Learning in the Moment: Navigation Strategies for the Flow (or Flood?) of Insight

Can learners improve their skills at navigating in the sea of insights?

How can we learn when the flow of information seems overwhelming?


CHARLOTTE, NC. April 2014, by 

While common core standards draw the spotlight & ire of educators and parents alike, perhaps we are looking past a more practical and useful question:

“How might we improve our ability to learn in the moment?”

The human brain is a complex place, and there are many ways it processes new information. If we look beyond the “talking head” classroom model, we can already find a raft of alternative learning experiences, ranging from visual learning, team/design models used heavily for project-based scenarios, as well as situational and immersive learning offered by some public systems, GT programs and specialty schools.

What is common in all of these alternative models?

I believe they require .. and build .. competency in real-time processing of information. Quite simply they help us to focus, to interpret, and evaluate new inputs in the moment, using a variety of senses and external stimuli.  People.  Images.  Crossover concepts.  In the sea of information that is cable TV and the internet, that is no small achievement.  In fact,

“Building competency for real-time learning is increasingly critical. Students (of all ages) need to recognize, evaluate and prioritize new insights in the moment, pulling value and meaning from the tidal waves of information flowing past us.”

What does this imply in a practical sense?  I think it’s a significant change of thinking.  It could challenge our pre-conceived notions of how we, as individuals, learn best in 21st century conditions of information overload.

More and more, facts and dates seem less important than the causes of things, their trends, and emerging patterns.  Sure, facts and dates are key inputs.  Together, they can tell a story.  But without the ability to interpret them and apply them in context, we are simplify left with a sea of facts and dates.

In a combined #cdna and #ecosys this MONDAY 4/14 at 8pm ET, let’s explore the notion of “learning in the moment” and we’ll use the metaphor of splashing in water as our metaphor of choice.  Why?  Few would argue that information is crashing constantly around us.  It’s an endless flow, a frothing sea that many perceive to be overwhelming.  It’s time 21st century learners .. which is all of us .. become better at discernment and learning in real-time.

  • Q1. What factors have you seen block learning in real-time?
  • Q2. What limitiations does structured knowledge-based learning (facts, dates) place on us that critical thinking does not?
  • Q3. How should we define critical thinking (in this context?)
  • Q4. What value does a fluid insight have over fully-matured facts, data, or other crystallized knowledge artifacts, and why?
  • Q5. How can we make “learning in the moment” more immediate, accessible, and top of mind?

I hope you will join our real-time conversation using combined hashtags #cdna and #ecosys on MON 4/14 at 8pm ET. Twitter is one of my favorite immersive mediums for learning.  Depending on who you choose to follow, out twitter streams (!?) themselves can provide a steady flow of powerful insights.

You might just say we’re learning all the time.

We try to meet in this same time slot, every second Wednesday at 8pm ET.  We’ll be diving into the deep end (!!).  Bring your favorite flotation device.

See you online.

Chris aka @sourcepov

Additional reading

  • Anderson, Lorin W. et al. “Taxonomy for Learning, Teaching & Assessing: Revisions of Bloom” (2001)
  • Dweck, Carol S. PhD. “Mindset: The New Pscyhology of Success” (2006); provides foundational thinking re: “growth” vs. “fixed” learning mindset, I think a key factor here
  • Gladwell, Malcolm. “Blink” (2005)
  • Herbert, Wray. “On Second Thought” (2010); provides excellent insights on Mental Heuristics, a key aspect of this discussion
  • Jones, Chris. “The DNA of Collaboration” (2012); this post expands on my thinking re: collaborative and social learning; for more on these ideas, see Ch.6 on Metaphor, Ch.8 on Listening, Ch.9 on Mental Heuristics, and Ch.20 on Critical Thinking; see also related posts on the book’s website, http://collaborationdna.com
  • Kahneman, Daniel. “Thinking, Fast and Slow” (2011)
  • Lewin, Kurt. “Action Research” article, Journal of Social Issues 2(4) (1946)