This document discusses strategies for learning new skills, particularly related to Drupal 8. It advocates having an aspiration to learn, neutral self-awareness of one's strengths and weaknesses, endless curiosity to explore new topics, and a willingness to struggle at first. Specific techniques mentioned include deconstructing topics, focusing on the most impactful parts, sequencing learning efficiently, and creating stakes to ensure follow-through. The overall message is to not fear challenges from new technologies like Drupal 8, but rather to embrace opportunities to grow one's skills and career.
In the year before the new millenia, the world lost Ecuadorian master painter Oswaldo Guayasamin, who died that March.
Five months after his death, a class of ‘99 high school graduate arrived in Ecuador for a year of teaching. This was beginning of what my philosophy professor would later call developing “barnacles on the ship of my worldview,” as I lost my sense of calling as a missionary and began to see a broader world - the world Guayasamin saw.
In his native tongue of Quechua, Guaysamin’s name means white bird. Guyasamin, who was mixed-race, was personally impacted by the racism he experienced due to his indigenous heritage. Then, a major turning point in his life occurred when he witnessed a stray bullet kill his best friend during a political protest.
Due to his lifelong work to expose the plight of the indigenous peoples, Guayasamín is considered the pioneer of "indigenous expressionism.” He said of his work, “My art is a form of prayer, a cry...and the most elevated result of love and solitude.”
The Chilean poet Pablo Neruda later wrote of his friend: "Guayasamín is a creator of humanity in its broadest sense, of the living and historical imagination. His universe is sustaining although it threatens us like a cosmic disaster. Think before approaching his painting because it will not be easy to withdraw."
When he died, Guayasamin was mourned by the indigenous people of Ecuador and his death was marked with days of strikes Then, just months later during the time I lived in Quito, the indigenous peoples staged a peaceful sit-in to remove the President of Ecuador, and his successor was named with no bloodshed.
A quote by Guyasamin on walls of Capilla del Hombre reads, “Mantengan encendida una luz que siempre voy a volver,” which means, “Keep a light burning that I will always return.”
May we as a community move together from tears and rage to tenderness, and together, may we keep the light burning for the human spirit Guyasamin so beautifully illuminated.
This document outlines strategies and concepts for developing higher-order thinking skills in 21st century learners. It discusses revisiting Bloom's taxonomy, developing metacognition, and applying Torrance's concepts of problem solving and creativity. Some specific strategies mentioned include using graphic organizers, teaching problem solving methods, encouraging creative thinking through activities like mind movies, and teaching question-answer relationships. The document emphasizes developing fluency, flexibility, elaboration, and originality in student thinking.
THIS PRESENTATION WAS PATTERNED AND BASED TO THE PRESENTATION OF
Ma. Asuncion Christine V. Dequilla, Ph.D.
Professor
Director, Centre for Teaching Excellence
College of Education, WVSU
SHE WAS OUR SPEAKER DURING THE REGIONAL SEMINAR WORKSHOP ABOUT THE SAID TOPIC LAST OCTOBER 2018.
Creative Workshop aims to teach design students skills that are often overlooked in traditional design education but are critical for professional success, such as ideation, collaboration, sketching, and resilience. While job listings emphasize technical skills, creative directors seek candidates who can conceptualize ideas, execute them effectively through collaboration, and think on their feet under pressure. Short, challenging design exercises done in a classroom setting may help students acquire these skills more quickly than traditional long-term projects. The book and teacher's guide provide 80 such exercises spanning all design disciplines that can be completed in a short time period to develop these vital real-world capacities.
The document discusses several topics related to learning and education, including prior knowledge, intellectual capital, managing intellectual assets, critical thinking skills, creativity, the future of jobs, and life skills. It provides recommendations for students such as learning to ask questions, seeking classes that encourage discussion and questions, and recognizing that learning is a lifelong process that continues well after formal education.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
Innovation and creativity 10 skills and techniques of creative thinkingKamal AL MASRI
This document discusses skills and techniques for creative thinking. It introduces various creative thinking abilities like originality, flexibility, fluency, and elaboration. It also outlines several techniques for generating ideas, including brainstorming, the six thinking hats method, and design thinking. The document provides descriptions and examples of how to apply these techniques to foster innovative and creative thinking. It emphasizes that combining different techniques can help expand possibilities for solving problems in new ways.
In the year before the new millenia, the world lost Ecuadorian master painter Oswaldo Guayasamin, who died that March.
Five months after his death, a class of ‘99 high school graduate arrived in Ecuador for a year of teaching. This was beginning of what my philosophy professor would later call developing “barnacles on the ship of my worldview,” as I lost my sense of calling as a missionary and began to see a broader world - the world Guayasamin saw.
