WEBVTT 00:00:08.230 --> 00:00:33.850 I give them a cure with a fresh new album. what's 00:00:33.850 --> 00:00:35.750 up what's up what's up what's up everybody welcome 00:00:35.750 --> 00:00:39.289 back this is recon towers food for thought thoughts 00:00:39.289 --> 00:00:42.729 if it were you this is your host neogentrix we 00:00:42.729 --> 00:00:45.369 have been talking about a lot of different things 00:00:45.369 --> 00:00:47.509 we started with the learning series i told you 00:00:47.509 --> 00:00:49.530 that we cover all the different types of learning 00:00:49.530 --> 00:00:51.710 so that you'd be able to understand them better 00:00:51.710 --> 00:00:55.659 and you know understand how to learn more efficiently. 00:00:55.759 --> 00:00:58.020 These are things that schools don't teach people. 00:00:58.119 --> 00:01:00.439 I wish they did because if they did, people would 00:01:00.439 --> 00:01:02.299 be able to learn more efficiently. They'd be 00:01:02.299 --> 00:01:04.140 able to learn and know their style of learning 00:01:04.140 --> 00:01:07.420 so that they can improve on the way they do things. 00:01:07.579 --> 00:01:10.140 If you can't learn something one way, learn it 00:01:10.140 --> 00:01:13.459 through a different method. That's just how we 00:01:13.459 --> 00:01:16.040 do. I hope everybody's been having a great week. 00:01:16.519 --> 00:01:18.540 So far, every now and then, I'm only going to 00:01:18.540 --> 00:01:20.439 be doing maybe two or three episodes each week. 00:01:21.319 --> 00:01:23.760 Until I get back up to the speed where I'd like 00:01:23.760 --> 00:01:25.659 to be, thank you guys for sticking with me through 00:01:25.659 --> 00:01:28.859 all of this. So look forward to another two or 00:01:28.859 --> 00:01:32.219 three episodes this week. So we'll go ahead and 00:01:32.219 --> 00:01:34.640 get started. Today we're going to talk about 00:01:34.640 --> 00:01:37.480 the learning approaches. Those are things that 00:01:37.480 --> 00:01:40.840 people need to know how to go about when determining 00:01:40.840 --> 00:01:44.400 what their learning style is, okay? Next time 00:01:44.400 --> 00:01:47.000 we'll be covering learning styles. There are 00:01:47.000 --> 00:01:48.760 eight different types, but we'll cover those 00:01:48.760 --> 00:01:53.810 in a minute. first off first off first off like 00:01:53.810 --> 00:01:57.390 i said there are so many different ways to approach 00:01:57.390 --> 00:02:00.010 this and how you learn is one of those things 00:02:00.010 --> 00:02:02.950 that you need to learn how to be able to have 00:02:02.950 --> 00:02:07.569 you know handle or deal with so over the years 00:02:07.569 --> 00:02:10.530 many theories many many many many theories have 00:02:10.530 --> 00:02:14.710 been developed to examine the process involved 00:02:14.710 --> 00:02:17.909 with learning and most learning theories concentrate 00:02:17.909 --> 00:02:22.110 on the significance for the way that learning 00:02:22.110 --> 00:02:25.250 is delivered to you. So there are many different 00:02:25.250 --> 00:02:28.509 ways of learning, both formally and informally 00:02:28.509 --> 00:02:31.229 as part of a group, such as a classroom setting, 00:02:31.409 --> 00:02:34.409 one -on -one, you know, mentoring, coaching, 00:02:34.590 --> 00:02:37.689 or just self -learning if you're one of those 00:02:37.689 --> 00:02:43.150 types. Furthermore, people learn differently 00:02:43.150 --> 00:02:46.110 at different times in their lives and in different 00:02:46.110 --> 00:02:50.650 circumstances, okay? These approaches that I'm 00:02:50.650 --> 00:02:55.650 going to cover, there's three of them. They are, 00:02:55.810 --> 00:03:00.250 first off, the one that is concerned with the 00:03:00.250 --> 00:03:03.430 learner's response to some form of stimulation 00:03:03.430 --> 00:03:06.449 is called the behavioral approach. We're going 00:03:06.449 --> 00:03:10.189 to cover that. And then there's one that deals 00:03:10.189 --> 00:03:13.189 with knowledge and knowledge retention, like 00:03:13.189 --> 00:03:15.250 getting ready to take a test and making sure 00:03:15.250 --> 00:03:16.909 you remember the information that you learned. 00:03:17.150 --> 00:03:20.020 That's cognitive. That's the cognitive approach. 00:03:20.280 --> 00:03:22.860 And then there's the humanistic approach, which 00:03:22.860 --> 00:03:27.800 is based on explanations of another person's 00:03:27.800 --> 00:03:31.800 experience, whether yours or someone else's. 00:03:31.879 --> 00:03:34.699 So these are the three different approaches that 00:03:34.699 --> 00:03:38.340 we have that are capable of being used to teach 00:03:38.340 --> 00:03:42.300 somebody how to learn something. And I'm going 00:03:42.300 --> 00:03:44.139 to go ahead and try to go into them as best as 00:03:44.139 --> 00:03:47.840 I can so that you understand the theory behind 00:03:47.840 --> 00:03:50.520 this. and keep it as simple as possible i don't 00:03:50.520 --> 00:03:54.400 want to go off into some tangent i'm not trying 00:03:54.400 --> 00:03:58.000 to make it seem like you know i'm saying you're 00:03:58.000 --> 00:03:59.780 unable to learn if you're not able to use one 00:03:59.780 --> 00:04:02.500 of these three methods no everyone should be 00:04:02.500 --> 00:04:05.439 able to use all three methods but some people 00:04:05.439 --> 00:04:07.979 are either medically incapable or so on and so 00:04:07.979 --> 00:04:11.319 forth so take it with a grain of salt find out 00:04:11.319 --> 00:04:14.340 which method works best for you use that it doesn't 00:04:14.340 --> 00:04:15.960 mean you can't use the other methods it just 00:04:15.960 --> 00:04:18.579 means that you would have to learn or uh try 00:04:18.579 --> 00:04:21.000 a little harder to do so so there's something 00:04:21.000 --> 00:04:31.339 to look forward to and let's get started all 00:04:31.339 --> 00:04:43.319 right everybody welcome back let's go ahead and 00:04:43.319 --> 00:04:45.220 start talking about the behaviorist approach 00:04:45.220 --> 00:04:49.000 okay This approach, the one I mentioned before, 00:04:49.120 --> 00:04:52.160 is based on the idea that the learner responds 00:04:52.160 --> 00:04:56.180 to a stimulating environment, okay? The role 00:04:56.180 --> 00:04:59.500 of the learning facilitator here for this thing 00:04:59.500 --> 00:05:04.019 