[HN Gopher] How Learning Works: Components, Systems, Loops
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       How Learning Works: Components, Systems, Loops
        
       Author : goopthink
       Score  : 61 points
       Date   : 2021-11-02 11:00 UTC (12 hours ago)
        
 (HTM) web link (romandesign.co)
 (TXT) w3m dump (romandesign.co)
        
       | qumpis wrote:
       | Is there a book on this topic?
        
         | ivan_ah wrote:
         | Not exactly using the same terminology as the blog post, but
         | the book _Peak: Secrets from the New Science of Expertise_ by
         | Ericsson and Pool has a lot of details about the importance of
         | deliberate practice and getting into  "tight" learning loops.
         | 
         | See https://www.amazon.com/dp/0544456238/Peak and book summary
         | here https://www.samuelthomasdavies.com/book-
         | summaries/psychology...
        
       | mitchbob wrote:
       | Archived: https://archive.ph/zRjWa
        
       | asplake wrote:
       | My only quibble with this excellent article is on the self-
       | reinforcing nature of learning loops. Organisation learning has a
       | spotty track record. Without the right goals, support, and
       | attention, it so often runs out of energy.
        
         | goopthink wrote:
         | Author here! I didn't even think about it from an
         | organizational learning perspective - this was written with
         | individual learning in mind. I run a product team and this is a
         | challenge we have as well - I think that requires a balance
         | between building processes, ownership, and visibility efforts
         | that keep organizational learning growing. All together that
         | creates a culture - it's not the processes themselves, but
         | shared enforcement and encouragement that keeps organizational
         | learning going. Ben Horowitz'a book "What you do is who you
         | are" is good on that as well. Worth a deeper dive :)
        
           | solarmist wrote:
           | I don't think it's limited to organizational learning.
           | 
           | Goals and planning are vital as well. In the article, it's
           | lumped into mentoring and coaching. Still, as a primarily
           | self-taught learner/builder of teaching tools, this is often
           | the most challenging part of effective learning and the most
           | valuable part of mentoring/coaching. Knowing or finding a way
           | to learn what to spend time on or not arguably makes a more
           | significant difference than all the other pieces together.
           | Because if you're learning the wrong things, or sometimes
           | just in the wrong order, you'll never achieve the results you
           | desire.
           | 
           | This is exactly what makes research difficult. There is no
           | way to know what is the next best step.
        
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       (page generated 2021-11-02 23:02 UTC)