Training vs Learning

Training, Learning, and Performance Circles: Three embedded circles - "Training" is the smallest, centre circle contained by "learning," the middle circle, which is in turn contained by "performance," the largest circle.  "Training" is defined as "an activity." "Learning" is said to be "a valuable and powerful builder of capabilities. Training is only one way we learn." And, "Performance is where the value is. Learning is only one enabler of performance."

 

"Training vs Learning" (post) outlines "[l]earner-centered innovation" as "not just about creating something new but doing something that yields better outcomes because of what we have created." 

  • "[P]rofessional learning ... must shift ... toward a process of creating a culture of continuous learning cycles and problem solving."
  • "[L]earning can’t end with information; content is only the beginning."
  • "With that in mind, we as[k] questions like, 'How do we know that our idea is working?' and 'What is the impact on desired student outcomes?'" 

1. Training vs Learning

Training vs Learning: Training = The action of teaching a person or animal a particular skill or type of behavior; needs or focus externally designed; isolated events; implement new skills; presentation by 'experts'; objective is a desired behavior or skill; transmission of knowledge or skills. Learning = the acquisition of knowledge or skills through experience, study, or by being taught; individually or collectively determined based on goals or needs; ongoing cycle of learning, application, and reflection; situated in teaching and learning context; facilitated by reading, connecting, practicing, reflecting, and networking with colleagues and experts; objective is improving practice; engage in activities that deepen knowledge, skills, and application of new learning.

2. Some Undesirable Outcomes

  • "[T]he comfort and preferences of [instructors] become the priority rather than what’s best for learners, students miss out on powerful learning opportunities connected to their goals, questions, and interests."
  • Instructors "us[e] new tools to do the same activities and teach the same content they always had."
  • "[S]tudents us[e] technology to upload and share information or to complete assignments that looked very similar to the work they had done without technology."

3. Some Desirable Outcomes

  • "[L]earn[ing] new strategies to improve ... reading about and discussing new ideas"
  • "[F]ocus[ing] on ... desired student outcomes and align[ing] how we ... desig[n] and facilitat[e] the learning experiences"
  • "[S]hift[ing] ... from examining what we wanted and what we were teaching to reviewing student work to find out what they were learning"
  • "[Integrat[ing] .. new strateg[ies] across various lessons and develop[ing] multiple iterations of the strateg[ies] to inform our practice"
  • "[D]eveloping knowledge through authentic and relevant experiences ... [with] students solving authentic problems and using applications for deeper learning experiences"
  • "[P]artner[ing] up ... to observe each other and learn from the variety of methods we were each putting into practice ... shar[ing] what we were learning"
  • "[S]hift[ing] [the] conversations from what content ... we were teaching ... to what we were learning and how we could impact student outcomes" 
  • "[S]pen[ding] ... time digging deep into our problems of practice, looking at student work, and interrogating our practices to ensure we were truly meeting the needs of the learners"
  • "[O]pen reflection ... to create a culture of transparency in our team but also pushed us to try out new ideas and build off one another’s successes and challenges."
Tags
Printer Friendly, PDF & Email