is supposed to provide relevant and useful stimuli, 00:05:04.259 --> 00:05:06.699 something that stimulates the learner so that 00:05:06.699 --> 00:05:10.300 they respond to and gains the required knowledge 00:05:10.300 --> 00:05:12.180 and experience of whatever it is that they're 00:05:12.180 --> 00:05:16.759 trying to teach them, okay? In this approach 00:05:16.759 --> 00:05:20.240 to learning, it centers around the belief that 00:05:20.240 --> 00:05:23.579 the appropriate behavior can be taught through 00:05:23.579 --> 00:05:26.379 constant repetition of certain tasks and combined 00:05:26.379 --> 00:05:29.300 with feedback from the facilitators, the people 00:05:29.300 --> 00:05:33.459 that are in charge. Positive feedback encourages 00:05:33.459 --> 00:05:36.839 and reinforces success, while negative feedback 00:05:36.839 --> 00:05:39.980 and intermediate correction discourages the repetition 00:05:39.980 --> 00:05:43.740 of any mistakes. or desirable behaviors. This 00:05:43.740 --> 00:05:45.860 is something that is noted, especially when teaching 00:05:45.860 --> 00:05:50.959 animals. Believe it when I say that it does work 00:05:50.959 --> 00:05:54.259 when teaching animals. So this is something that 00:05:54.259 --> 00:05:56.540 can be used for humans or for animal training, 00:05:56.720 --> 00:06:03.060 for lack thereof. Proof of this would be back 00:06:03.060 --> 00:06:08.740 in 1927 with Ivan Pavlov. I can't pronounce this 00:06:08.740 --> 00:06:13.180 guy's name. He conducted a famous experiment 00:06:13.180 --> 00:06:15.579 with dogs. He taught the animals to salivate 00:06:15.579 --> 00:06:19.000 on hearing a certain bell ringing, signifying 00:06:19.000 --> 00:06:23.500 that it was time to feed them. Later, he stopped 00:06:23.500 --> 00:06:26.060 feeding them in this method, but the dogs continued 00:06:26.060 --> 00:06:27.980 to salivate when they heard the bell regardless. 00:06:28.959 --> 00:06:30.980 In other words, it became a learned behavior 00:06:30.980 --> 00:06:35.220 as a result of all the sequence of events that 00:06:35.220 --> 00:06:38.480 he had done to go through to train them and became 00:06:38.480 --> 00:06:43.970 more of a It became more than just a conscious 00:06:43.970 --> 00:06:49.329 thought process by the dogs. What he discovered 00:06:49.329 --> 00:06:53.769 was known or rather termed as classical conditioning. 00:06:54.709 --> 00:06:56.949 This kind of conditioning can be used to develop 00:06:56.949 --> 00:06:59.810 repetitive actions within training or muscle 00:06:59.810 --> 00:07:02.129 memory, if you will. For example, looking in 00:07:02.129 --> 00:07:03.990 the mirror and putting your seatbelt on before 00:07:03.990 --> 00:07:06.589 driving off in a car. Those are just examples 00:07:06.589 --> 00:07:09.370 of spontaneous behaviors that have been learned 00:07:09.370 --> 00:07:13.000 and become repetitive actions. The association 00:07:13.000 --> 00:07:15.920 between the stimulus response can be made more 00:07:15.920 --> 00:07:19.579 effective by reinforcement. Again, like I mentioned 00:07:19.579 --> 00:07:22.379 earlier, this is the idea that underpins the 00:07:22.379 --> 00:07:32.160 theory that back then it was developed by B .F. 00:07:32.180 --> 00:07:35.079 Skinner in 1957, saying that reinforcement can 00:07:35.079 --> 00:07:38.399 work in both positive and negative ways. A positive 00:07:38.399 --> 00:07:40.519 reinforcer is anything that strengthens the desired 00:07:40.519 --> 00:07:43.079 response that you want the person to have in 00:07:43.079 --> 00:07:47.519 training. And where the aim is learning, for 00:07:47.519 --> 00:07:52.300 example, this might be stimulated by verbal phrasing, 00:07:52.500 --> 00:07:55.540 good marks, a feeling of achievement. On the 00:07:55.540 --> 00:07:59.019 other hand, if verbal praise is withdrawn, this 00:07:59.019 --> 00:08:02.100 will also have a negative effect and the motivation 00:08:02.100 --> 00:08:08.040 to learn will monumentally decrease. Not all 00:08:08.040 --> 00:08:09.879 the time like a lot of the times compliments 00:08:09.879 --> 00:08:12.680 can be considered derogatory they can be seen 00:08:12.680 --> 00:08:17.579 as being overly ambitious or just trying to get 00:08:17.579 --> 00:08:18.899 someone to do something that you want them to 00:08:18.899 --> 00:08:21.360 do but at the same time while you're doing that 00:08:21.360 --> 00:08:24.540 keep in mind that this is also a way of behaviorally 00:08:24.540 --> 00:08:27.240 training somebody unintentionally they think 00:08:27.240 --> 00:08:29.180 that because you're complimenting them that you're 00:08:29.180 --> 00:08:30.939 doing what you want them to do and a lot of people 00:08:30.939 --> 00:08:33.200 misconstrue this as thinking that they're needed 00:08:33.200 --> 00:08:35.419 that they're wanted by this person that they 00:08:35.419 --> 00:08:37.879 want them to do this they want them to act this 00:08:37.879 --> 00:08:41.000 way they want them to be this way when in reality 00:08:41.000 --> 00:08:43.039 they're defying who they are and that's probably 00:08:43.039 --> 00:08:45.480 not what that person wants unless that person 00:08:45.480 --> 00:08:49.799 is a tool and they're just using you please keep 00:08:49.799 --> 00:08:53.039 this in mind okay one of the main ways to use 00:08:53.039 --> 00:08:56.940 behavioral approach is to uh to learning and 00:08:56.940 --> 00:09:00.379 training and teaching is to specify clear behavioral 00:09:00.379 --> 00:09:03.700 uh objectives at the start and then supply learning 00:09:03.700 --> 00:09:07.000 opportunities that ensure that the objectives 00:09:07.000 --> 00:09:13.250 are met so the approach is Based on the view 00:09:13.250 --> 00:09:16.750 that there is one right way, one truth that the 00:09:16.750 --> 00:09:19.549 student or the person needs to learn and that 00:09:19.549 --> 00:09:21.429 that knowledge is the same for all the learners 00:09:21.429 --> 00:09:25.169 in the room. For this reason, it emphasizes teacher 00:09:25.169 --> 00:09:29.210 and trainer control. The trainer employs external 00:09:29.210 --> 00:09:31.629 reinforcement to motivate and encourage the trainees 00:09:31.629 --> 00:09:36.990 to reach that stated objective. There was a theory 00:09:36.990 --> 00:09:40.039 that was created years ago. Called The Theory 00:09:40.039 --> 00:09:43.460 of Instruction created by R .M. Gain. Spelled 00:09:43.460 --> 00:09:48.740 G -A -G and accented E. I had to think for a 00:09:48.740 --> 00:09:51.759 minute. I had it written here on a piece of paper. 