WEBVTT 00:00:22.019 --> 00:00:24.359 Hey, hey, hey, hey, hey, you guys. What's up, 00:00:24.359 --> 00:00:27.339 what's up, what's up? It's your host, Neogentrics, 00:00:27.339 --> 00:00:29.660 and this is Food for Thought. Thoughts if it 00:00:29.660 --> 00:00:33.719 were you, this is Season 3 in 2022. How you guys 00:00:33.719 --> 00:00:37.740 doing? How is your day? It's great to be back, 00:00:37.780 --> 00:00:41.579 guys. It's great to be able to speak again. It's 00:00:41.579 --> 00:00:43.899 great to not have to be sitting in the corner 00:00:43.899 --> 00:00:46.859 crying and wondering about my life choices. Because, 00:00:47.179 --> 00:00:49.399 you know, life sucks, and it always seems to 00:00:49.399 --> 00:00:53.619 throw you a hardball. Uh, when you least expect 00:00:53.619 --> 00:00:58.320 it, but what can you do? Right? So let's go ahead 00:00:58.320 --> 00:01:00.140 and have a look at some of the interesting topic 00:01:00.140 --> 00:01:04.319 topics that I have for you guys today. Today, 00:01:04.459 --> 00:01:06.659 we're going to talk about what is learning. Okay. 00:01:06.819 --> 00:01:09.859 Last time I told you that we would be covering 00:01:09.859 --> 00:01:12.000 learning topics and learning skills this year. 00:01:12.159 --> 00:01:14.920 So I figured I'd kick it off with starting off 00:01:14.920 --> 00:01:18.000 with what the heck learning even is. And you 00:01:18.000 --> 00:01:20.780 know, It's one of those topics that is overly 00:01:20.780 --> 00:01:23.340 debated across the world, to the point where 00:01:23.340 --> 00:01:27.579 most people have a general analysis of learning 00:01:27.579 --> 00:01:30.840 being just the ability to absorb information 00:01:30.840 --> 00:01:34.560 and use it, which is not quite right, okay? To 00:01:34.560 --> 00:01:39.819 be technically accurate, that's not quite the 00:01:39.819 --> 00:01:42.680 best definition I would, or best definition anyone 00:01:42.680 --> 00:01:47.060 should use, okay? To simplify, almost every action 00:01:47.060 --> 00:01:49.620 we take is a result of some form of past learning, 00:01:49.760 --> 00:01:57.260 yet most people learn in different ways and they 00:01:57.260 --> 00:02:02.319 still remain in an activity state of undertaking 00:02:02.319 --> 00:02:06.280 those learning features as well as associating 00:02:06.280 --> 00:02:13.009 with an educational context, if you will. The 00:02:13.009 --> 00:02:17.789 idea here is that... How do I simplify this? 00:02:17.889 --> 00:02:19.909 I guess the best way I can word this is that 00:02:19.909 --> 00:02:25.430 as babies, we learn to eat, gain attention, crawl, 00:02:25.750 --> 00:02:30.110 walk, etc. You know, until we develop into a 00:02:30.110 --> 00:02:33.650 type of child where our bodies are more functional. 00:02:33.669 --> 00:02:39.169 And then we learn how... to use our body in different 00:02:39.169 --> 00:02:46.469 ways so we can learn inordinate range of skills. 00:02:46.669 --> 00:02:50.530 So, basically, learning is something that is 00:02:50.530 --> 00:02:58.050 indebtedly embedded in our DNA. It's something 00:02:58.050 --> 00:03:00.310 that we just naturally know how to do. There's 00:03:00.310 --> 00:03:02.550 not a single person in this world that's not 00:03:02.550 --> 00:03:04.849 born without the ability to learn in some way 00:03:04.849 --> 00:03:09.210 or capacity. Okay. Because as a baby, you want 00:03:09.210 --> 00:03:10.650 attention. So you have to figure out how to do 00:03:10.650 --> 00:03:12.229 it. You want to crawl to get where you need to 00:03:12.229 --> 00:03:13.810 be. You want to be able to walk because you see 00:03:13.810 --> 00:03:16.889 everywhere else is able to walk. So the only 00:03:16.889 --> 00:03:20.610 way to do it is to learn. Okay. Traditionally, 00:03:20.650 --> 00:03:24.050 research and studies around learning focus primarily 00:03:24.050 --> 00:03:28.210 on just the early years of learning through childhood 00:03:28.210 --> 00:03:30.949 and adolescence. But it's not been recognized 00:03:30.949 --> 00:03:33.629 that learning is a continuous process that commences 00:03:33.629 --> 00:03:37.000 at birth. but continues until the day you actually 00:03:37.000 --> 00:03:39.900 die. So you continue to learn even when you're 00:03:39.900 --> 00:03:43.099 not learning. It's a process through which we 00:03:43.099 --> 00:03:45.280 use all of the experiences that we have in our 00:03:45.280 --> 00:03:47.580 life to deal with new situations and even develop 00:03:47.580 --> 00:03:51.560 our relationships to move further in life. So 00:03:51.560 --> 00:03:55.159 it's not something that it's easily glanced over. 00:03:55.479 --> 00:03:58.960 One of the topics that I plan to cover this year 00:03:58.960 --> 00:04:02.699 is lifelong learning, something you can look 00:04:02.699 --> 00:04:06.270 forward to. A lot of learning occurs randomly 00:04:06.270 --> 00:04:08.969 throughout our life. So from those new experiences, 00:04:09.050 --> 00:04:12.849 we gain information. And from our perceptions, 00:04:13.689 --> 00:04:18.569 we can improve upon our abilities to do certain 00:04:18.569 --> 00:04:21.230 things or how we perceive certain things and 00:04:21.230 --> 00:04:24.670 grow. For example, reading a newspaper or watching 00:04:24.670 --> 00:04:27.089 news broadcasts or even talking with a friend 00:04:27.089 --> 00:04:30.329 or colleague increases our chances in meetings. 00:04:31.759 --> 00:04:35.620 allows for unexpected experiences to occur. You 00:04:35.620 --> 00:04:38.379 know, running into people who you'd never think 00:04:38.379 --> 00:04:40.560 we'd run into, getting a job we never thought 00:04:40.560 --> 00:04:43.399 we would land, being able to get an apartment 00:04:43.399 --> 00:04:45.100 that you never thought you'd be able to afford 00:04:45.100 --> 00:04:48.180 because your credit is bad, you never know. Okay? 00:04:49.160 --> 00:04:51.620 Many experiences in life provide us with learning 00:04:51.620 --> 00:04:54.680 opportunities from which we can choose whether 00:04:54.680 --> 00:04:58.629 or not to learn. You can choose to say no. But 00:04:58.629 --> 00:05:00.870 in the end, it's probably not in your best interest, 00:05:00.930 --> 00:05:07.170 because when all things fall or fail, it's those 00:05:07.170 --> 00:05:09.649 experiences which you ignored in the past you're 00:05:09.649 --> 00:05:12.110 going to look back on and be like, dang, I wish 00:05:12.110 --> 00:05:15.069 I took that skill, or I wish I had taken the 00:05:15.069 --> 00:05:18.290 time to learn that, or maybe college isn't so 00:05:18.290 --> 00:05:21.589 stupid after all. You know, and don't get me 00:05:21.589 --> 00:05:23.949 wrong. A lot of things about college is stupid 00:05:23.949 --> 00:05:26.470 and the way they handle it. But that is a whole 00:05:26.470 --> 00:05:30.970 other topic for another day. And again, it's 00:05:30.970 --> 00:05:34.490 still up for debate. But keep in mind that this 00:05:34.490 --> 00:05:37.069 type of experimental learning is still in contrast 00:05:37.069 --> 00:05:40.550 to more formal approaches to learning, such as 00:05:40.550 --> 00:05:43.730 training, mentoring, coaching, teaching, all 00:05:43.730 --> 00:05:46.889 of which have some structure in that they are 00:05:46.889 --> 00:05:52.680 planned learning. In, you know, involving different 00:05:52.680 --> 00:05:58.300 facilities and such. So to keep this as simple 00:05:58.300 --> 00:06:00.839 as possible, teaching, training, and other structured 00:06:00.839 --> 00:06:04.019 learning opportunities are activities that one 00:06:04.019 --> 00:06:08.519 person does to another while learning is something 00:06:08.519 --> 00:06:13.339 we do only for ourselves. Okay? You can't teach 