2016 LearningtoLearn

(Denning & Flores, 2016) ⇒ Peter J. Denning, and Gloria Flores. (2016). “Learning to Learn.” In: Communications of the ACM Journal, 59(12). doi:10.1145/3012421

Subject Headings: Learner, Pedagogy, Learning Task.

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Cited By

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Abstract

Do you get stuck when it is time to learn something new?

Introduction

Do you get stuck when it is time to learn something new? Read this.

Why is it, when we need to learn something new that will benefit our work or home life, we often find ourselves blocked by seemingly invisible forces? When learning fails we miss out on important projects, promotions, and opportunities. We end up suffering and falling short of our objectives. Somehow, for many of us, our natural capacity to learn seemed to deteriorate over time, especially in areas that we care about the most.

Educators and business leaders have used the term “learning to learn” to name a missing skill that would reverse the deterioration. The business literature is filled with tips and buzzwords about this skill: “learn from mistakes,” “fail fast and often,” “learn faster with technology,” “be curious,” “collaborate,” and “take down silos.”7,8 But despite these wise aphorisms, something holds us back. Something within us resists — and even gives up on — learning. What is it?

Time after time in our work with professional teams we have found that many are in the thrall of deep, automatic, and unnoticed assessments and assumptions that guide what they think is possible or appropriate to do. These assessments and assumptions are the invisible force blocking learning. They manifest as moods.

Cultivating moods conducive for learning is not as simple a setting up a good physical environment, for example with moveable tables, calming music, and bean-bag chairs near the community watercooler. In this column, we argue here that learning to learn is a navigational skill of recognizing moods that block learning and of shifting to moods that enhance learning.

Developing the Skill

Although we understand intellectually that learning requires that we make …

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***Table 1 - Stages of learning and their moods***
Stage	Behaviors	Mood Dispositions
Beginner	Person knows of the domain and desires to learn. Declares a commitment to learning the domain. Capable only of following rules given by a teacher or representative of the domain. Must trust the teacher. Can be very slow and tentative while learning and trying out the basic rules.	Positive: wonder, ambition, resolution, confidence in ability to learn. Negative: fear of failure, discomfort with not knowing what to do, impatience with the slow speed of advancement, distrust of the teacher, feeling “I ought to know this,” frustration that even simple things do not work as wanted.
Advanced Beginner	Familiarity with common situations. Learns and applies maxims — tips and rules of thumb to be used when certain symptoms appear. Still needs help and is faster about figuring out what to do and making the moves.	Positive: resolution, ambition Negative: Boredom, apathy, distrust
Competent	Has learned the norms of the domain. Common situations all look familiar and the person knows what to do right away. Does not require supervision to avoid common mistakes and satisfy customers. Asks for help when confronted with an unfamiliar situation.	Positive: resolution, ambition, confidence in network and in capacity to ask and receive help Negative: overwhelm, anxiety, insecurity, impatience, frustration
Proficient	Has developed a high level of skill that others admire and imitate. Sets new standards of performance.	Positive: ambition, resolution, care, trust Negative: Impatience, frustration, arrogance
Expert	Has extensive experience. Quickly sees solutions to problems that baffle others. Sought out as a teacher, manager, and problem-solver.	Positive: confidence, wonder, serenity, ambition to achieve mastery, resolution Negative: arrogance, impatience
Master	Has developed a long view of the domain and knows how to intervene to change the game that everyone else is playing.	Positive: wonder, exploration, ambition to contribute to a field, serenity Negative: arrogance, boredom, disinterest

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References

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	Author	volume	Date Value	title	type	journal	titleUrl	doi	note	year
2016 LearningtoLearn	Peter J. Denning Gloria Flores			Learning to Learn				10.1145/3012421		2016