00:09:52.000 --> 00:10:00.620 But the most recent proponent of the behaviorist 00:10:00.620 --> 00:10:04.279 approach can be found in his work. In his theory, 00:10:04.460 --> 00:10:08.039 he suggested that learning takes place in a hierarchy 00:10:08.039 --> 00:10:10.919 way. He proposed that there are eight stage models, 00:10:11.139 --> 00:10:13.740 and each stage of which is associated with a 00:10:13.740 --> 00:10:15.840 type of learning that influences the way that 00:10:15.840 --> 00:10:18.919 instruction is delivered. And, you know, with 00:10:18.919 --> 00:10:21.799 that being said, it's basically understood that 00:10:21.799 --> 00:10:23.860 what he's saying is that learning at one level 00:10:23.860 --> 00:10:26.279 is only possible if learning at the previous 00:10:26.279 --> 00:10:31.460 level has already taken place. Okay? So, like 00:10:31.460 --> 00:10:33.940 I said, You figure out where you are, you can 00:10:33.940 --> 00:10:36.480 understand what you don't know, and it'll help 00:10:36.480 --> 00:10:39.419 you grow and learn more efficiently in the future. 00:10:40.100 --> 00:10:42.799 So to understand this more effectively, based 00:10:42.799 --> 00:10:45.620 off of what I'm trying to say, is that the eight 00:10:45.620 --> 00:10:48.120 different types of learning based off of his 00:10:48.120 --> 00:10:53.679 theory are signal learning and recognition, recognizing 00:10:53.679 --> 00:10:56.460 that something is happening based off of what 00:10:56.460 --> 00:10:59.210 you're doing. Stimulus response learning, which 00:10:59.210 --> 00:11:01.690 is learning the response due to the stimulating 00:11:01.690 --> 00:11:07.490 environment or stimulus that you're using. Motor 00:11:07.490 --> 00:11:11.070 chain learning. You're learning the sequence 00:11:11.070 --> 00:11:14.730 of actions necessary. Then there is verbal chain 00:11:14.730 --> 00:11:17.970 learning, which is associating words in the sequences. 00:11:19.830 --> 00:11:23.919 Multiple discrimination. which is choosing relevant 00:11:23.919 --> 00:11:26.919 responses to particular stimuli, which means 00:11:26.919 --> 00:11:29.220 that certain responses only work to a certain 00:11:29.220 --> 00:11:33.580 target. The next is concept learning, which is 00:11:33.580 --> 00:11:36.879 making a common response to a class of stimuli. 00:11:37.820 --> 00:11:41.399 The last two are acquisition of rules. Concepts 00:11:41.399 --> 00:11:43.679 joining together the guide of the behavior with 00:11:43.679 --> 00:11:46.639 a set of instructions. And then problem solving, 00:11:46.759 --> 00:11:49.139 where you combine all the rules and forms of 00:11:49.139 --> 00:11:52.440 learning that you have together to solve whatever 00:11:52.440 --> 00:11:56.259 the problem is. If a person has a high skill 00:11:56.259 --> 00:11:58.679 of problem solving, then that means that they're 00:11:58.679 --> 00:12:01.539 able to do all the previous ones subconsciously 00:12:01.539 --> 00:12:04.600 without thinking. And even if you don't think 00:12:04.600 --> 00:12:06.700 you have any of the other eight based off of 00:12:06.700 --> 00:12:08.960 this instruction method, if you're able to problem 00:12:08.960 --> 00:12:11.320 solve subconsciously, you're able to do the others 00:12:11.320 --> 00:12:14.220 without thinking. Just so that you understand. 00:12:14.940 --> 00:12:36.860 Okay? All right, everybody. Now that we got through 00:12:36.860 --> 00:12:38.600 most of that information, let's go ahead and 00:12:38.600 --> 00:12:41.840 move on. The next thing would be social learning 00:12:41.840 --> 00:12:45.879 theory. Okay, so we're still talking about behavioral 00:12:45.879 --> 00:12:48.340 approach. Okay, we'll get to cognitive in a second. 00:12:49.340 --> 00:12:51.100 But I want to go ahead and talk about social 00:12:51.100 --> 00:12:54.139 learning. There's a theory behind this that I 00:12:54.139 --> 00:12:57.639 want people to understand that this has to do 00:12:57.639 --> 00:13:01.169 with the behavior of... of people and their the 00:13:01.169 --> 00:13:03.429 way they learn okay i'm pretty sure you've all 00:13:03.429 --> 00:13:06.490 heard of peer pressure right it's a thing okay 00:13:06.490 --> 00:13:08.389 where you're pressuring someone to do something 00:13:08.389 --> 00:13:11.110 that everyone else is doing or you know you feel 00:13:11.110 --> 00:13:12.370 pressure that you should be doing what everyone 00:13:12.370 --> 00:13:15.210 else is doing okay this is a behavioral thing 00:13:15.210 --> 00:13:18.490 okay it's not something that's in the innately 00:13:18.490 --> 00:13:21.070 learned from youth it's something that's learned 00:13:21.070 --> 00:13:23.980 through social interaction okay The social learning 00:13:23.980 --> 00:13:27.159 theory is the development of early behavioralism 00:13:27.159 --> 00:13:29.620 theory, and it proposes that people can learn 00:13:29.620 --> 00:13:31.879 both directly and indirectly by observing others. 00:13:32.080 --> 00:13:36.320 And in order for that to become an effective 00:13:36.320 --> 00:13:39.100 way of learning, learning has to become absorbed 00:13:39.100 --> 00:13:43.440 into the repertoire of behaviors in a way where 00:13:43.440 --> 00:13:45.879 it needs to be positively reinforced. However, 00:13:46.220 --> 00:13:48.080 this isn't always the case. And as you could 00:13:48.080 --> 00:13:50.149 probably guess, What I'm about to tell you is 00:13:50.149 --> 00:13:52.549 the positive effects and how this becomes a thing. 00:13:52.730 --> 00:13:54.549 And then you can understand how peer pressure 00:13:54.549 --> 00:13:56.690 is the negative side of this and why it should 00:13:56.690 --> 00:14:00.750 be avoided at all costs. But, you know, society 00:14:00.750 --> 00:14:03.090 continues on in its own way and people do what 00:14:03.090 --> 00:14:07.330 they want. So anyway, for this to become an issue, 00:14:07.389 --> 00:14:09.429 for people to gain this ability and feel that 00:14:09.429 --> 00:14:13.250 they need to do something because of other people's 00:14:13.250 --> 00:14:16.259 behaviors and actions. It starts off in three 00:14:16.259 --> 00:14:19.299 stages. First off, attention is focused using 00:14:19.299 --> 00:14:23.639 a model, usually a child or a parent. Then learning 00:14:23.639 --> 00:14:25.519 takes place through observation of the model's 00:14:25.519 --> 00:14:28.480 behavior and the consequences of the said child. 