“That makes no sense!” … “How can that possibly work?” … “There is no way that I am trying that!
Are these the kinds of comments you have heard from beginners at … well anything that they consider “counter-intuitive”? Continue reading “Things counter-intuitive”
Among the reactions to the article on sequences of learning is a post from Brett McLaughlin on the O’Reilly Radar blog, that poses questions about the design of the sequence.
Learning is important to us all in so many ways; so learning (yup!) more about learning seems to be particularly important! However there are a considerable range of contexts in which learning occurs; and sometimes this causes the generic lessons to be more difficult to uncover. Continue reading “Controlling the sequence of learning”
Over many years, as an instructor of training courses, my recognition of the importance of the sequence in which we learn things has been continually increasing. Every time there is a problem with someone learning something, the starting point is the sequence.
As we guide learners through the process of opening the Pandora’s box Continue reading “Learning sequences”
Naming is important! When we encounter overlapping terms applied to similar concepts, they often carry important differences in emphasis or meaning. So what have I been doing all these years?
Maybe it is “training”, but the world is now focussed on “learning”, let’s pick this apart? Continue reading ““Training”, “learning” or both?”
Being amazed is amazing! Children frequently amaze us. Is it that we underestimate the rate and breadth of their learning? Or is it that they know much more than us and we overestimate the rate at which they forget?!
Yesterday, I had the most amazing conversation with my youngest son, Continue reading “Being amazed by children … again!”