00:06:13.339 --> 00:06:16.740 someone else to learn, but you can learn how 00:06:16.740 --> 00:06:39.579 to teach. right so we're back and i did mention 00:06:39.579 --> 00:06:41.339 the difference between teaching and learning 00:06:41.339 --> 00:06:45.519 so i guess i would be in the classification of 00:06:45.519 --> 00:06:48.800 a person who is learning but at the same time 00:06:48.800 --> 00:06:50.680 teaching because if you're learning something 00:06:50.680 --> 00:06:52.819 from this then i'm able to teach it to you in 00:06:52.819 --> 00:06:56.360 a way where you're able to understand it so learning 00:06:56.360 --> 00:06:58.819 involves far more than just thinking first off 00:06:59.259 --> 00:07:01.339 I want you to understand that it involves the 00:07:01.339 --> 00:07:03.800 whole personality. This includes your senses, 00:07:03.959 --> 00:07:05.779 your feelings, your intuitions, your beliefs, 00:07:05.839 --> 00:07:08.980 values, and your will. Which nobody can override 00:07:08.980 --> 00:07:11.040 of, but they can still find a way to crush. So 00:07:11.040 --> 00:07:13.199 you need to protect your will with all your might. 00:07:14.379 --> 00:07:19.360 If we don't have the will to learn, we won't 00:07:19.360 --> 00:07:22.459 learn. And if we have learned, we're actually 00:07:22.459 --> 00:07:25.279 changed in some way that allows us to progress 00:07:25.279 --> 00:07:29.060 faster, more efficiently. move along in society 00:07:29.060 --> 00:07:32.199 a lot more effectively. If the learning makes 00:07:32.199 --> 00:07:34.120 no difference, it can have little significance 00:07:34.120 --> 00:07:36.600 beyond being just random ideas that float through 00:07:36.600 --> 00:07:38.980 our consciousnesses and allows us to exist, but 00:07:38.980 --> 00:07:44.860 who would want that? Learning needs to meet learning 00:07:44.860 --> 00:07:52.800 needs to meet some personal need and recognizing 00:07:52.800 --> 00:07:57.060 and identifying such needs That enables us to 00:07:57.060 --> 00:08:00.560 evaluate whether the learning has been worthwhile 00:08:00.560 --> 00:08:14.160 or successful. That's something to keep in mind. 00:08:14.660 --> 00:08:16.800 Now, let me ask you this. When does learning 00:08:16.800 --> 00:08:20.639 occur? Well, it can be simply explained in like 00:08:20.639 --> 00:08:23.800 four points. Learning occurs when we are able 00:08:23.800 --> 00:08:27.819 to, one, gain a mental or physical grasp of the 00:08:27.819 --> 00:08:30.959 subject that we're trying to learn. Two, make 00:08:30.959 --> 00:08:35.179 sense of a subject, event, or feeling by interpreting 00:08:35.179 --> 00:08:37.840 it into our own words and actions where we can 00:08:37.840 --> 00:08:41.379 understand it. And three, use our newly acquired 00:08:41.379 --> 00:08:43.559 ability or knowledge in conjunction with the 00:08:43.559 --> 00:08:46.039 skills that we already have or don't have and 00:08:46.039 --> 00:08:53.450 understanding we have already possessed. In the 00:08:53.450 --> 00:08:55.230 process of doing all that, the fourth thing becomes 00:08:55.230 --> 00:08:58.289 possible. Do something now with the new knowledge 00:08:58.289 --> 00:09:00.450 or skill and then take ownership of it. It's 00:09:00.450 --> 00:09:02.490 like learning to code. Yeah, you can learn all 00:09:02.490 --> 00:09:03.970 the meaning of everything and know what they 00:09:03.970 --> 00:09:06.090 mean, but until you actually use it, it means 00:09:06.090 --> 00:09:12.049 nothing to you. Okay? So, key principles of learning. 00:09:12.809 --> 00:09:16.789 Okay? There are a vast range of theories that 00:09:16.789 --> 00:09:20.159 explain or attempt... to explain and demonstrate 00:09:20.159 --> 00:09:22.299 the way that people learn their stuff. And such 00:09:22.299 --> 00:09:25.299 theories can often contrast with each other depending 00:09:25.299 --> 00:09:27.980 on the type of learning that they reference. 