00:14:29.440 --> 00:14:34.460 In this instance, we would use a child watching 00:14:34.460 --> 00:14:37.740 their parent use the telephone. We learn these 00:14:37.740 --> 00:14:39.679 behavioral responses from watching the model 00:14:39.679 --> 00:14:41.879 in our life, which when growing up becomes our 00:14:41.879 --> 00:14:45.220 parents. We want to do what they're doing. We 00:14:45.220 --> 00:14:46.659 see what they're doing. We think what they're 00:14:46.659 --> 00:14:48.480 doing is okay and right, so we want to do what 00:14:48.480 --> 00:14:50.940 they're doing. Okay? You see how this is starting 00:14:50.940 --> 00:14:53.860 to build into what later becomes a negative response 00:14:53.860 --> 00:14:57.679 due to peer pressure, right? The next thing is 00:14:57.679 --> 00:15:00.200 the subject analyzes and codes the learning into 00:15:00.200 --> 00:15:02.440 their own behavior, and then, if anything, starts 00:15:02.440 --> 00:15:05.019 to imitate the model's behavior if possible. 00:15:05.179 --> 00:15:07.460 This will then help in the reinforcement process 00:15:07.460 --> 00:15:10.460 of being able to do what they see the other person 00:15:10.460 --> 00:15:13.940 do. In other words, if the child can copy the 00:15:13.940 --> 00:15:16.159 parent's action, the learning will be reinforced 00:15:16.159 --> 00:15:20.980 and the action is learned. Okay? Ergo, peer pressure 00:15:20.980 --> 00:15:23.460 is the opposite of it, where you don't want to 00:15:23.460 --> 00:15:25.580 do something, but because everyone else is doing 00:15:25.580 --> 00:15:27.440 it, you feel that you should do it, and then 00:15:27.440 --> 00:15:31.200 you copy them. Thus, the action is learned. The 00:15:31.200 --> 00:15:34.399 social learning approach places great significance 00:15:34.399 --> 00:15:36.759 on learning with other people through interpersonal 00:15:36.759 --> 00:15:39.220 reactions, either face -to -face or in a team. 00:15:39.360 --> 00:15:41.659 And one of the problems of this approach is that 00:15:41.659 --> 00:15:44.000 people don't copy everything they see, but as 00:15:44.000 --> 00:15:46.500 individuals, they tend to be selective about 00:15:46.500 --> 00:15:49.759 what they choose to copy. It is therefore important 00:15:49.759 --> 00:15:51.919 for other people to demonstrate best practices 00:15:51.919 --> 00:15:54.379 while using this approach to training and picking 00:15:54.379 --> 00:15:57.399 up on mistakes quickly before they start copying 00:15:57.399 --> 00:15:59.820 the mistakes too as learned behaviors that are 00:15:59.820 --> 00:16:03.559 positive. This is something I want you all to 00:16:03.559 --> 00:16:06.919 understand that just because everyone else is 00:16:06.919 --> 00:16:09.580 doing it doesn't mean you need to do it too. 00:16:10.299 --> 00:16:12.279 All right, so next we're going to go ahead and 00:16:12.279 --> 00:16:13.860 get started with the cognitive approach. Now 00:16:13.860 --> 00:16:15.879 that we've finished behavioral approaches, I 00:16:15.879 --> 00:16:17.919 want you to see what a cognitive approach is, 00:16:18.080 --> 00:16:20.960 okay? Behavioralist theories of learning essentially 00:16:20.960 --> 00:16:23.320 stress the importance of the assertiveness of 00:16:23.320 --> 00:16:26.460 what the tutor is trying to teach you. And the 00:16:26.460 --> 00:16:29.059 passive participant who is not given a great 00:16:29.059 --> 00:16:32.059 deal of choice other than to respond to a predetermined 00:16:32.059 --> 00:16:36.480 way. So it's not a very, it's an effective way 00:16:36.480 --> 00:16:38.539 to train someone. It's just not a very good way 00:16:38.539 --> 00:16:41.740 to train somebody. um if you want to look at 00:16:41.740 --> 00:16:44.639 it from a moral perspective in contrast to that 00:16:44.639 --> 00:16:46.559 though the cognitive theories are concerned with 00:16:46.559 --> 00:16:49.620 the role of the active mind in processing learning 00:16:49.620 --> 00:16:52.879 opportunities and development let's say let me 00:16:52.879 --> 00:16:55.879 use an example the tutor if present in this scenario 00:16:55.879 --> 00:16:58.840 um and the participant both engage with knowledge 00:16:58.840 --> 00:17:00.600 the role of the tutor is to choosing the best 00:17:00.600 --> 00:17:03.740 method to convey the understanding and the work 00:17:03.740 --> 00:17:06.819 of the of two well -known classical cognitive 00:17:06.819 --> 00:17:10.740 theories uh that expressed this whole thought 00:17:10.740 --> 00:17:13.660 process to understand it would be John Dewey. 00:17:13.859 --> 00:17:16.900 Everybody knows John Dewey back in 1938. If you've 00:17:16.900 --> 00:17:18.460 taken history, you know who this is. If you don't, 00:17:18.460 --> 00:17:20.099 don't worry about it. And the other one is B 00:17:20.099 --> 00:17:23.920 .S. Bloom. So, what did Dewey have to say about 00:17:23.920 --> 00:17:27.180 this? John Dewey said, believes that learning 00:17:27.180 --> 00:17:30.559 involves learning to think. I'm not saying that 00:17:30.559 --> 00:17:33.859 literally, I'm meaning that liberally. I'm going 00:17:33.859 --> 00:17:35.660 to go ahead and quote him here. It's going to 00:17:35.660 --> 00:17:39.220 give me a minute. He says that the process of 00:17:39.220 --> 00:17:42.099 learning is more than doing a task or an activity. 