Sorry – this is a repeat QUIZ on Informal Learning vs. Formal Learning. And here are my answers…

How would you have answered the Quiz above? Click on it for a larger view.

What if you were the single shareholder of the Enterprise for any one of those job positions?

I’ve answered the QUIZ based on my understanding of the potential consequences for the terminal performance affected by such approaches to learning for each of those jobs. To the “likely” RISKS and REWARDS – the R’s in ROI. To be compared to the Investments costs. And then reviewed in comparisons for other Investments for REWARDS and/or RISK mitigation.

Of course the answer regarding the appropriateness of Informal vs. Formal Learning may differ for some applications within Educational situations versus Enterprise situations.

But it is still all about the cognitive load.

From “Why Minimally Guided Teaching Techniques
Do Not Work: A Reply to Commentaries” –

The process of discovery is in conflict with our current
knowledge of human cognitive architecture which assumes
that working memory is severely limited in capacity when
dealing with novel information sourced from the external
environment but largely unlimited when dealing with familiar,
organized information sourced from long-term memory.

If this view of human cognitive architecture is valid, then by
definition novices should not be presented with material in a
manner that unnecessarily requires them to search for a solution
with its attendant heavy working memory load rather
than being presented with a solution.

Also – I think too much of the focus of late in the “Learning” field has been on learning and not on performing. Social Networks and (open authoring for) Wikis (versus using them to deploy Knowledge Management-type content), etc. are fine IF the job tasks requires collaboration. Then those tools support performance. And performance then leads to learning from a practical viewpoint. A performance viewpoint – and not just some abstract but interesting viewpoint.

Too many (I think) have it all backwards. It’s not simply about the Learning – it’s about the Performance – and then its measures of: appropriateness, timeliness, cost, completeness and accuracy.

Learning happens in Performing (unless people are performing as zombies) where the “performance context” itself provides relevant and timely feedback and lessons learned-type insights about what “best practices” work well in which performance situations – unless you believe that one-size-fits-all.

Oh – and feedback is best when delivered just before the next performance – not just after a performance. Which is why multiple, relevant applications are often called for in ISD – so that feedback can be delivered just before the next try. Not after the one and only shot anyone gets at applying what they are learning – which is too often the case.

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