00:09:28.320 --> 00:09:30.580 For example, traditional learning theories associated 00:09:30.580 --> 00:09:36.460 with children and adolescents engaged in schooling 00:09:36.460 --> 00:09:40.440 differ from the theories associated with adult 00:09:40.440 --> 00:09:43.889 learning. That's only because the way they take 00:09:43.889 --> 00:09:46.110 in information is slightly different. Children 00:09:46.110 --> 00:09:47.549 are going to ask a lot of questions, but they 00:09:47.549 --> 00:09:49.450 don't understand. But adults understand, but 00:09:49.450 --> 00:09:51.169 then they don't answer any questions. You see 00:09:51.169 --> 00:09:53.710 my point? Or at least they think they understand. 00:09:55.529 --> 00:09:58.110 The following list that I'm about to give you, 00:09:58.169 --> 00:10:03.769 I have here, is a generic list that identifies 00:10:03.769 --> 00:10:05.830 the key principles associated with all types 00:10:05.830 --> 00:10:08.909 of learning. And it can be applied to group situations 00:10:08.909 --> 00:10:14.220 as well as... when learning alone or with a mentor, 00:10:14.279 --> 00:10:16.820 tutor, or trainer is either possible or not possible. 00:10:16.980 --> 00:10:23.240 So the list can contain, there's more that you 00:10:23.240 --> 00:10:25.200 can add to this list. Okay. This is just a sample 00:10:25.200 --> 00:10:27.120 list, but if you can understand some of the key 00:10:27.120 --> 00:10:30.039 concepts of it, then you're learning something 00:10:30.039 --> 00:10:32.879 and you're able to use the list that I'm about 00:10:32.879 --> 00:10:38.899 to provide you more effectively. Okay. First 00:10:38.899 --> 00:10:43.669 off, first off. People learn best when they're 00:10:43.669 --> 00:10:45.909 treated with respect, and they're not talked 00:10:45.909 --> 00:10:48.590 down to or treated as ignorant. This is a lesson 00:10:48.590 --> 00:10:51.350 I had to learn the hard way, and I'm still learning 00:10:51.350 --> 00:10:54.070 it now, so I'm speaking from experience. First 00:10:54.070 --> 00:10:56.309 off, you need to establish ground rules at the 00:10:56.309 --> 00:10:58.169 start of a training session, which will reinforce 00:10:58.169 --> 00:11:01.669 this principle in a more effective way. However... 00:11:02.080 --> 00:11:04.220 For the train to be most effective and to involve 00:11:04.220 --> 00:11:06.919 full participation, the trainer should also model 00:11:06.919 --> 00:11:11.240 the same behavior that they expect the trainee 00:11:11.240 --> 00:11:15.440 to have. They need to exemplar that behavior. 00:11:15.840 --> 00:11:19.340 They need to show it in a way where the other 00:11:19.340 --> 00:11:22.039 person knows that they understand that, you know, 00:11:22.059 --> 00:11:23.799 we're both on the same level here, but I'm going 00:11:23.799 --> 00:11:25.200 to try my best to explain this where you can 00:11:25.200 --> 00:11:27.980 understand it so it doesn't sound like I'm talking 00:11:27.980 --> 00:11:30.610 over your head or like you're... Talking to you 00:11:30.610 --> 00:11:32.570 in a way where, yeah, you're the idiot and I'm 00:11:32.570 --> 00:11:38.049 trying to teach you, okay? Next. Learning opportunities 00:11:38.049 --> 00:11:41.230 should, when possible, be linked to previous 00:11:41.230 --> 00:11:45.090 positive experiences. Unless it requires a negative 00:11:45.090 --> 00:11:47.169 experience, but that's a whole other thing, okay? 00:11:48.509 --> 00:11:51.690 Learners should be encouraged to be self -directed 00:11:51.690 --> 00:11:55.250 in terms of goal setting, since this is a UFO. 00:11:56.750 --> 00:11:59.909 It usually improves commitment and motivation 00:11:59.909 --> 00:12:04.230 and increases participation. But again, facilitators 00:12:04.230 --> 00:12:06.509 should examine the expectations of the learner 00:12:06.509 --> 00:12:10.029 at the start of the course or session, whatever 00:12:10.029 --> 00:12:14.129 it is, to help encourage self -direction. When 00:12:14.129 --> 00:12:20.019 possible. When possible, learners should take 00:12:20.019 --> 00:12:22.120 part in the planning of the learning activities. 