My point, I suppose, is that if you have a good understanding of how learning works, you don’t have to fabricate mythical species of learning to explain what you see. There is just learning, and the way in which it happens in various contexts. The more you think about it, the sillier it seems – that we should categorise learning based on the convention in which it occurs. The same mechanism is at work, whatever the context.
Formal learning, as he is describing it, is really a task-based activity concerned with completion to a quality standard (assessment/ exams). By understanding learning as what it is, intentional and self-directed allows an almost complete reconfiguration of how learning is supported (not provided or delivered). It should be emphasised that learning is about learning ‘how’ to do something and so also, knowing where to find information/ knowledge and who to ask and much less acquiring knowledge.
For this reason, I think a research project on ‘Charting‘:
Charting is the process whereby an individual manages and optimises their interaction with the people and resources who (may) have a role in their learning and development.
is well worth watching – for its implications for work-based learning as well as for higher education.