1. Saljö’s (1979)
   1. Learning as a quantitative increase in knowledge. Learning is acquiring information or ‘knowing a lot’.
   2. Learning as memorising. Learning is storing information that can be reproduced.
   3. Learning as acquiring facts, skills, and methods that can be retained and used as necessary.
   4. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world.
   5. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting knowledge (sited in Ramsden 2003, pp.27-28).
   6. Summary
2. Marton et al., 1993
   1. Participants who adopted deep-level processing generally took an active role and saw learning as something they did.
   2. Participants who adopted surface-level processing generally took a passive role and saw learning as something that just happened to them.
   3. Different students show different levels of processing even under constant conditions of learning, and that here the participants' adoption of one level of processing rather than the other seemed to depend on their conception of learning and their conception of themselves as learners.
3. Anna Sfard (1998)
   1. Aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers.
   2. The acquisition metaphor
      1. The first is learning as acquisition and the development of knowledge, which is based on a static view of learning with a particular end point and a focus on what goes on within the individual mind, such as storing concepts in one’s memory.
   3. The participation metaphor
      1. This is in contrast with the idea of learning as a process of knowing through participation, which implies that learning is a dynamic process which involves others.
   4. Note the change in terminology from knowledge to knowing. These are not necessarily mutually exclusive conceptualisations of learning, nor does one replace the other.
4. Elmholdt (2003)
   1. Cognitive 'acquisition' and social 'participation' metaphors for learning in the practice of support people in an information and communication technology (ICT) company.
   2. This greater understanding of how learning through participation occurs, together with a shift towards trainer-led approaches, explains the adoption of working collaboratively with others as a means of learning in organisations. (Hardyman et al., 2013; Handley et al., 2006).
5. Baby Boomers vs Milenials
   1. Millennials value your transparency and resources over a lengthy sales pitch like the baby boomers are comfortable with. Millennials and Generation Z will increasingly dominate the pool of car-buyers as time goes on, so it’s imperative to do your research and adjust accordingly.
6. Visual Learning
   1. a visual learner is one who would most definitely choose shapes, images, symbols, or reading over auditory messages.
7. Auditory Learner
   1. Auditory learning is a style of learning in which an individual learns most efficiently through hearing and listening. Auditory learners retain information better when it is delivered through sound or speech rather than written form. This type of learning is one of the three different styles that are recognized by the Fleming VAK model of learning.
8. Kinesthetic learning.
   1. Much of what children learn comes through their skin. Active hands, feet, tongues, and taste buds can identify objects by unique characteristics, search for similar objects, and explore three-dimensional representations of shapes, letters, and numerals.