Current Topic One, ED 650

Sometimes I find it more efficient reading to work backward from the author’s conclusions. In our text, Make it Stick: The Science of Successful Learning, Brown, et al. end the second chapter with this summary.

Practice at retrieving new knowledge or skill from memory is a potent tool for learning and durable retention…. Effortful retrieval and delaying subsequent retrieval… repeated retrieval. Simply including one test… testing doesn’t need to be initiated by the instructor… a better grasp of their progress… spot gaps and misconceptions… corrective feedback (2014, 43-44).

So, key concepts are captured in this ellipsesized version of their review. For the author’s learners demonstrated retrieval shows learning. Also, we see techniques for achieving “durable retention” including effortful retrieval, letting time elapse between retrievals and repeated retrievals as necessary tools for learning. Also, the authors suggest that learners can own their processes and direct their practice of retrieval. Learners, alone or in peer groups can facilitate monitoring progress, and be reflective of errors and gaps in knowledge/skills — a feedback/feedforward cycle.

I resonate deeply with any discussion of learning that puts the learner first and empowers them to own and control their process. Accordingly, I will be looking for this throughout the book. However, it is nice to see it explicitly developed so early in the text. Certainly, it is present in the two case studies they offer, the emergency plane landing, and the gunshot wound to the head implicitly, but by making it explicit the authors have my attention. Turning to their case studies, I think these are relevant examples. We often joke in the office setting that our work is not life or death and somehow that relieves the pressure or rationalizes less effort. Nevertheless, for a pilot and a brain surgeon, the margin of error matters significantly. I like very much that our authors start where learning is a high stakes issue.

I am fond of and return routinely to the example of the pro-Surfer that John Seeley Brown explores. I have summarized in several ways throughout this program; one is linked here. My quick and dirty summary of the main concepts includes these elements:

• Shared passion
• Face-to-face cohort
• Practice capture technology
• Play/practice (elements of gamification)
• Online cohort
• Published/peer reviewed (open)
• Failure has a real cost (injury, financial loss)
• Practice refinement and improvement (lather, rinse, repeat)
• Success has potential for compensation/recognition in both real and virtual world

Although the case examples touch on many of these elements, I see three distinct points between the examples as relates to learning as retrieval. There does seem to be a difference between the two Browns, however. We see an emphasis on quizzing and testing in our text whereas our pro-Surfers have techniques, which better match their environment and activity. Interestingly this seems the case as well when in our book Brown et al. explore the pilot’s case study. Therefore, we need to think about quizzing and testing as figurative elements rather than literal and specific techniques. The important point I think is pulling the knowledge or skill from our memory rather than from a text, or any other representation.

I recall, as a new Scoutmaster, creating the first-aid scenario to test my troop’s knowledge and skills. The scenario was kids playing with explosives in a garage. The scouts heard the explosion, rushed to the scene, and were first on the scene. I recall an older scout thumbing through his handbook trying to find how to handle a severed limb; meanwhile, we had a bleed-out timer running on the actor playing the victim.

My Boy Scout needed to know how to apply direct pressure to an open wound, and he needed to understand pressure points or constriction/tourniquet techniques. His role was first aid, not reconstructive surgery – though we coached the Scouts on how to preserve the detached body part for possible reconstruction. Because moments of disaster are violent and frightening one of the points of scenario, practice is to desensitize the responder to their horror and fear instead of focusing and prioritizing. Moreover, I see this in our text though less graphically illustrated when the authors want learners able to retrieve knowledge and skills but also to create solutions. Solutions indeed based on past learning but not limited to past learning rather interpretive and flexible to the particulars of the immediate challenge – landing with a single engine, or repairing a vein before the patient bleeds out.

I wonder, however, about more complicated moments in organizations, for example, where a single person does not cannot contain all the knowledge. In their case studies, our authors do not speak to any of the other players in the surgery, or the air traffic control and airport ground crews. I wonder if they over simplify when they forefront the rock stars the pilot and the surgeon. In the example of the surgery, they do talk a little about how the surgeon prepares the room and the team by offering likely scenarios and desired responses. However, I am a little disappointed by the thinness of the example.

In the military Special Forces, units prep for missions as a team of equal footed experts each contributing to the mission planning. Entire missions can be scrubbed if the team shows the impossibility of the task. Missions can be modified if a team member shows a specific and better way to accomplish the objective. My point here has to do with specialized knowledge and teamwork. Why did our text authors ignore the Anesthesiologist or the Head Nurse in the case studies? I doubt our star surgeon did. The reason the patient lost the blood he did was that it was inevitable – or did it represent the pride of our doctor unable to take suggestions from his team? I am a little unfair to the authors here, and they do capture the importance of cohort learning in other moments of their text. But, what does it mean when we depend on the knowledge and skills of other teammates (or in the case of Special Forces as well the physical fitness and mental toughness)? I suggest that communications skills matter as much as retreival skills for moments of team learning, or team execution.

References

Brown, Peter C. (2014). Make it stick : the science of successful learning. Cambridge, Massachusetts :The Belknap Press of Harvard University Press

Brown, J. S. (Producer). (2013). John Seely Brown on Motivating Learners (Big Thinkers Series). Retrieved from https://youtu.be/41pNX9-yNu4