SELF-LEARNING

Conversations – Marco Amicucci interviews Franco Bochicchio from Salento University M. A.: We reflect on the themes of self-training and self-learning, placing these phenomena in a broader perspective. F. B.: The self-learning theme is something I am particularly passionate about, as a researcher faced with a number of critical issues. Self-learning in companies is definitely a critical issue, because there are different barriers to be faced: on the one hand, you encounter resistance from users who will be trained in a completely different way than in the past – so-called face-to-face training or classroom learning – on the other hand, there is resistance on the part of the company, as expectations regarding e-learning are sometimes disregarded. Companies have a pragmatic view of training investment and they expect immediate and satisfactory results. The critical issue with self-learning is related to the fact that people need to have specific expertise on how to self-learn. Here, I introduce the difference between self-training and self-learning. In the first case, that of self-training, the self prefix has generated a series of misunderstandings, and was understood to mean that a teacher was unnecessary. In fact, with self-training there is no trainer in the classical sense, but there is still a place for the same in the pedagogical relationship, although in a very different dimension compared to face-to-face or classroom training. It follows that the construction of self-training implies self-study, in other words it is true that people learn a lot by themselves, but there is one thing that is ignored with self-training: you learn by yourself but you must also learn from yourself. Within the construction of self-training the party concerned approaches the experience of learning in a different way. Some authors speak of a self-learning aptitude this aptitude is more preponderant in some people than in others. With the same technology and professionalism there is a self-learning competence that is not identified simply with self-learning. There is a problem with the fact that teaching is not a natural and spontaneous aspect therefore, one of the main problems stems from the fact that in underestimating self-learning practices, there is a need to develop self-learn skills that cannot be taken for granted. Let’s start by understanding that self-learning is affected by two aspects: self-determination and self-management. The former is related to an internal type of matter, in the sense that it depends on the person concerned the latter depends on the educational action system and how it is crafted. The problem of self-management regards technologies, teachers and tutors. So what must be done to stimulate the ability to self-learn? I believe in the self-determination processes. This means working on awareness processes regarding what learning from and by oneself means. Basically, it means working on aspects which e-learning training does not work on this involves unravelling acquisitive mechanisms through which the persons concerned acknowledge when they face a new experience. Self-learning ability has three variables: the ability to learn, the motivation to learn and the power to learn. They represent the dynamic core that characterises competence in the self-learning process. Knowing how to learn means having the base from which to draw it relates to the issue of the motivation to learn the ability to learn necessitates the provision of internal and external resources that the company must make available. Therefore, the self-learning competence can be defined as a complex, dynamic, systemic and ecological combination of ability, motivation and power. These are the three dimensions that help consolidate self-determination, and they are not at all obvious. Staff skilla