Robert Scoble and Shel Israel's new book, The Age of Context, brings to light a new reality that most of us are starting to sense: a future brought together by the commonality of the use of the technologies of mobile devices, sensors, data...
Do we ignore mistakes, brushing them aside for the sake of our self-confidence? Or do we investigate the errors, seeking to learn from the snafus? The latter approach, suggests a series of studies, could make you learn faster.
Jonah Lehrer writes:
One of the essential lessons of learning, which is that people learn how to get it right by getting it wrong again and again."
"Education isn’t magic. Education is the wisdom wrung from failure."
"A new study, forthcoming in Psychological Science, and led by Jason Moser at Michigan State University, expands on this important concept. The question at the heart of the paper is simple: Why are some people so much more effective at learning from their mistakes? After all, everybody screws up. The important part is what happens next. Do we ignore the mistake, brushing it aside for the sake of our self-confidence? Or do we investigate the error, seeking to learn from the snafu?"
"It turned out that those subjects with a growth mindset were significantly better at learning from their mistakes. Because the subjects were thinking about what they got wrong, they learned how to get it right."
"Fear of failure (fixed mindset) can actually inhibit learning."
Praise: How Matters
Students praised for their intelligence almost always chose to bolster their self-esteem by comparing themselves with students who had performed worse on the test.
In contrast, kids praised for their hard work were more interested in the higher-scoring exams. They wanted to understand their mistakes, to learn from their errors, to figure out how to do better.
The experience of failure had been so discouraging for the “smart” kids that they actually regressed.
The problem with praising kids for their innate intelligence — the “smart” compliment — is that it misrepresents the psychological reality of education. It encourages kids to avoid the most useful kind of learning activities, which is when we learn from our mistakes.
Foresaking Self-Improvement for the Sake of Self-Confidence
Unless we experience the unpleasant symptoms of being wrong the mind will never revise its models.
We’ll keep on making the same mistakes, forsaking self-improvement for the sake of self-confidence. Samuel Beckett had the right attitude: “Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better.”
Harold Jarche features Chee Chin Liew’s presentation on moving from hierarchies to teams at BASF. It shows how IT Services used their technology platforms to enhance networking, knowledge-sharing, and collaboration.
It features an approach to “building flows of information into pertinent, useful and just-in-time knowledge” so that... knowledge can flow in order to foster trust and credibility.
In complex environments, weak hierarchies and strong networks are the best organizing principle. ...It means giving up control.
Creating this two-way flow of dialogue, practice, expertise, and interest, can be the foundation of a wirearchy.
In complex environments, weak hierarchies and strong networks are the best organizing principle.
....many companies today have strong networks...coupled with strong central control. Becoming a wirearchy requires new organizational structures that incorporate communities, networks, and cooperative behaviours. It means giving up control. The job of those in leaderships roles is to help the network make better decisions.
Related tools & posts by Deb:
See the companion post about Holacracy, here.
Stay in touch with Best of the Best news, taken from Deb's NINE multi-gold award winning curation streams from @Deb Nystrom, REVELN delivered once a month via email, available for free here, via REVELN Tools Beyond Resilience: Black Swans, Anti-Fragility and Change
Beyond Resilience: Givers, Takers, Matchers and Anti-Fragile Systems
Co-Creation in Theory U: Leading from the Future as it Emerges & the Road to Commitment
Assessment for Learning | 5 Strategies for Higher Student Achievement ("@MarkHess98: When students are given clear learning targets, frequent, meaningful feedback...achievement soars.http://t.co/1SxNqM2A5b")...
Kotter International - 8-Step Process for Leading Change
Helen Teague's insight:
Shared by Dr. Paul Sparks, Kotter's 8-step Process for Leading Change---70% of all major change efforts in organizations fail. Why do they fail? Because organizations often do not take the holistic approach required to see the change through.
Education 3.0--Where Students Create Their Own Learning Experiences
Helen Teague's insight:
“Here, the curriculum is authentically personalized, based on thinking and making (which is internal and intrinsic) rather than an ability to parrot a carefully choreographed ‘performance’ (which is not).” ~Terry Heick
The famed protein chain reaction that made mad cow disease a terror may be involved in helping to ensure that our recollections don't fade.