00:12:22.500 --> 00:12:25.700 Why? Because learners should be encouraged to 00:12:25.700 --> 00:12:28.480 be self -directed in goals and terms of goal 00:12:28.480 --> 00:12:31.220 settings, since this usually helps improve commitment 00:12:31.220 --> 00:12:37.519 and motivation. And it helps them out by letting 00:12:37.519 --> 00:12:41.100 them be part of the action. Facilitators should 00:12:41.100 --> 00:12:43.860 also examine the expectations of the learner 00:12:43.860 --> 00:12:46.200 at the start of the course while doing this or 00:12:46.200 --> 00:12:49.720 the session. to also help encourage that same 00:12:49.720 --> 00:12:53.100 self -direction. So it goes back to the second 00:12:53.100 --> 00:12:57.980 point. Most importantly, people learn best when 00:12:57.980 --> 00:13:00.019 their physical environment is comfortable to 00:13:00.019 --> 00:13:01.879 them. So if they're uneasy or nervous, it's going 00:13:01.879 --> 00:13:03.340 to make it a lot harder than it needs to be. 00:13:03.480 --> 00:13:05.899 In group situations, though, a positive emotional 00:13:05.899 --> 00:13:10.360 and supportive environment is probably more important 00:13:10.360 --> 00:13:12.299 than anything else. Individuals in groups tend 00:13:12.299 --> 00:13:14.940 to learn best when they can socialize and interact 00:13:14.940 --> 00:13:17.620 with other group members. This doesn't work with 00:13:17.620 --> 00:13:20.100 introverts, though, but just a heads up. With 00:13:20.100 --> 00:13:21.820 them, it's a little bit different. They have 00:13:21.820 --> 00:13:24.340 to be a little more hands -on and hands -off 00:13:24.340 --> 00:14:01.039 at the same time. Okay. And we're back. So, moving 00:14:01.039 --> 00:14:03.419 forward with the information I've been given 00:14:03.419 --> 00:14:09.970 so far. Interaction. with a facilitator is vital 00:14:09.970 --> 00:14:12.370 for the learner people need to be able to react 00:14:12.370 --> 00:14:14.629 question and voice their opinions on what they 00:14:14.629 --> 00:14:17.750 learn in group situations quieter members should 00:14:17.750 --> 00:14:20.269 be you know gently encouraged to put their input 00:14:20.269 --> 00:14:22.730 again most of those people are shy they're nervous 00:14:22.730 --> 00:14:24.409 you want to make them feel comfortable so that 00:14:24.409 --> 00:14:25.950 you can get them to respond because if they're 00:14:25.950 --> 00:14:28.809 not voicing any questions or asking or you know 00:14:28.809 --> 00:14:32.009 making their concerns known No one's going to 00:14:32.009 --> 00:14:33.950 know if they understand the material or not, 00:14:34.070 --> 00:14:35.529 and they just have to figure out on their own 00:14:35.529 --> 00:14:37.769 when they leave, or you need to be able to determine 00:14:37.769 --> 00:14:40.830 it so that you can help them. Learning activities, 00:14:41.110 --> 00:14:47.269 you know, or delivery, and or delivery, depending 00:14:47.269 --> 00:14:51.509 on what it is, needs to be varied. Why? Because 00:14:51.509 --> 00:14:53.730 you need to be able to cover a range of different 00:14:53.730 --> 00:14:55.350 learning styles. This is something that a lot 00:14:55.350 --> 00:14:58.809 of teachers don't do, okay? The reason is it 00:14:58.809 --> 00:15:00.909 helps the learner maintain interest and motivation. 