Learning to learn


Picture from the Innovating Pedagogy report.


I read a blog post this morning, which argues that learning to learn will be the most significant classroom innovation in the next ten years, for both teachers and students. It’s always dangerous to make predictions about the future; none of us could have possibly imagined the impact the web would have had on all aspects of our lives. Mobile devices and tablets, and almost ubiquitous wifi, means that we have information at our finger tips 24/7. The blog post lists the following facets of learning to learn:

  • Learning how to learn will mean being able to find, filter, evaluate, categorize, store, remix and create information… no matter how much information is available or in what format, media, or language it is available.
  • Learning how to learn will mean being able to work and learn with (not just about) people at a global scale… no matter what geographic distance, time zone, culture or language.
  • Learning how to learn will mean being able to understand the different purposes of a variety of tools and platforms and being able to harness the power of these tools and networks so you can fluently switch between them or combine them … no matter how new or old the platforms or tools.
  • Learning how to learn will mean to adapt to new forms of media… no matter if this means letting go of nostalgic attachments or customary workflows or routine habits in reading, writing and communicating.

This resonates with the OU’s 2014 Innovating Pedagogy report which lists learning to learn as one of the ten key developments that are likely to have a significant impact on learning and teaching in the next few years. The report states:


We are always learning. Throughout our lifetime we take on board new ideas and develop new skills. What we find difficult are learning what others want to teach us, and managing our learning in order to achieve particular goals and outcomes. Self-determined learning involves learning how to be an effective learner, and having the confidence to manage our own learning processes. ‘Double-loop learning’ is central to this process, for double-loop learners not only work out how to solve a problem or reach a goal, but also reflect on that process as a whole, questioning assumptions and considering how to become more effective. This helps them to become self-determined learners with the ability to seek out sources of knowledge and make use of online networks for advice and support.


Amongst the resources lists is an excellent article  by Lisa Marie Blaschke – are your ears burning Lisa? 😉