00:17:42.119 --> 00:17:46.019 It requires reflection and learning from this. 00:17:46.160 --> 00:17:49.220 So to Dewey, the purpose of thought is basically 00:17:49.220 --> 00:17:53.559 attaining a state of equilibrium, enabling an 00:17:53.559 --> 00:17:55.779 individual to solve the problem and prepare themselves 00:17:55.779 --> 00:17:57.980 for further inquiries rather than just giving 00:17:57.980 --> 00:18:01.220 them the solution or acting a certain kind of 00:18:01.220 --> 00:18:05.200 way to get a certain result. It's often associated 00:18:05.200 --> 00:18:07.880 with progressive education. I'm pretty sure y 00:18:07.880 --> 00:18:10.019 'all have heard of that. Dewey rejected traditional 00:18:10.019 --> 00:18:12.000 forms of education based on the reinforcement 00:18:12.000 --> 00:18:14.339 of information where the student had a passive 00:18:14.339 --> 00:18:17.440 role, suggesting that this type of learning was 00:18:17.440 --> 00:18:20.059 superficial. He said that learning only occurs 00:18:20.059 --> 00:18:22.200 if the student plays an active role in the process 00:18:22.200 --> 00:18:25.460 actually doing it. Okay? You see how we're getting 00:18:25.460 --> 00:18:27.279 into the types of learning as we're doing this, 00:18:27.400 --> 00:18:29.799 right? We'll cover that more in detail next time, 00:18:29.859 --> 00:18:32.400 but don't worry about that for right now. For 00:18:32.400 --> 00:18:36.329 learning, in this regard okay it to take place 00:18:36.329 --> 00:18:38.490 it must be meaningful to the individual they 00:18:38.490 --> 00:18:40.509 have to want to do it the student critically 00:18:40.509 --> 00:18:42.750 reflects on the information presented they have 00:18:42.750 --> 00:18:45.069 to be able to experience the information in and 00:18:45.069 --> 00:18:47.950 the way to facilitate this is to draw on past 00:18:47.950 --> 00:18:50.829 experiences and show them or make them allow 00:18:50.829 --> 00:18:52.730 them to do it it can be argued therefore that 00:18:52.730 --> 00:18:56.289 dewey was one of the the foremost uh proponent 00:18:56.289 --> 00:19:00.349 people of experimental learning but that's neither 00:19:00.349 --> 00:19:02.049 here nor there that's not the point of this okay 00:19:03.339 --> 00:19:05.960 Teachers or trainers employing Dewey's approach 00:19:05.960 --> 00:19:08.740 to learning play a key role in the learner's 00:19:08.740 --> 00:19:11.400 development, but it is in a more indirect way 00:19:11.400 --> 00:19:15.900 than implied by the behavioral format that we 00:19:15.900 --> 00:19:18.880 mentioned earlier. For example, planning sessions 00:19:18.880 --> 00:19:22.599 that encourage interaction with the material 00:19:22.599 --> 00:19:25.759 that's presented and reflective thinking, as 00:19:25.759 --> 00:19:28.559 well as creating a climate where students or 00:19:28.559 --> 00:19:30.740 the trainees can structure their own learning 00:19:30.740 --> 00:19:34.740 based off the information given. Okay? You know, 00:19:34.740 --> 00:19:36.559 kind of like math class, where they not only 00:19:36.559 --> 00:19:39.319 explain how the problem works, but they make 00:19:39.319 --> 00:19:41.380 you come up there and do it, too. I'm pretty 00:19:41.380 --> 00:19:43.299 sure we've all had that opportunity to walk up 00:19:43.299 --> 00:19:45.519 to the blackboard or whiteboard, whichever it 00:19:45.519 --> 00:19:50.539 is, and solve it with a piece of chalk or a dry 00:19:50.539 --> 00:19:52.359 erase marker, depending on where you went to 00:19:52.359 --> 00:19:55.180 school. Or, unless everything's digital, then 00:19:55.180 --> 00:19:57.579 now you do it on a piece of paper or a tablet. 00:19:57.980 --> 00:20:02.220 What have you. okay so the other one vs bloom 00:20:02.220 --> 00:20:05.079 basically another theorist in the cognitive approach 00:20:05.079 --> 00:20:08.160 uh consider learning occurs in both the cognitive 00:20:08.160 --> 00:20:11.619 domain that is associated with memory and understanding 00:20:11.619 --> 00:20:15.859 and you know the effective domain how feelings 00:20:15.859 --> 00:20:18.119 or emotions change as a result of learning so 00:20:18.119 --> 00:20:24.250 basically this person um is saying that The way 00:20:24.250 --> 00:20:26.789 you remember and do stuff off of memory and understanding 00:20:26.789 --> 00:20:29.670 is also based off of how you feel at that moment. 00:20:30.690 --> 00:20:32.809 He suggests that parallel learning between the 00:20:32.809 --> 00:20:35.130 cognitive and the affective domains of your brain 00:20:35.130 --> 00:20:38.690 in a cumulative way depends on the degree of 00:20:38.690 --> 00:20:40.990 difficulty, how hard it is. The degree in which 00:20:40.990 --> 00:20:43.890 learners can use this will depend on that person. 00:20:44.690 --> 00:20:47.049 I would use my girlfriend as an example in this, 00:20:47.109 --> 00:20:50.910 but it's not fair to her if I do that. So let's 00:20:50.910 --> 00:20:52.710 just use a different person in this approach. 00:20:54.009 --> 00:20:56.670 So when it comes down to it, cognitive approaches 00:20:56.670 --> 00:21:00.589 and the effective response in your feelings or 00:21:00.589 --> 00:21:02.950 your emotional state helps with learning in a 00:21:02.950 --> 00:21:05.829 certain way. Knowledge, when it comes to the 00:21:05.829 --> 00:21:08.029 knowledge cognitive aspect, you have to be willing 00:21:08.029 --> 00:21:10.289 to receive the information. When it comes to 00:21:10.289 --> 00:21:12.170 comprehensive, you have to be able to respond 00:21:12.170 --> 00:21:14.930 to the information. When it comes to the application 00:21:14.930 --> 00:21:17.430 of it, you have to value what you're using and 00:21:17.430 --> 00:21:19.970 want to use it. When it comes to the analysts. 00:21:20.670 --> 00:21:23.049 and the analysis and synthesizing of the information 00:21:23.049 --> 00:21:26.650 in the process of applying it, you have to be 00:21:26.650 --> 00:21:28.210 able to conceptualize. You have to be able to 00:21:28.210 --> 00:21:31.329 think through it and know that you can do it. 00:21:31.369 --> 00:21:34.509 Then last but not least, evaluation. Being able 00:21:34.509 --> 00:21:37.529 to organize everything and put it together. You 00:21:37.529 --> 00:21:41.710 know, get yourself together and focus. So that's 00:21:41.710 --> 00:21:44.910 the essentials of how Bloom states that this 00:21:44.910 --> 00:22:12.650 should work. Now that we've gone through all 00:22:12.650 --> 00:22:14.329 of that, let's go ahead and look at the humanistic 00:22:14.329 --> 00:22:17.829 approach to lurk. Okay, it's the last approach 00:22:17.829 --> 00:22:23.390 out of the three. It's a more recent theory. 