The main reason for pursuing learning is to archive effective communication or proficiency aspects such as the ability to convey information effectively. The learning process is a progressive practice, for instance learning English is a gradual skill acquisition procedure that first involves listening, and then speaking skills.
Fluency, mastery and proficiency of skills thus crops-up much later during study, when the learner specializes in a certain field. The concept of learning consequently involves ability to understand the change of behaviours that occurs when one is trying to survey some irresistible aspects of life.
According to Pashler et al, learning is the ability to understand the importance of an aspect and thus pursue an action or undergo a knowledge acquisition process (2008). It is a crucial aspect since it highlights various lifestyle changes, especially those concern with human behaviours.
Learners show unique efforts such as keenness and patience during knowledge acquisition because basic concepts of learning require the ability to recognize that improved achievements are attainable through proficiency and professionalism.
Learning must thus involve some form of interaction between the learner and tutor. The learners’ contribution is very important since it determines the ability to comprehend and utilize the learnt skills productively. Knowledge acquisition depends on learner’s ability to understand through personal interpretation of logic or new skills (Rundle and Dunn, 2007).
According to Rundle and Dunn, the concept of learning depends on ability to make use of various functions fluently, by building of personal skills (2007). Secondly, the learner must possess the ability to consider functions that trigger the conscious mind in order to achieve an objective. Lastly, the learner must be in a position of winning deep thoughts for easy and enjoyable learning.
Difference between Learning and Performance
While learning is build on the concept of developing knowledge or skills that reinforce long-term understanding, performance is designed for accessing this long-term understanding of the subject matter. Learning activities are focused on some formative styles that determine special elements of acquiring knowledge particularly some clearly identified proficiency.
Contrary, the performance task involves complex styles of terminating activities, which depend on integration of skills or knowledge gained during indulgence of various learning activities. Learning is mainly based on a single facet of understanding, while performance takes multiple facets.
This means that the learning process is easily accomplished when the learner has prerequisite understanding of skills or knowledge since it assists them to engage the activities freely and receive suitable trainings (Rundle and Dunn, 2007). Performance is thus the ability to develop desired altitude of understanding that can be termed successful.
Students are often able to demonstrate that learning takes place through their ability to comprehend meaning, skills or knowledge during the learning process. On the other hand, performance is assessed through synthesis of various evaluation levels and analysis of overall comprehension of meaning.
According to Rundle and Dunn, learning assessments focuses on facts, concepts, and other discrete skills while performance is assessed through analysis of the involved complexity and common applicable challenges especially in the work areas (2007).
Basing on these differences, performance assessment therefore requires judgement through analysis of the attained scores, and evaluation that must follow certain criteria, standards or rubric. Contrary, learning is clearly structured.
Conceptual Learning
Conceptual learning is a procedure that involves knowledge acquisition that is achievable through training, interaction and experience. Various learning concepts therefore engage some ability to acquire sustainability and in due course change aspects depending on the interpretation of meaning.
Pashler et al also defines conceptual learning as a progressive system of knowledge acquisition that is set within the social-cognitive systems (2008). Unlike the study of learning, conceptual learning considers “the societal or business perspectives where learners must achieve required insight, appropriate understanding, attitudes, skills, context and perspective” (Pashler et al, 2008).
The aim of conceptual learning is to promote general efficiency as opposed to just acquisition of knowledge. The context must thus be effective, smooth and feasibly relevant to current and future ventures. The learning aims at preparing learners into tackle real-life situations effectively, intelligently and proficiently.
While the study of learning concerns procedures of acquiring mental representations, concepts, perspectives and strategies that can be developed through getting hands on further knowledge and during conceptual learning.
The ability to interpret new information appropriately and accurately through the required curiosity that triggers innovativeness, discovery and ability to implement knowledge or structure principles of understanding is an important schema.
Conclusion
Learning is a procedural process that is never governed by time or age factors. Conceptual learning is a generalized form of understanding the world, a specialized form of knowledge acquisition technique that assists in performance of various functions and proficiency meant to achieve a high leave of sophistication in the job market.
Learners must therefore aim at achieving a level of performance that indicated specialized understanding and deep levels of professionalism. Conceptual learning and performance assist professionals to find out whether the amount of knowledge acquired is proficient enough for the apprenticeship world.
Unlike the normal study of learning, conceptual knowledge is thus a better form of detailed factual knowledge that is accessible from the relevant fields of study and it is knowledge available in minds for implementation in day-to-day situations.
References
Pashler, H et al. (2008). Learning Styles: Concepts and Evidence. 9 (3).
Psychological Science in the Public Interest. Web.
Rundle, S., & Dunn, R. (2007). The Building Excellence Survey [self-directed learning tool]. Web.