00:15:01.110 --> 00:15:02.509 They need to be able to learn through multiple 00:15:02.509 --> 00:15:05.070 methods, not just one. You can't force them to 00:15:05.070 --> 00:15:06.870 do this. Some people are incapable of learning 00:15:06.870 --> 00:15:12.049 using any of those other methods, but, you know, 00:15:12.190 --> 00:15:14.610 it is possible. In a classroom setting, for example, 00:15:14.730 --> 00:15:18.429 include discussions or activities, especially 00:15:18.429 --> 00:15:22.840 some sort of... what's the word, problem solving 00:15:22.840 --> 00:15:25.080 as part of the lesson or lecture, which will, 00:15:25.200 --> 00:15:27.240 you know, help the learners to interact, engage 00:15:27.240 --> 00:15:29.340 with the subject more because they're being part 00:15:29.340 --> 00:15:34.019 of it. Offer instant reward help, rewards with 00:15:34.019 --> 00:15:39.730 help. Instant rewards. help with the discussions 00:15:39.730 --> 00:15:42.769 and practice of the material to help them understand 00:15:42.769 --> 00:15:45.750 it people learn best if they if the results or 00:15:45.750 --> 00:15:47.850 rewards of learning are made clear and they can 00:15:47.850 --> 00:15:50.190 you know demonstrate during or immediately after 00:15:50.190 --> 00:15:52.809 learning whatever it is that they understand 00:15:52.809 --> 00:15:56.909 that they can do it okay uh along with that self 00:15:56.909 --> 00:15:59.250 -evaluation and reflective practice is also important 00:15:59.250 --> 00:16:01.090 but that's only in the sense that learners should 00:16:01.090 --> 00:16:02.809 be encouraged to reflect on what they've learned 00:16:02.809 --> 00:16:05.950 but this is like this is a given okay They have 00:16:05.950 --> 00:16:07.370 to be able to think of ways that they can further 00:16:07.370 --> 00:16:09.350 their knowledge of the said material. But again, 00:16:09.529 --> 00:16:14.470 reflective practices and self -evaluations should 00:16:14.470 --> 00:16:16.970 be something that most people do anyway. And 00:16:16.970 --> 00:16:18.809 most people do it automatically without thinking 00:16:18.809 --> 00:16:20.409 about it because they want to improve on what 00:16:20.409 --> 00:16:22.149 they have. They want to know if they can go further 00:16:22.149 --> 00:16:25.450 with it or if this is their limit. So just to 00:16:25.450 --> 00:16:28.850 keep that in mind. The next thing I want to cover 00:16:28.850 --> 00:16:30.970 is the packed learning cycle. This is something 00:16:30.970 --> 00:16:33.710 I had to go look up, so it's out there. You can 00:16:33.710 --> 00:16:37.509 find it. Just search the PACT, P -A -C -T, learning 00:16:37.509 --> 00:16:41.090 cycle. The reason I use this is because many 00:16:41.090 --> 00:16:44.409 attempts have been made by academics and others 00:16:44.409 --> 00:16:46.789 to map and explain learning processes. It's generally 00:16:46.789 --> 00:16:51.669 recognized that learning takes place in a repetitive 00:16:51.669 --> 00:16:56.169 cycle, an ongoing series of processes that run 00:16:56.169 --> 00:17:00.730 over and over again that basically help you learn. 00:17:01.090 --> 00:17:04.480 It's the best way I can put it. Okay, it's a 00:17:04.480 --> 00:17:06.839 giant circle. I wish I could show you, but again, 00:17:07.000 --> 00:17:10.940 you can always look this up yourself. In the 00:17:10.940 --> 00:17:14.160 circle, it's split into four sections, like a 00:17:14.160 --> 00:17:16.940 pie. You know, cut a pie into four pieces, and 00:17:16.940 --> 00:17:20.400 they have top left, procure, top right, apply, 00:17:20.700 --> 00:17:23.079 bottom left, transform, and bottom right, consider. 00:17:23.279 --> 00:17:24.960 Now, what do these things have to do with anything? 00:17:25.319 --> 00:17:27.619 Well, these four things are what is known as 00:17:27.619 --> 00:17:31.299 the packed learning cycle. Procure means the 00:17:31.299 --> 00:17:33.880 new knowledge, theory, and ability skill is acquired. 