Knowledge has always been seen as something valuable in the lives of people, organizations and society, as it can transform lives and businesses and, if well applied, helps to leverage cultural, technological, organizational, social development, among others.
We have lived in a knowledge society for some time, a term originally used by Peter Drucker, who considers knowledge to be a fundamental element for the development and progress of society.
However, knowledge for a period was heavily used as a way of exercising power, and whoever got it first had better conditions for success. Thankfully, this moment and misunderstanding has been updated, with a more collaborative mindset for something more aggregating, fluid and humanized.
What is knowledge worth, without sharing, without practical applicability, without generating new insights and especially without collaboration, it is necessary that we value not only knowledge, but all experiences, experiences, collective and individual learning in a shared and organic action .
“You don't fill a full glass, first you have to empty it and then fill it again... this is the learning process, we need to unlearn in order to learn again”
So, if we are changing the ways of acting to more collaborative conditions, whether in social networks, organizational environments, education, the arts, among other areas, in the quest to expand our repertoire of knowledge, it is not surprising that we also need to change the way we learn or retain it.
Collaborative learning or active learning takes us from a passive position to action, that is, it transports us from the role of supporting player to protagonist of the learning process, where we assume a practical posture of applicability of all our potential for absorbing and sharing knowledge.
At the end of 2020 it was published in the report “The Future of Jobs” by the World Economic Forum that by 2025 in a list of top 15 competencies, “active learning and learning strategies” appears in second place, meaning that people need to maintain a constant update of lifelong learning, or in English, lifelong learning, regardless of their professional positions.
The objective is to maintain an active learning posture, but for this it is also important to know which are the most efficient and effective ways, and which practices can contribute to a greater use of the opportunities for obtaining knowledge.
The learning pyramid, as we know it today, is attributed to the studies of William Glasser and Edgar Dale, a theory that became known in applications in education, however, they are broad concepts that can be applied to individuals and organizations. This model of forms of learning (or retention) is widely accepted, gaining authority status.
And even if there are questions about this model, it is recognized that there are elements that encourage the active participation of those involved, such as, for example: greater retention of knowledge, stimulates critical thinking, motivation to learn, improves engagement, development of self-confidence and simplified problem solving, are all elements that favor everyone's learning.
When we understand this theory of the learning pyramid, we find that the more we interact in a collaborative or active way, the greater the assimilation of what we learn, increasing the time of content fixation with a more efficient and effective learning.
Look for opportunities to share knowledge, try new things, put ideas into practice, and above all, stay the protagonist of your learning, making your day always a time to learn, relearn and teach, after all, every day learning can be useful.
Silvio Rocha is a Digital Transformation Leader, Innovation Architect, Design Thinking Specialist, Coach, Speaker, Teacher and columnist for Gente Mais Portal.