In his native tongue of Quechua, Guaysamin’s name means white bird. Guyasamin, who was mixed-race, was personally impacted by the racism he experienced due to his indigenous heritage. Then, a major turning point in his life occurred when he witnessed a stray bullet kill his best friend during a political protest.
Due to his lifelong work to expose the plight of the indigenous peoples, Guayasamín is considered the pioneer of "indigenous expressionism.” He said of his work, “My art is a form of prayer, a cry...and the most elevated result of love and solitude.”
The Chilean poet Pablo Neruda later wrote of his friend: "Guayasamín is a creator of humanity in its broadest sense, of the living and historical imagination. His universe is sustaining although it threatens us like a cosmic disaster. Think before approaching his painting because it will not be easy to withdraw."
When he died, Guayasamin was mourned by the indigenous people of Ecuador and his death was marked with days of strikes Then, just months later during the time I lived in Quito, the indigenous peoples staged a peaceful sit-in to remove the President of Ecuador, and his successor was named with no bloodshed.
A quote by Guyasamin on walls of Capilla del Hombre reads, “Mantengan encendida una luz que siempre voy a volver,” which means, “Keep a light burning that I will always return.”
May we as a community move together from tears and rage to tenderness, and together, may we keep the light burning for the human spirit Guyasamin so beautifully illuminated.
This document outlines strategies and concepts for developing higher-order thinking skills in 21st century learners. It discusses revisiting Bloom's taxonomy, developing metacognition, and applying Torrance's concepts of problem solving and creativity. Some specific strategies mentioned include using graphic organizers, teaching problem solving methods, encouraging creative thinking through activities like mind movies, and teaching question-answer relationships. The document emphasizes developing fluency, flexibility, elaboration, and originality in student thinking.
THIS PRESENTATION WAS PATTERNED AND BASED TO THE PRESENTATION OF
Ma. Asuncion Christine V. Dequilla, Ph.D.
Professor
Director, Centre for Teaching Excellence
College of Education, WVSU
SHE WAS OUR SPEAKER DURING THE REGIONAL SEMINAR WORKSHOP ABOUT THE SAID TOPIC LAST OCTOBER 2018.
Creative Workshop aims to teach design students skills that are often overlooked in traditional design education but are critical for professional success, such as ideation, collaboration, sketching, and resilience. While job listings emphasize technical skills, creative directors seek candidates who can conceptualize ideas, execute them effectively through collaboration, and think on their feet under pressure. Short, challenging design exercises done in a classroom setting may help students acquire these skills more quickly than traditional long-term projects. The book and teacher's guide provide 80 such exercises spanning all design disciplines that can be completed in a short time period to develop these vital real-world capacities.
The document discusses several topics related to learning and education, including prior knowledge, intellectual capital, managing intellectual assets, critical thinking skills, creativity, the future of jobs, and life skills. It provides recommendations for students such as learning to ask questions, seeking classes that encourage discussion and questions, and recognizing that learning is a lifelong process that continues well after formal education.
These slides were prepared to introduce district leaders to the design thinking process. The design challenge we worked on during this day-long introduction was to redesign high school media centers. These slides were used to step participants through each phase of the design thinking process.
Innovation and creativity 10 skills and techniques of creative thinkingKamal AL MASRI
This document discusses skills and techniques for creative thinking. It introduces various creative thinking abilities like originality, flexibility, fluency, and elaboration. It also outlines several techniques for generating ideas, including brainstorming, the six thinking hats method, and design thinking. The document provides descriptions and examples of how to apply these techniques to foster innovative and creative thinking. It emphasizes that combining different techniques can help expand possibilities for solving problems in new ways.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
This document provides an overview of career profiles for experience design (XD) professionals at different stages in their careers. It introduces six profiles: The Apprentice is just starting out and learning the craft; The Realist is looking to advance their career; The Unicorn is highly skilled and ambitious; The Craftsman enjoys practicing their craft; The Coach focuses on building great teams; and it provides insights and considerations for each profile. The document emphasizes that XD requires a blend of craft skills, knowledge, and influence, and encourages readers to reflect on their strengths and areas for growth. It aims to help XD professionals better understand their career journey and needs.
This document provides a guide to help individuals inventory their personal means, including traits, skills, knowledge, social connections and other resources, to develop new business ideas and opportunities. It encourages starting with existing means rather than external goals. The guide covers concepts like the bird-in-hand principle of developing ideas from one's current abilities and assets. It includes questions to help users identify strengths, interests, expertise and contacts to synthesize potential business concepts that fit within their means.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
DESIGN THINKING FOR EDUCATORS DESIGNERS WORKBOOKEguzkitza LHHI
Welcome to the Designer’s Workbook. This workbook includes step-bystep instructions for completing a design challenge using the design thinking process. this workbook is a quickstart guide
to the design thinking process and is best used in combination
with the design thinking toolkit for educators.
