiences of other may make such an impression that we derive learning from it.

Burnard (1996) observes that all definitions of learning experientially have in common the first-person, living human being, taking note of what happens to apply to new situations in future.

Experiential learning is not just about learning from doing (or the observing of the experiences of other, as indicated above), it is also about deriving learning from reflecting. Burnard (1996) emphasise the latter, rather than just acting and possibly forfeiting the learning opportunity. To optimise structured in vivo learning, it appears that the facilitator should therefore 'build in' reflection, i.e. ensure 'noticing'.

Burnard (1996) emphasises the issue of reflection. People often proceed through life only half conscious, on 'auto pilot'. People often do not register what they are experiencing. Burnard emphasise the importance of 'mindfulness'. In the contemporary world of continuous change and coping with demands, people need to consciously pursue mindfulness (simply means to pay attention — to your body, to your mind, to your surroundings, to the people in your life, to the tasks you undertake).

Burnard identifies three types of knowledge, illustrated below, which are not independent, but supportive of each other.

Flowing from the above, Burnard (p. 9) redefines experiential learning as "any learning activity that enhances the development of experiential knowledge".

Burnard refers further to Paulo Freire's (1972) concept "praxis", which includes both reflection as well as action-on-the-world. Praxis implies transforming, which is one of the human's distinguishing features. Burnard also refers to George Kelly's (1955) notion of people going through life applying a modified scientific process, i.e. hypothesising about matters, observing reality and modifying of our hypotheses based on our findings.

Burnard, P. 1996. Acquiring interpersonal skills - a handbook of experiential learning for health professionals. 2nd edition. London: Chapman & Hall.