Anywhere, Any Time, Any Kind: Towards a Sustainable Learning System

Forms of learning: from apprenticeship to sustainable learning Womack, et al., (1990) identified an evolutionary process from the craft production system to the mass production system to a lean production system. It is argued here that the next stage in this evolutionary process will lead to a sustainable production system. Furthermore, we may identify corresponding learning systems associated with the different production systems. Individual apprenticeship in a craft learning system may be described as a form of learning in which knowledge and understanding are acquired principally through individual ‘learning by following’. There is significant scope for individual attention and guidance, but the learning is constrained by the specificity of the location, limited resources, and the limited numbers of learners that can be accommodated. Mass schooling in a mass learning system disseminates knowledge and understanding through ‘learning by instruction’ in relatively large groups. It is location bound and constrained by narrow limits on learning methods and resources, and severe limits on individual attention and guidance. Mass customised learning in a lean learning system promotes knowledge and understanding through ‘learning by tailored instruction’ on an individual or group basis. There are greater possibilities for individual attention and guidance, and a wider range of opportunities, methods, settings and resources available to individuals or groups, that are less constrained by location. Sustainable learning in a sustainable learning system is a form of learning in which knowledge and understanding are acquired principally through ‘learning by choice’, based on a wide range of sustainable opportunities, methods, settings and resources available to every individual or group, unconstrained by location. Most significantly, it will be based on a learning system that also seeks to be cost effective, environmentally friendly, ethically responsible and focused on enhancing societal well-being (see Cheah, 2002). Towards a Sustainable Learning System Learning systems have evolved from the craft learning system (CLS) dominant in pre-industrial economies, to the mass learning system (MLS) that has dominated the industrial economies. In the 21st century, the imperatives of sustainability will contribute to further changes that will evolve eventually into what may be termed as a sustainable learning system (SLS). The SLS will benefit from the use of the new information and communication technology. This will change the dynamics of the learning and communication process radically. It will provide the capacity for decentralised learning, de-scaling, better use of local resources and skills, reduced environmental harm, improved energy efficiencies, and lower capital/labour ratios. In combination these benefits will be revolutionary. The outcomes for product or service delivery in this shift from MLS to SLS will be manifested in at least eight distinct dimensions: (a) location (b) time, (c) variety, (d) material, (e) price, (f) provider, (g) scale, and (h) focus. Specifically: Location: In the 21st century, the possibility for large and relatively rapid capital, technology and other resource flows to various locations in the world mean that learning opportunities and activities can be more widely diffused. One important consequence will be the progressive shift from isolated or stand-alone systems to inter-connected systems. This leads to the emergence of distributed networks, which are both fully functional as well as connected. The emergence and diffusion of distributed learning networks is leading to a tendency where flexible learning systems can potentially be set up anywhere and reach everywhere. Time: In the SLS the desired learning opportunity, resource or service will be available at any time. To facilitate this possibility, the learning system will need to create “real-time structures; structures that change continually in tiny increments, not in large static quantum jumps. Each change is so minute that the overall effect is one of a structure in constant, seamless motion” (Davis, 1987, p.41). In this situation, flexible learning services and opportunities would become available anytime and all the time.