The Design Thinking Toolkit for Educators contains in-depth
instructions and explanations as highlighted by each step in
this workbook the toolkit also provides you with examples
from educators, like yourself, of how they’ve been using design
thinking in their work. This workbook is an accompaniment
to the Design Thinking for Educators toolkit, available for free at
designthinkingforeducators.com.
A Workshop on how ot teach UX design, based on a one day workshop model. We cover exercise design, how people learn, and how to design the day. Originally Given at General Assemb.ly 12/15/13
Please feel free to reuse with credit.
This document summarizes a mentorship workshop focused on mutual mentorship between startup founders and experienced mentors. The workshop covered topics like asking for questions instead of answers from mentors to drive learning, testing ideas quickly through prototypes and customer feedback, and setting objectives for mentor-mentee partnerships over the next 8 weeks. Mentors were encouraged to develop curiosity and confidence in mentees rather than just providing answers. The goal of the program is to help founders and support the Boston startup ecosystem.
3 Skills to Master the gift of Mutual MentorshipMichael Skok
Mentorship is a seemingly simple concept. Get some help from someone more experienced than you. So why do we bother teaching a class on it? Because like anything else it's a skill to mentor and be mentored. And if we can learn that skill it can be a real gift, both to give and receive.
But first of all you've got to know what you're looking for in mentorship. Is it a handout or real help? Do you want answers or are you really looking to learn? For those looking to learn and build not just knowledge but skills for self sufficiency, mentoring can be a mutually rewarding gift.
Think of the process of being mentored as a game of chess. You can easily ask for the next move, but wouldn't you rather learn to master the game?
See the presentation to learn 3 skills to get you going on that path:-
The document is a presentation on developing expertise. It discusses the concept of deliberate practice, which involves setting explicit goals, focusing on the task, getting feedback, and regularly practicing over a long period of time. It notes that expertise takes around 10,000 hours of deliberate practice. The presentation also discusses different levels of mastery from incompetent to expert and unconscious competence. It emphasizes that expertise is developed through practice, not innate talent, and encourages students to engage in deliberate practice to continue improving.
The College Classroom Week 3: Developing Expertise through Deliberate PracticePeter Newbury
This document provides an overview of a college classroom lecture on developing expertise. It discusses deliberate practice and the 10,000 hours needed to become an expert. It introduces the four stages of competence from unconscious incompetence to unconscious competence. Later sections discuss teaching students about expertise development and using deliberate practice principles in their own learning. The document includes references, examples from various fields, and clicker questions to engage students.
Understanding What It Is Like to Not UnderstandAbby Covert
The eighth class of a 15 week course in Information Architecture taught at Parsons, the New School for Design. Topics include: How to have a great conversation, interviewing basics, and how to write questions that get good answers.
Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.
IDEO - Field Guide To Human Centered Designprojectoxygen
n April 2015, IDEO.org launched an exciting new evolution of the HCD Toolkit the Field Guide to Human-Centered Design. The Field Guide is the latest in IDEO.org’s suite of teaching tools and a step forward in sharing the practice and promise of human-centered design with the social sector.
This document provides a summary of the key information and guidelines for using The Field Guide to Human-Centered Design by IDEO.org. It discusses that the guide is meant to provide problem solvers with a process and set of tools to design solutions with and for communities through empathy, creativity, and iteration. The guide outlines the three phases of the human-centered design process - Inspiration, Ideation, and Implementation. It also discusses seven important mindsets for human-centered designers: empathy, optimism, iteration, creative confidence, making, embracing ambiguity, and learning from failure.
each year for 9 years I have give a 3 to 4 hour presentation for Dr. Kristina Jaskyte's creativity class for students of social work for non-profit organization majors
This document provides strategies and recommendations for creating student entrepreneurs. It discusses motivating students through autonomy, mastery, and purpose. It recommends teaching divergent thinking skills and allowing time for students to dream. The document also suggests bringing in guest speakers, having students prototype apps, and inspiring students through role models. It describes a business incubator and mentoring programs to support students. The overall goal is to engage students and demonstrate that failure is part of the learning process in entrepreneurship.
Smile Train is an international non-profit organization focused on cleft lip and palate repair. The organization works globally to provide surgery and other treatments to help children born with cleft conditions. Smile Train aims to ensure that all children have access to the safe and effective cleft care they need to live healthy and productive lives.
This document discusses untraditional open source solutions for web content management for education and e-learning. It describes how Drupal is an open source content management system that provides a flexible and customizable option. Drupal allows technical writers to quickly create and manage content online. The document also profiles one writer who used PHP-Nuke instead of a traditional learning management system to create a customized online environment for his students. While open source software requires more initial effort, it can meet non-traditional needs in a cost-effective way and with community support.