00:22:23.630 --> 00:22:26.470 It takes into account the way that in our society 00:22:26.470 --> 00:22:29.630 previously polarizes the views of right and wrong 00:22:29.630 --> 00:22:32.970 has dissolved into like a variety of potentially 00:22:32.970 --> 00:22:36.980 equal valuable truths. pluralistic approach, 00:22:37.180 --> 00:22:39.500 if you will. The stress on valuing diversity 00:22:39.500 --> 00:22:43.519 in many organizations and in social society generally 00:22:43.519 --> 00:22:47.460 is a reflection of this ideology. And an emphasis 00:22:47.460 --> 00:22:51.059 on learning or active learning is at the core 00:22:51.059 --> 00:22:54.000 of this humanistic approach to learning. The 00:22:54.000 --> 00:23:02.299 terms, well, and drug, I hate these, I hate pronouncing 00:23:02.299 --> 00:23:06.809 words like this. I'll just say andragogy, because 00:23:06.809 --> 00:23:08.569 that's about the best way I can pronounce it, 00:23:08.609 --> 00:23:12.569 and pedagogy, or gogy, whatever. You discern 00:23:12.569 --> 00:23:14.609 how this should be pronounced. I'm just trying 00:23:14.609 --> 00:23:17.130 to portray the information. I never was able 00:23:17.130 --> 00:23:19.009 to pronounce these before, and I still am able 00:23:19.009 --> 00:23:20.490 to pronounce them now. But the difference between 00:23:20.490 --> 00:23:23.549 the earlier models that I mentioned before of 00:23:23.549 --> 00:23:27.130 training and the more usual approach nowadays 00:23:27.130 --> 00:23:32.180 would be these two things. They are terms derived 00:23:32.180 --> 00:23:34.799 from the Greek words meaning child and man, respectively. 00:23:36.039 --> 00:23:40.799 Okay. Pedagogy is essentially based on instruction, 00:23:40.940 --> 00:23:44.299 knowledge that is transmitted formally from one 00:23:44.299 --> 00:23:48.519 who knows to one who doesn't know. This type 00:23:48.519 --> 00:23:51.099 of model has often been used in institutional 00:23:51.099 --> 00:23:53.980 settings where it can be administratively easier 00:23:53.980 --> 00:23:57.869 to Assume control of the learning experience 00:23:57.869 --> 00:24:00.410 while ignoring the abilities or needs of the 00:24:00.410 --> 00:24:02.490 person to engage in self -directed learning. 00:24:02.789 --> 00:24:06.710 For example, in schools and other educational 00:24:06.710 --> 00:24:10.569 establishments, this can be seen and used. Unfortunately, 00:24:10.609 --> 00:24:15.250 this model can engender resistance or rebellion, 00:24:15.349 --> 00:24:17.130 particularly in older children, adolescents, 00:24:17.210 --> 00:24:19.650 or adults. So if you've seen that before, that's 00:24:19.650 --> 00:24:22.640 probably the reason. It can be claimed that it 00:24:22.640 --> 00:24:24.500 actually misses the point. Providing training 00:24:24.500 --> 00:24:26.619 or education does not necessarily mean that the 00:24:26.619 --> 00:24:28.559 learner will enjoy or remember the experience, 00:24:28.819 --> 00:24:31.680 even less transfer it to useful settings. Basically, 00:24:31.720 --> 00:24:33.700 they feel like they are being forced to learn 00:24:33.700 --> 00:24:36.759 it and they don't want to do that. Andragogy, 00:24:36.839 --> 00:24:38.640 on the other hand, however, provides us with 00:24:38.640 --> 00:24:40.519 a process model in which the learner discovers 00:24:40.519 --> 00:24:42.940 knowledge at a pace that is suitable to themselves 00:24:42.940 --> 00:24:45.640 and is supported by a facilitator or a coach 00:24:45.640 --> 00:24:48.779 or mentor that, you know, tries to help them 00:24:48.779 --> 00:24:53.359 in that regard. This theory is based on four 00:24:53.359 --> 00:24:56.920 assumptions that define its unique position against 00:24:56.920 --> 00:25:00.339 the other, or traditional learning methods. One, 00:25:00.480 --> 00:25:02.380 the learner needs freedom to develop his or her 00:25:02.380 --> 00:25:05.140 own learning style, or skill, for that matter. 00:25:05.279 --> 00:25:10.559 The second one is the existing experience of 00:25:10.559 --> 00:25:13.319 the learner are fundamental for understanding 00:25:13.319 --> 00:25:17.720 and new learning to take place effectively. Third, 00:25:17.880 --> 00:25:20.299 the person needs to be ready to learn as opposed 00:25:20.299 --> 00:25:24.799 to being motivated by fear or coercion, you know, 00:25:24.799 --> 00:25:27.880 being forced to do it. The fourth thing is the 00:25:27.880 --> 00:25:29.759 orientation to learning is a paramount. In other 00:25:29.759 --> 00:25:32.680 words, it's not subject oriented, but learner 00:25:32.680 --> 00:25:35.559 centered so that they can, you know, focus on 00:25:35.559 --> 00:25:37.359 what it is that they need. That's just why I 00:25:37.359 --> 00:25:40.160 structured my podcast the way I have, because 00:25:40.160 --> 00:25:42.599 I want it to be structured around what the learners 00:25:42.599 --> 00:25:44.259 need, the people who listen, who want to know 00:25:44.259 --> 00:25:47.430 this information. rather than certain subjects. 00:25:47.789 --> 00:25:49.890 It may seem like I'm all over the place, but 00:25:49.890 --> 00:25:52.089 if this is what you want to learn and this is 00:25:52.089 --> 00:25:55.089 the recommended or the suggested item that you 00:25:55.089 --> 00:25:57.269 want to hear me talk about, I will cover that. 00:25:57.650 --> 00:26:01.009 And then I'll go back to the topic that I had 00:26:01.009 --> 00:26:03.809 started on before. This is why topics take a 00:26:03.809 --> 00:26:05.269 little bit longer to come out. It's not that 00:26:05.269 --> 00:26:07.990 I don't want to do it. It's because this is what 00:26:07.990 --> 00:26:10.150 you want to learn about now at the moment, so 00:26:10.150 --> 00:26:12.769 I'll cover it now. If I'm unable to, I'll finish 00:26:12.769 --> 00:26:14.950 what I started first and then come back to it. 00:26:17.759 --> 00:26:21.140 Informal individual support is important in this 00:26:21.140 --> 00:26:23.700 method or theory as it's the development of a 00:26:23.700 --> 00:26:25.740 group environment that is both positive and accepting. 00:26:25.880 --> 00:26:28.240 Sharing experiences can deepen individual learning. 00:26:28.829 --> 00:26:31.049 not only for the cognitive or intelligent processes, 00:26:31.230 --> 00:26:34.049 but also for the emotional processes that a person 00:26:34.049 --> 00:26:37.529 has. Participation methods build on both individual 00:26:37.529 --> 00:26:40.509 and group experiences, aiding in reflection of 00:26:40.509 --> 00:26:42.509 the information, lengthening the span of the 00:26:42.509 --> 00:26:44.950 attention, and increasing self -awareness. Learning 00:26:44.950 --> 00:26:47.630 in this way is often referred to as experimental 00:26:47.630 --> 00:26:49.750 learning. You'll probably hear that quite often. 