00:17:34.079 --> 00:17:36.599 That's where we start. The second step is to 00:17:36.599 --> 00:17:39.920 apply that knowledge in the sense that the new 00:17:39.920 --> 00:17:41.599 knowledge or skill is then practiced in some 00:17:41.599 --> 00:17:44.880 way. Then you go to consider, which is the bottom 00:17:44.880 --> 00:17:47.880 right. The results of the practice are then evaluated 00:17:47.880 --> 00:17:50.079 and assessed and make sure that they flow and 00:17:50.079 --> 00:17:52.380 that you understand the material and then transform. 00:17:52.799 --> 00:17:55.339 Take that said original knowledge or ability 00:17:55.339 --> 00:17:57.740 that you just learned and have mastered. and 00:17:57.740 --> 00:18:00.500 then modify accordingly to whatever system or 00:18:00.500 --> 00:18:02.819 set that you need, whether it's gaming or programming. 00:18:03.539 --> 00:18:08.940 It's basically a learn, test, procure, set up, 00:18:08.940 --> 00:18:11.859 enable, transform, start over again, and do this 00:18:11.859 --> 00:18:13.400 over and over again. This helps you continue 00:18:13.400 --> 00:18:15.460 to learn. You can take information that you just 00:18:15.460 --> 00:18:18.400 learned and transform that you can use now to 00:18:18.400 --> 00:18:21.200 benefit you to learn more. And then, you know, 00:18:21.220 --> 00:18:24.660 the cycle continues to repeat. The pack cycle 00:18:24.660 --> 00:18:28.410 should help with... demonstrating that learning 00:18:28.410 --> 00:18:34.009 is an iterative process. And, you know, our learning 00:18:34.009 --> 00:18:37.690 evolves as we develop and we utilize early knowledge 00:18:37.690 --> 00:18:39.630 for later understanding. You're never going to 00:18:39.630 --> 00:18:41.950 fully understand it now or until the time comes 00:18:41.950 --> 00:18:44.250 for you to understand it. There are many examples 00:18:44.250 --> 00:18:48.029 of these processes in action. But that's being 00:18:48.029 --> 00:18:49.990 said, you know, usually we learn the basics of 00:18:49.990 --> 00:18:54.109 a subject or skill before progressing to intermediate. 00:18:55.709 --> 00:18:58.069 advance our expert levels. And at each stage, 00:18:58.109 --> 00:19:00.089 we build on the knowledge and the experience 00:19:00.089 --> 00:19:02.109 that we already have acquired and gain further 00:19:02.109 --> 00:19:04.990 knowledge and experience, techniques, and repeating 00:19:04.990 --> 00:19:07.130 that learning cycle, like I said earlier, over 00:19:07.130 --> 00:19:33.599 and over again. Alright, so with the back cycle 00:19:33.599 --> 00:19:36.119 out of the way, and for the most part, basic 00:19:36.119 --> 00:19:37.880 understanding of how learning works out of the 00:19:37.880 --> 00:19:40.019 way, we can now get to the last points that I 00:19:40.019 --> 00:19:42.000 wish to make about this whole thing in the first 00:19:42.000 --> 00:19:46.960 place. First off, learning capacity. Our individual 00:19:46.960 --> 00:19:49.220 learning capacity varies considerably, and it 00:19:49.220 --> 00:19:52.079 will not only depend on the ability, but also 00:19:52.079 --> 00:19:54.579 our motivation, our will, our desire, our personality, 00:19:54.880 --> 00:19:56.819 our learning styles, which is something I will 00:19:56.819 --> 00:19:59.960 cover later. and awareness of our own learning 00:19:59.960 --> 00:20:05.420 processes, okay? It's a thing, trust me. It's 00:20:05.420 --> 00:20:10.259 not something that is easily glossed over. Working 00:20:10.259 --> 00:20:12.500 on your awareness of your learning processes 00:20:12.500 --> 00:20:16.420 means learning how to learn. And yes, you have 00:20:16.420 --> 00:20:19.500 to learn how to learn. For example, in university 00:20:19.500 --> 00:20:22.779 settings, you know, college students, They are 00:20:22.779 --> 00:20:25.119 usually taught some study skills, which include 00:20:25.119 --> 00:20:27.140 learning how to seek information when needed 00:20:27.140 --> 00:20:29.740 and how to use it appropriately. Sometimes you 00:20:29.740 --> 00:20:31.900 have to learn how to learn in order to learn. 