status: growing created: 2022-01-07 Lon Setnik #moc/publish | #on/learning ## What's the big idea here? Learning is unique to the individual, it is an idiosyncratic process made up of what you start ([[Cognitive Entry Behaviors]]), what process you use what [[Feeling]] (emotional) state you are in, what type of [[Coaching]], [[Mentoring]] & [[Feedback]] you get, what your [[motivation]] is, and how you use your [[The Extended Mind]] to make the best version of you that you can. >“'We must be prepared to abandon the traditional view that runs from Plato to... Piaget... Chomsky... that a beginner starts with specific cases and... as he or she becomes more proficient, abstracts and interiorises more and more sophisticated rules. It might turn out that skill acquisition moves in just the opposite direction: from abstract rules to particular cases'” (Norman et al., 2024, p. 793) - [[Learning]] involves changing behaviors so must address motivation (cues and attitude) ability (skills and knowledge), and rewards - intrinsic is always better because it is linked to learning [[Mindset]]. Learning needs to be [[Transfer]]able outside the learning activity to be useful. - Is there any learning without putting the ideas to use? [[active learning]] can be described as doing something to _use_ an idea. There are many ways to use and idea, so think broadly about putting ideas into action - Learning is work, whoever is doing the sweating is doing the learning because changing [[Forming Identity]] involves [[Cognitive Dissonance]], changing behavior involves changing [[Forming Habits]], and changing world views through [[Transformative Learning]] are all forms of lasting learning and involve messy [[Managing Transitions.png]]. - [[learning curves]] are idiosyncratic, unrelated to (the myth of) [[learning preferences]], and involve [[Deliberate Practice]] meaning multiple attempts with [[Feedback]]. - Learning activities must be matched to the learner, too easy is boring and too hard is demoralizing, so curricula should be titratable in the moment for the needs of each learner. One model for consideration is [[zone of proximal development]]. [[emotion changes the world we are in]], the learners need to be in the right emotional state for learning [[emotion and cognition interact to effect learning and memory and decisions]], and [[Emotions live between people rather than within]] individuals. - So, learning is a social activity not a solo activity based on the [[social-cognitive learning theory]]. Embrace that, the learning leader needs to create activities where learners can experience [[psychological safety]] in their situations. - It might be that the process from novice to expert involves refining what starts as an abstract idea into a lot of uses, so that they can be stored in more and more versions, and results in the ability to correctly retrieve it through [[System 1]], instead of slowing down in [[System 2]] to "think" your way through it. %% ## Unrequited notes (by link) _update when creating MOC to point to this note_ These notes point directly to this note. But this note doesn't point back. ```dataview table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified from [[Learning]] and !outgoing([[Learning]]) sort file.mtime desc ``` ## Associated notes (by tag) _Update when creating MOC to point to this tag_ These notes have this associated tag: `#on/learning`. ```dataview table file.mtime.year + "-" + file.mtime.month + "-" + file.mtime.day as Modified from #on/learning and !outgoing([[Learning]]) sort file.mtime desc ``` %% ## Learning Learning is a process involving not only changes in knowledge, but changes in attitude and skills. Skills and knowledge are separate learning paths [1.] (Bardura - sources needed). Learning outcomes result from pre-activity abilities with time, attention, feedback, and [[Self-Regulated Learning]] process. A variety of models exist for understanding learning success. _Goal setting_ and [[self-efficacy]] are dominant. Some of the best ways to learn are through assessment: - [[assessment for learning]] - Spaced Repetition + Forced Recall Learning is best with immediate and specific feedback (positive or negative) - think climbing -> fall Learning is inhibited by too much structure and is facilitated by emergent connections to other ideas that the learner already has. This is the key step in creating lasting knowledge - the step of making meaning - describing the why. Learning is connected to changes in cognitive processes (think frames) and non-cognitive processes -> think Habits:[[Forming Habits]]) Learning is arbitrarily positive or negative. What I mean by that is that people learn in ways that may or may not be productive. Eg. - Superstitious learning: developing a belief that because b followed a temporally, a caused b when they are fully unrelated 1. people can learn skills and not know they have learned skills - story of missing hippocampus from [@duhiggPowerHabitWhy2012] [[Elaboration]] is the act of creating something in your own words. It is one way that learning occurs. Listening, reading, watching is not the work of creating learning. Doing, formulating, putting into practice, this is the art of learning. [[External Scaffolding]] is a key action in clarifying and understanding information Needs to be refactored: “We learn something not only when we connect it to prior knowledge and try to understand its broader implication [[Elaboration]], but also when we try to retrieve it at different times (spacing) in different contexts (variation), ideally with the help of chance (contextual interference) and with a deliberate effort [[Retrieval]]“ How to take smart notes page 120 ![[A_Guide_to_Educational_Pyramids_Commonly_Used_in.34.pdf]] [[active learning]] ## [[assessment for learning]] [[Assessment of Learning]] [[Assessing Reactions]] ## Learning through talk ![[Walter Eppich Learning Through Talk.pdf]] ## Organizational Learning ![[Dynamic Model of Errors as Processes.jpg]] When considering errors as processes, we can see the feedback loops that can unfortunately augment the error unintentionally or prevent the error. - A key finding is that data gathering through small actions, so called [[Action Oriented Problem Solving]], is more important for creating meaningful learning than "solutions" when [[dealing with complexity]] and uncertainty. (Lei & Naveh, 2023) ## Ideas needing further exploration: - Goal setting - [[Elaboration]] in simulation? Is the summary phase enough? ## Sources [@argyrisTeachingSmartPeople1991] [[🐓 Idea Farm/Deadfall/For myself only/Readwise/Books/How to Take Smart Notes]] Irby, D. M., O’Brien, B. C., Stenfors, T., & Palmgren, P. J. (2021). Selecting Instruments for Measuring the Clinical Learning Environment of Medical Education: A 4-Domain Framework. _Academic Medicine_, _96_(2), 218–225. [https://doi.org/10.1097/ACM.0000000000003551](https://doi.org/10.1097/ACM.0000000000003551) Dzara, K., & Gooding, H. (2022). A Guide to Educational Pyramids Commonly Used in Medical Education Programs. _Academic Medicine_, _97_(2), 313–313. [https://doi.org/10.1097/ACM.0000000000003816](https://doi.org/10.1097/ACM.0000000000003816) Lei, Z., & Naveh, E. (2023). Unpacking Errors in Organizations as Processes: Integrating Organizational Research and Operations Management Literature. _Academy of Management Annals_, _17_(2), 798–844. [https://doi.org/10.5465/annals.2021.0066](https://doi.org/10.5465/annals.2021.0066) Norman, G., Pelaccia, T., Wyer, P., & Sherbino, J. (2024). Dual process models of clinical reasoning: The central role of knowledge in diagnostic expertise. _Journal of Evaluation in Clinical Practice_, _30_(5), 788–796. [https://doi.org/10.1111/jep.13998](https://doi.org/10.1111/jep.13998)