00:26:50.309 --> 00:26:54.599 It was developed by a man named David Kolb. In 00:26:54.599 --> 00:26:58.259 his experimental approach, the experimental model 00:26:58.259 --> 00:27:02.400 of learning that he came up with underpins much 00:27:02.400 --> 00:27:06.859 of the work of the modern adult training that 00:27:06.859 --> 00:27:09.980 they provide. Essentially, he believes that learning 00:27:09.980 --> 00:27:12.259 is a dynamic process in which we can constantly 00:27:12.259 --> 00:27:15.319 be able to construct our own learning and development 00:27:15.319 --> 00:27:18.900 by moving through the following cycle I'm going 00:27:18.900 --> 00:27:23.599 to give you. Okay? It's a circle, so it's split 00:27:23.599 --> 00:27:26.559 into four. You can find this stuff online if 00:27:26.559 --> 00:27:28.680 you look for Calls Experimental Learning Cycle. 00:27:28.980 --> 00:27:34.019 There are four things. Concrete experience, which 00:27:34.019 --> 00:27:37.640 is engaging in an activity or experience. Reflective 00:27:37.640 --> 00:27:40.279 observation, reflecting on the activity or experience. 00:27:40.900 --> 00:27:44.940 Active experimentation. trying it out, and testing 00:27:44.940 --> 00:27:48.480 the new skills and abilities, and abstract conceptualization, 00:27:48.519 --> 00:27:50.819 which is gaining knowledge or skills from the 00:27:50.819 --> 00:27:55.200 experience of doing it. Okay? There are... He 00:27:55.200 --> 00:27:57.140 has four aspects of his learning cycle in which 00:27:57.140 --> 00:27:59.619 experiences are constantly reviewed and impressed, 00:27:59.839 --> 00:28:02.019 or challenged or confirmed on the basis of an 00:28:02.019 --> 00:28:04.579 experimental or experiential learning theory, 00:28:04.700 --> 00:28:07.220 and such helps the person grow. The sequence 00:28:07.220 --> 00:28:10.319 is explained in the following way. A person's 00:28:10.319 --> 00:28:14.539 life experiences from the basis of... her observation 00:28:14.539 --> 00:28:16.759 and reflection what was, has been encountered 00:28:16.759 --> 00:28:18.960 and encourages learning. This in turn becomes 00:28:18.960 --> 00:28:21.079 a simulator to what is already known, provides 00:28:21.079 --> 00:28:23.819 a new conceptual map on which further actions 00:28:23.819 --> 00:28:27.059 will be based on this fact and thus forming a 00:28:27.059 --> 00:28:28.700 new experience. To complete the cycle, people 00:28:28.700 --> 00:28:31.539 also need to be able to practice the skills learned 00:28:31.539 --> 00:28:34.220 if the training is to have any true meaning or 00:28:34.220 --> 00:28:36.039 effect for them. In training terms, therefore, 00:28:36.339 --> 00:28:38.720 learning is facilitated if the course content 00:28:38.720 --> 00:28:42.069 and the process key into participants. an existing 00:28:42.069 --> 00:28:44.349 experience are so designed to encourage reflection 00:28:44.349 --> 00:28:47.029 and formation of the new concept essentially 00:28:47.029 --> 00:28:50.430 as long as the training not only enforces the 00:28:50.430 --> 00:28:51.730 learning but gives them a way to practice it 00:28:51.730 --> 00:28:53.609 and a way to use it it's going to help reinforce 00:28:53.609 --> 00:28:55.230 the way they learn it so that they can do it 00:29:10.349 --> 00:29:12.009 Let's go ahead and finish this off with another 00:29:12.009 --> 00:29:14.990 theory based off of the humanistic approach, 00:29:15.230 --> 00:29:18.230 and that would be the Bandura's self -efficacy 00:29:18.230 --> 00:29:22.529 theory. Albert Bandura was a key proponent of 00:29:22.529 --> 00:29:26.049 social learning, who also popularized the notion 00:29:26.049 --> 00:29:29.990 of self -efficiency or self -efficacy. His theory 00:29:29.990 --> 00:29:31.849 takes into consideration how people perceive 00:29:31.849 --> 00:29:34.450 themselves or how they raise their own level 00:29:34.450 --> 00:29:37.779 of competence in the process of learning. People 00:29:37.779 --> 00:29:41.759 low in self -efficacy will dwell on their perceived 00:29:41.759 --> 00:29:44.759 inadequacies and difficulty of their situation. 00:29:45.000 --> 00:29:49.559 Conversely, people high in self -efficacy will 00:29:49.559 --> 00:29:57.480 see a situation as a challenge rather than a 00:29:57.480 --> 00:30:00.539 problem and focus on what needs to be done. They 00:30:00.539 --> 00:30:02.920 manage threats well and can apply their knowledge 00:30:02.920 --> 00:30:16.670 to different situations. Okay. He points out 00:30:16.670 --> 00:30:32.630 that... The level of self -efficacy may influence 00:30:32.630 --> 00:30:36.410 a person's performance in many different ways. 00:30:36.509 --> 00:30:39.170 I have two examples here. The first one is the 00:30:39.170 --> 00:30:41.069 amount of effort and persistence a person puts 00:30:41.069 --> 00:30:44.210 into a task. For example, if a person starts 00:30:44.210 --> 00:30:46.789 an activity with weak expectations or low self 00:30:46.789 --> 00:30:49.009 -esteem, I'll just use that. It's pretty much 00:30:49.009 --> 00:30:53.009 the same thing. But this is followed by positive 00:30:53.009 --> 00:30:54.869 experiences. They are more likely to perceive. 00:30:55.869 --> 00:30:58.630 and persevere through it. However, individuals 00:30:58.630 --> 00:31:01.390 who have strong expectations will continue to 00:31:01.390 --> 00:31:04.890 persevere despite negative or dissuading experiences 00:31:04.890 --> 00:31:09.430 at all, okay? So even if they don't have the 00:31:09.430 --> 00:31:11.829 positive experiences, they will still try to 00:31:11.829 --> 00:31:13.670 persevere just because they have strong expectations 00:31:13.670 --> 00:31:16.109 of how it's supposed to be. You know, you could 00:31:16.109 --> 00:31:19.029 be one or the other. You may be one of the ones 00:31:19.029 --> 00:31:22.230 who need the extra boost to help get you through 00:31:22.230 --> 00:31:24.670 it. The other option is the actions or tasks 00:31:24.670 --> 00:31:27.569 people choose. Individuals will be more inclined 00:31:27.569 --> 00:31:31.230 to undertake tasks in which they have strong 00:31:31.230 --> 00:31:34.549 expectations and are less inclined to do those 00:31:34.549 --> 00:31:37.390 linked to weak