00:20:32.240 --> 00:20:35.200 And while it does seem roundabout and a really 00:20:35.200 --> 00:20:39.240 obnoxious way to put it, that's essentially it. 00:20:40.099 --> 00:20:43.460 That's the whole point. Learning is an internal 00:20:43.460 --> 00:20:45.960 activity and a key personal development skill 00:20:45.960 --> 00:20:48.460 that everybody needs. It's not something that 00:20:48.460 --> 00:20:52.460 can be directly observed in others. We can, you 00:20:52.460 --> 00:20:54.779 know, however, observe the results of learning 00:20:54.779 --> 00:20:57.839 in ourselves and others. But, again, this is 00:20:57.839 --> 00:21:00.160 why in formal learning situations, assessments 00:21:00.160 --> 00:21:05.059 is such a, I guess I can say, crucial part of 00:21:05.059 --> 00:21:08.859 the teaching process. So, the results of academic 00:21:08.859 --> 00:21:14.039 assessments, essays, and exams, etc., are simply 00:21:14.039 --> 00:21:17.099 attempts to measure how much an individual has 00:21:17.099 --> 00:21:21.119 learned. Again, they can't measure the actual 00:21:21.119 --> 00:21:23.099 process of learning. The only one who's going 00:21:23.099 --> 00:21:24.980 to be able to attest to that is the person learning 00:21:24.980 --> 00:21:27.960 themselves, and you can only get so far with 00:21:27.960 --> 00:21:29.900 that because an assessor can only attest down 00:21:29.900 --> 00:21:32.980 to a certain level. Learning brings about change 00:21:32.980 --> 00:21:36.539 in the way we act, think, feel about ourselves 00:21:36.539 --> 00:21:38.539 and other people around us, the world around 00:21:38.539 --> 00:21:41.519 us, and so on. Such changes can be made permanent 00:21:41.519 --> 00:21:43.660 or they can be temporary depending on your perception 00:21:43.660 --> 00:21:46.099 of the importance and relevance of the said information 00:21:46.099 --> 00:21:48.900 or the gained knowledge that you have. So keep 00:21:48.900 --> 00:21:52.019 that in mind. There's so much out there to learn 00:21:52.019 --> 00:21:55.140 and there's so many ways to do it. One of the 00:21:55.140 --> 00:21:58.640 topics that I look forward to covering will be 00:21:58.640 --> 00:22:00.420 critical thinking and fake news and how to be 00:22:00.420 --> 00:22:03.259 able to identify them. But for now, just note 00:22:03.259 --> 00:22:08.500 that between what is learning and the approaches 00:22:09.250 --> 00:22:11.509 learning approaches that one can take, there's 00:22:11.509 --> 00:22:13.509 also the different learning styles, which I'll 00:22:13.509 --> 00:22:18.190 definitely be going into. Okay? Trust me, you 00:22:18.190 --> 00:22:19.930 don't want to miss out on the one for the different 00:22:19.930 --> 00:22:22.750 learning styles, as I'm one of those people who 00:22:22.750 --> 00:22:26.549 learns and adapts, and I can use just about any 00:22:26.549 --> 00:22:29.349 of the learning styles should I need to. Can 00:22:29.349 --> 00:22:31.650 you do this too? Yes. Am I saying this to break? 00:22:31.829 --> 00:22:34.470 No. I'm saying this because it took a while to 00:22:34.470 --> 00:22:36.960 get here. My parents had to teach me this from 00:22:36.960 --> 00:22:39.200 the ground up when I was younger, mostly due 00:22:39.200 --> 00:22:42.180 to that accent that I was in years ago. But hey, 00:22:42.339 --> 00:22:46.839 not everybody can be golden, okay? Life goes 00:22:46.839 --> 00:22:49.920 on. We all experience issues. We try to move 00:22:49.920 --> 00:22:52.480 forward. The important thing to do here when 00:22:52.480 --> 00:22:54.480 you go through hardships and stuff of that nature 00:22:54.480 --> 00:23:00.779 is to, when intended, learn from it. Grow, move 00:23:00.779 --> 00:23:03.900 on, and continue to learn. Have a great day.