Learning is a tricky topic to discuss with friends or colleagues—perceptions can range from uncomfortable metal desks in elementary schools to musty lecture halls with professors to match. As generational preferences and expectations have shifted, thoughts about what constitutes learning has changed as well—from static text on printed page to hyperlinked, individually curated content. This shift is especially evident as one experiences learning or training in the contemporary context; no longer is learning a confining experience, but rather a vision of new contexts and establishing links to existing concepts.
It is within this framework that I readily admit, I am one of those geeky kids that actually enjoyed going to school…and not for any of the typified reasons—structure, tests & quizzes, or studying—but rather, because I truly enjoy making new and unexpected connections to new (and old) concepts. I am truly convinced that there is no such thing as boring content, only boring (or bored) teachers. Assuming that content is not boring—which is a big leap, I agree—the modern concept of learning, with all of the individual curation and user-led learning experiences that the moniker entails, actually reconciles the learning process as connection-building instead of rote memorization.
Recently, I went to see the circus for the first time in twenty years. Yes…I am an adult. And yes… I think I enjoyed the circus as much as the kids surrounding me. One of the most interesting/frustrating parts of my circus experience was how many different acts were presented simultaneously. Should I focus on the Chinese act or the Latin dancers? The acrobats or the little people? It was maddening to try to absorb and see everything going on around me. Even now when I think back on it, I only remember a blur of entertainment and portions of the main acts. But that’s okay…right? The circus’s goal wasn’t to have attendees remember each act, costume, or piece of trivia. Its purpose was to provide a magical experience.