Interfaced Learning – The acquisition and disacquisition of skills and knowledge in the digital world
September 24, 2014 7 Comments
As some of you may have guessed from my recent posts the #lrn2024 concept has stuck a cord with the philosopher and futurist in me (for those of you who don’t know I am shall we say a Philosopher by trade) and got me thinking about a number of things. In particular in the changes the way we learn (and I am becoming a little more careful about using this term now) and acquire skills and knowledge. This is in part driven by the concept that it seems that there may be or may be developing what could a significant difference between what we would traditionally consider to be learning and shall we say the acquisition of a skill or piece of knowledge. I would argue, and I may at some point, that more so than ever in the past (and I believe this will increase in the coming years) it is becoming possible for me to acquire a skill, in most cases quite rapidly, utilise that skill and then for want of a better word disaquire that skill just as rapidly.
An example of this is my recent renovations of our house, including things like sanding and polishing floors, tiling and cutting and installing trim for the ceiling. If we take a look at cutting the ceiling trim it provides a great example. We had done everything else in the bathroom and the last thing to do was the trim between the ceiling and wall, so I went, ‘how hard can it be’ and went and looked at the trim in the rest of the house and the old trim that had been removed and then made an attempt (with a couple of test pieces to make the appropriate cuts. I failed. Given this result it was off to the wonderful world of YouTube, where I learnt about mitre boxes and the like, then armed with the knowledge and a rapidly purchased mitre box, proceeded to with relative ease cut and install the trim. With that task achieved and the likelihood of me needing to do it again in the near future, and the availability of YouTube, promptly disacquired that skill. Now why do I say disacquire that skill rather than forget, well I haven’t totally forgotten it, could I do it again now without the help of YouTube, probably not, but my reacquisition time would be much less time. This is also the reason I used the term acquire the skill rather than learn, because I would argue that at no point did I learn the skill cut trim using a mitre box.
Now lets juxtapose this against the more traditional way of learning, or acquiring skills, where one is shown or taught a skill by someone who already possesses that skill and then practices that skill, usually under the guidance again of someone who already possesses that skill, until they are recognised as being able to perform the skill independently. It is important to note that I am not suggesting that there is anything wrong with this traditional method, that its time has passed, or that it doesn’t and will not have a place in the learning environment. I am suggesting however that this Interfaced Learning (where I acquire skills and knowledge rapidly through some kind of interface device and in most cases disaquire them almost as quickly) is not only upon us, but is something that will increase in usage and application and new technologies and out understanding of the brain and how we learn increases.
It is clear I think that if we look at the rise and usage of not only e-learning and mobile learning, but instructional videos on youtube and a range a n variety of apps from which we can pull information and knowledge when we require it that this concept of Interfaced Learning is already upon us. Be it a desktop computer, a tablet, a mobile phone, or (and I would love to explore this idea more, and yes this is a shameless plug this lovely piece of tech should be available in Australia) things like Google Glass, we are already surrounded by these interfaces and we use them constantly to access information and to acquire skills and knowledge, which we then utilise and promptly disacquire because we no longer need to that skill, knowledge or piece of information.
In fact it seems to me that there are some fairly mundane examples of this where we have been utilising this process for quite a long period of time, even before the rise of e-learning. Think of the shared drive or the web portal which holds policies and procedures for an organisation. Organisations have actively discouraged the printing of documents from these location and actively encouraged staff to check the central repository to ensure the latest knowledge. Effectively the organisation is saying, don’t learn this, simply access it when you need it and apply it, thus ensuring (hopefully) that everyone is always working with the latest and most correct information. They are actively promoting the rapid acquisition and disacquisition of knowledge through a readily available interface.
The more I think about this subject the more it seems that moving forward this concept of only holding skills and knowledge is one that is increasing. We talk a lot about just in time learning, rapid upskilling, knowledge sharing and the like, and most of these concepts are wrapped around the delivery of content through some interface device and in a lot of cases we are not expecting the person to have completely learnt and integrated the skill or knowledge, at least in the traditional sense, after they have access the information once, but we seem to expect them to behave, at least for a short period of time as if they do possess that skill of knowledge. There also seems every reason to suspect that this interfaced learning process will increase and we will see more and more skills and knowledge delivered to us in this way.
So I would really love to hear any thoughts you might have on this.