Different learning tasks, different strategies

The perspectives listed above relate to beliefs about learning processes that generally influence how we approach teaching and learning. At a more specific level, there is a relationship between learning goals- what you want to achieve- and learning strategies- how you go about achieving it. How we make these choices depends on experience and knowledge about what works best, as well as on our perspective on learning.

For example, a learning goal that involves memorization, such as remembering the names of all the bones in the human body, might be supported by group or individual exercises and reinforced by applying the newly learned information in a recognizable context. Those who see memorization as the individual's mastery of information might emphasize individual, repetitive exercises; those who see the process as more relational might enable to learners to work together to build their knowledge. Those who believe learners should be able to use their preferred learning style might set up a context that supports a range of individual and group learning processes

As another example, a different type of learning goal would be developing learners' awareness of a social concern, such as the role of the media in shaping perceptions of gender issues. Strategies might include individual or group exploration of the topic, some guidance about key issues and resources from an instructor or facilitator, and opportunities for individual reflection and group discussion to enable learners to process what they are learning and relate it to their own lives. Some learners might prefer to investigate the issue on their own, by referring to the library and other resources, others might want to work collectively, beginning with specific examples of media stories and then developing ways of analyzing them.

Rather than attempting to match the scope of learning goals and strategies against the range of new learning technologies available, we present some examples that illustrate general principles for exploring the possibilities and drawbacks of new learning technology.

As we know, learning is never just one discrete activity or process; like any other aspect of human activity it is multifaceted and complex. Keeping this in mind, for the sake of discussion, we can identify some common elements of learning, such as:

• finding information:
• integrating knowledge;
• developing skills;

and examine how these can be supported by the use of learning technologies, old or new, and how these strategies compare with other approaches, such as face to face interaction.

Finding information

Acquiring information is not the same as learning. Adult learners need to be able to develop a purpose and framework for information they are seeking, to reflect on it and then to integrate it with their prior knowledge.

The information acquisition aspect of learning has been emphasized with the advent of the World Wide Web that has vast numbers of websites and huge amounts of information. To some extent this emphasis has overshadowed the need to develop a framework with which to understand information.

In formal education, lectures, presentations or readings provide information as well as concepts to help understand its significance. Classroom or seminar discussions enable learners to integrate new knowledge. Libraries provide systematically organized information resources, and in some situations, learners can gather information from knowledgeable people in the community. In nonformal education, learners often work cooperatively to gather and share information and apply it to a particular context.