Prions are proteins with two unusual properties: First, they can switch between two possible shapes, one that is stable on its own and an alternate conformation that can form chains. Second, the chain-forming version has to be able to trigger others to change shape and join the chain. Say that in the normal version the protein is folded so that one portion of the protein structure—call it "tab A"—fits into its own "slot B." In the alternate form, though, tab A is available to fit into its neighbor's slot B. That means the neighbor can do the same thing to the next protein to come along, forming a chain or clump that can grow indefinitely.
For a brain cell, keeping a memory around is a lot of work. A variety of proteins need to be continually manufactured at the synapse, the small gap that interfaces one cell to another. But whereas a cell may have a multitude of synapses, the protein synthesis that grows and maintains the connection only occurs at specific ones that have been activated. Work in the sea slug Aplysia (a favorite of neuroscientists because of its large cells) showed that a protein called CPEB, for cytoplasmic polyadenylation element binding, is necessary to keep a synapse activated. CPEB acts as a prion.
Once the prion's chain reaction gets started it's self-perpetuating, and thus the synapse can be maintained after the initial trigger is gone—perhaps for a lifetime. But that still doesn't explain how the first prion is triggered or why it only happens in certain synapses and not others.
An answer comes from Si's work on fruit flies, published February 11 in PLoS Biology. Sex—and, in particular, male courtship behavior—is an ideal realm in which to test memory: If a female is unreceptive, the male will remember this and stop trying to court her. Earlier, Si’s team showed that if the fly's version of CPEB, called Orb2, is mutated so that it cannot act as a prion, the insect briefly remembers that the female is unreceptive but that memory fades over the course of a few days.
Now, Si's team has figured out how the cell turns on the machinery responsible for the persistence of memory—and how the memory can be stabilized at just the right time and in the right place.
Before the memory is formed a fly's neuron is full of a version of the prion called Orb2B. Although this version can switch shapes to form prions' characteristic clumps, it can't get started without the related protein Orb2A. In this week's paper Si and colleagues untangled the multipartnered dance that controls Orb2A's role. First, a protein called TOB binds to Orb2A, allowing it to persist intact in the cell. (Normally, it would be broken down within a few hours.) Once stabilized it needs to have a phosphate tag attached, and this is done by another protein called Lim kinase.
Crucially, Lim kinase is only activated when the cell receives an electrical impulse—and only targeted at that synapse, not any other synaptic connections the cell might also be making. That means that the prion chain reaction is turned on in the specific time and place it's needed. This, researchers say, means the cell has a mechanism to stabilize some synapses but not others—potentially explaining why some of our memories fade, whereas others last a lifetime.
Although work so far on these proteins has been in yeast, sea slugs, flies and mice, the human CPEB may operate in the same way to preserve memories. The next steps, both researchers agree, are to develop better techniques to see where in the brain prions are activated, and to dig into more questions about how the prion process is regulated. One burning question: When we forget, does that mean that the prion's chain reaction has been halted?
There's no question that Dennis O'Connor has found much success on Scoop.it. It wasn't all coincidental, though. Dennis shared with us two of his best curation secrets and tricks:
1. Develop multiple sources for your topics It's important to carefully think through the keywords that you set for your topic so that Scoop.it can crawl the web and provide you with interesting and relevant content and inspiration. In addition to taking full advantage of this, Dennis also uses other tools like Twitter, StumbleUpon, and Prismatic to find content to share on Scoop.it. Once he finds the content he wants to share with his audience, he uses Scoop.it as his social media hub to add value to that content and share it everywhere.
2. Tag your posts Dennis takes a lot of time to tag each of his posts. This allows him, he explained, to assemble publications based upon his tagged topics. When he's using his information on Scoop.it for his E-learning classes, it's easy for him to filter his Scoop.it pages based upon different subjects and easily compile a list of posts and articles on appropriate topics to provide to his students. Something interesting that Dennis does with his tagged articles is to pull them by subject and create "special editions" of his topics on his blog for special classes and events that he is teaching.
"If you’re running an online course and you’re finding it difficult to keep your students engaged in your community you’ll be glad to know that gamification may be the tool you’re looking for to help inspire students to engage."
"Do you really know something if you can’t remember it? I had a conversation with a fellow educator on this subject one semester, and we both came to the conclusion that knowledge relies almost exclusively on a student’s ability to remember what she has learned. Proof of knowledge comes from demonstration of knowledge; if you can’t recall a fact, then for all intents and purposes you never learned it. But where does that leave intelligence?"