Learning is personal

 

We all have an extraordinary capacity to learn. How we learn is personal. We are each influenced by our backgrounds, interests and experience. Formal education, for example, can injure some people’s self-esteem. Artificial measures of success – passing an exam – mean some people leave school judging themselves a failure. This can lead to resistance to continuing education (in its broadest sense) that can limit life opportunities. Others sail through school and university but feel lost in the world of work where creativity and people skills have more currency than the ability to write an essay.
 
Learning opportunities present themselves every day. The ability to spot and make the most of learning opportunities is an important life skill.  It requires an open and curious mind, the confidence to admit what you don’t know, resilience and faith that the outcome will be of value. Self-reflection is an exercise in honesty and humility; thinking back and acknowledging what you did well and what you still need to work on. 
 
Being open to and conscious of learning is what unites inspiring leaders, creative thinkers, effective communicators and innovative problem-solvers. You may hear people say that they ‘live and learn’ when they experience a set-back. A conscious learner will say they live to learn: what others consider a set-back becomes a valuable and formative experience on the road to success.

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At Toffee Hammer, we strive to create resources that not only achieve the project aims and objectives (for example, compliance with Health and Safety rules and regulations) but which also deliver an intrinsically enjoyable learning experience. Stimulating the learner to think and gain a sense of personal achievement by applying knowledge, seeing the value and noticing the change.
 
We don’t tend to use the term ‘instructional design’. Instructions have their place – when well-written, they make assembling flat-pack furniture a little less bothersome – but, for the most part, we find people engage more when they construct their own understanding and are not simply ‘told what to do’.

You can learn more about our process for designing learning by downloading some of our resources.