expectations. So if the outcome 00:31:37.390 --> 00:31:40.049 seems like it's not worth, you know, the living 00:31:40.049 --> 00:31:42.490 hell that it's placed on, they're probably not 00:31:42.490 --> 00:31:45.390 going to bother. This self -efficiency or self 00:31:45.390 --> 00:31:48.720 -efficacy is derived from a number of sources 00:31:48.720 --> 00:31:51.380 which include performance accomplishments, which 00:31:51.380 --> 00:31:55.079 is basically, these are the most dependable sources 00:31:55.079 --> 00:31:58.200 of self -efficiency or efficacy expectations 00:31:58.200 --> 00:32:01.559 because they are based on one's own personal 00:32:01.559 --> 00:32:04.299 experiences. And success raises mastery expectations 00:32:04.299 --> 00:32:08.309 and repeated failures lower them. The second 00:32:08.309 --> 00:32:10.890 one is vicarious experiences, which is watching 00:32:10.890 --> 00:32:13.430 others undertake fearful or feared activities 00:32:13.430 --> 00:32:16.509 without negative consequence. This can also create 00:32:16.509 --> 00:32:18.869 a positive expectation in the observer and is 00:32:18.869 --> 00:32:21.849 sometimes referred to as modeling to get them 00:32:21.849 --> 00:32:23.609 to do something that they would otherwise probably 00:32:23.609 --> 00:32:26.269 never do because they were afraid of the outcome. 00:32:26.710 --> 00:32:30.410 The third one is verbal persuasion. Individuals 00:32:30.410 --> 00:32:32.490 can be led to believe that they can cope successfully. 00:32:33.549 --> 00:32:35.630 Expectations created in this way, however, tend 00:32:35.630 --> 00:32:38.319 to be weak. Therefore, you really shouldn't use 00:32:38.319 --> 00:32:41.200 it unless you have to. And they tend to be weak 00:32:41.200 --> 00:32:44.619 unless accompanied by an authentic experimental 00:32:44.619 --> 00:32:49.940 or experiential base. Basically, it's very, very 00:32:49.940 --> 00:32:52.839 weak. It doesn't always work unless you have 00:32:52.839 --> 00:32:57.079 someone or something there that helps bring it 00:32:57.079 --> 00:33:00.579 along or helps with the encouragement. The third 00:33:00.579 --> 00:33:03.000 one is emotional arousal. This is the one that 00:33:03.000 --> 00:33:06.819 seems to be more common but misused. People partly 00:33:06.819 --> 00:33:12.960 rely on their physiological arousal to judge 00:33:12.960 --> 00:33:19.339 anxiety states. High aversion arousal tends to 00:33:19.339 --> 00:33:22.519 debilitate performance, whereas with a calm and 00:33:22.519 --> 00:33:26.750 low arousal setup, success is more likely if 00:33:26.750 --> 00:33:30.230 a person is anxious and overly like animated 00:33:30.230 --> 00:33:32.769 and doing something they're more likely to not 00:33:32.769 --> 00:33:36.190 do it or fail than if they just calmly rationally 00:33:36.190 --> 00:33:40.430 try to think it out okay the implication for 00:33:40.430 --> 00:33:43.809 training is for training designs are various 00:33:43.809 --> 00:33:45.809 and includes different settings that are either 00:33:45.809 --> 00:33:49.470 realistic but even if they are realistic they're 00:33:49.470 --> 00:33:52.490 not too easy a goal that you know anybody can 00:33:52.490 --> 00:33:53.650 achieve them there's still something they have 00:33:53.650 --> 00:33:56.859 to work towards and in order for the people to 00:33:56.859 --> 00:33:58.759 feel that they've really achieved something and 00:33:58.759 --> 00:34:01.480 ensure that people have the support and rewards 00:34:01.480 --> 00:34:03.839 that is necessary, they have to feel as if they 00:34:03.839 --> 00:34:06.680 had to work for it to earn it. If it's too easy, 00:34:06.720 --> 00:34:08.019 they're not going to feel like they gained anything 00:34:08.019 --> 00:34:09.820 from it, and they're going to come to hate it, 00:34:09.880 --> 00:34:13.000 okay? Ensuring that people have support and rewards 00:34:13.000 --> 00:34:15.059 for their learning in either workplace or training 00:34:15.059 --> 00:34:18.059 environment, regardless of the fact, will help 00:34:18.059 --> 00:34:21.079 ensure that they learn more efficiently. If all 00:34:21.079 --> 00:34:23.239 they receive is a negative backlash or a negative 00:34:23.239 --> 00:34:25.059 outcome, it's going to hinder their learning 00:34:25.059 --> 00:34:27.739 and then for either make them stop doing what 00:34:27.739 --> 00:34:29.980 they're doing or stop wanting to be around you 00:34:29.980 --> 00:34:32.239 for that matter, if that's the case. This goes 00:34:32.239 --> 00:34:34.139 not just for a learning environment, but this 00:34:34.139 --> 00:34:36.219 also goes for a workforce environment as well. 00:34:36.719 --> 00:34:39.280 Take into effect that, take into the consideration 00:34:39.280 --> 00:34:42.920 that if people feel like they're being stimulated 00:34:42.920 --> 00:34:44.699 to do something, if they feel like they're wanted 00:34:44.699 --> 00:34:47.510 and that the environment is a positive one. And 00:34:47.510 --> 00:34:49.570 that even if it's something that would otherwise 00:34:49.570 --> 00:34:51.769 be considered impossible to them, if everyone 00:34:51.769 --> 00:34:53.769 can do it and anybody can do it, they should 00:34:53.769 --> 00:34:55.389 be able to do it and they should be able to earn 00:34:55.389 --> 00:34:59.769 the tasks as well. Okay? Think of it like a self 00:34:59.769 --> 00:35:03.849 -motivational tactic in a reverse way. All right? 00:35:04.570 --> 00:35:06.630 It's been fun, guys. I'm thanking you guys for 00:35:06.630 --> 00:35:08.869 listening to this podcast, learning about the 00:35:08.869 --> 00:35:10.530 different learning approaches and how they affect 00:35:10.530 --> 00:35:12.829 people and how you can use them or misuse them. 00:35:13.329 --> 00:35:15.389 I don't recommend the second one, but still. 00:35:16.250 --> 00:35:18.969 Thank you for listening. This has been Food for 00:35:18.969 --> 00:35:22.230 Thoughts if it were you. Sponsored by Recon Towers. 00:35:22.449 --> 00:35:24.230 I hope you all enjoy the rest of your day. Stick 00:35:24.230 --> 00:35:26.670 around next time. We will talk about the different 00:35:26.670 --> 00:35:31.769 learning types like promised. And then we'll 00:35:31.769 --> 00:35:33.789 get on to the eight types of learning styles 00:35:33.789 --> 00:35:35.849 that are more predominant. Okay?