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This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document provides an overview of design thinking and its application in education. It discusses design thinking as both a process and a way of thinking. The document then outlines the typical stages of the design thinking process - discovery, ideation, iteration, and evolution. It provides examples of how design thinking has been implemented at MICDS, such as in curriculum development projects. The challenges students may face with design thinking are also examined, including patience with the process and not rushing to solutions. Overall, the document promotes design thinking as a valuable framework for problem-solving and innovation in education.
This document provides an overview of career profiles for experience design (XD) professionals at different stages in their careers. It introduces six profiles: The Apprentice is just starting out and learning the craft; The Realist is looking to advance their career; The Unicorn is highly skilled and ambitious; The Craftsman enjoys practicing their craft; The Coach focuses on building great teams; and it provides insights and considerations for each profile. The document emphasizes that XD requires a blend of craft skills, knowledge, and influence, and encourages readers to reflect on their strengths and areas for growth. It aims to help XD professionals better understand their career journey and needs.
This document provides a guide to help individuals inventory their personal means, including traits, skills, knowledge, social connections and other resources, to develop new business ideas and opportunities. It encourages starting with existing means rather than external goals. The guide covers concepts like the bird-in-hand principle of developing ideas from one's current abilities and assets. It includes questions to help users identify strengths, interests, expertise and contacts to synthesize potential business concepts that fit within their means.
The document provides an overview of ideation and brainstorming techniques. It introduces the trainer and outlines an agenda that includes defining ideation, discussing its benefits, and presenting various ideation techniques. Some key techniques discussed are mind mapping, brainstorming, brainwriting, and SCAMPER. The document also provides tips for successful ideation sessions, such as choosing a diverse group, appointing a facilitator, and going for quantity over quality of ideas initially.
The document provides an overview of a workshop on differentiating instruction in mathematics classrooms, outlining learning goals and strategies for engaging different types of learners, including mastery, understanding, self-expressive, and interpersonal learners. The workshop covers assessing learning styles, using various teaching tools and activities, and designing thoughtful lessons to meet student needs.
DESIGN THINKING FOR EDUCATORS DESIGNERS WORKBOOKEguzkitza LHHI
Welcome to the Designer’s Workbook. This workbook includes step-bystep instructions for completing a design challenge using the design thinking process. this workbook is a quickstart guide
to the design thinking process and is best used in combination
with the design thinking toolkit for educators.
The Design Thinking Toolkit for Educators contains in-depth
instructions and explanations as highlighted by each step in
this workbook the toolkit also provides you with examples
from educators, like yourself, of how they’ve been using design
thinking in their work. This workbook is an accompaniment
to the Design Thinking for Educators toolkit, available for free at
designthinkingforeducators.com.
A Workshop on how ot teach UX design, based on a one day workshop model. We cover exercise design, how people learn, and how to design the day. Originally Given at General Assemb.ly 12/15/13
Please feel free to reuse with credit.
This document summarizes a mentorship workshop focused on mutual mentorship between startup founders and experienced mentors. The workshop covered topics like asking for questions instead of answers from mentors to drive learning, testing ideas quickly through prototypes and customer feedback, and setting objectives for mentor-mentee partnerships over the next 8 weeks. Mentors were encouraged to develop curiosity and confidence in mentees rather than just providing answers. The goal of the program is to help founders and support the Boston startup ecosystem.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
3. answers@hook42.comanswers@hook42.com
Kevin Davison
30+ jobs since teen years
Missionary evangelist 🙏🏻
20 years Web design / devel
8 years w/ Drupal 6, 7, 8…
Owner of ~3 internet businesses
1 bankruptcy (‘97) 💸
Survived 3 dot-com ☠️ start-up’s
2010 SFSU college graduate 🎓
Still learning at 42 years young
Technical PM / CSM /
Architect
3
13. answers@hook42.comanswers@hook42.com
Knowledge Doubling Every 12 Months
We are in a time of
tremendous change!
Artificial intelligence
Virtual reality
Quantum computing
Cool space stuff
Three-parent babies!
Soon to be Every 12 Hours!
http://www.industrytap.com/knowledge-doubling-every-12-months-soon-to-be-every-12-hours/3950
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“In times of change, learners inherit the
earth, while the learned find themselves
beautifully equipped to deal with a world
that no longer exists.”
― Eric Hoffer
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Our brains are as fresh as a
newborn baby’s
Life-long “neuroplasticity”
“The adult brain… continues creating
neurons within the regions normally
involved in learning. These new
neurons show the same plasticity as
those of newborns.”
—John Medina, Brain Rules
19
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The ANEW Model
Aspiration
Neutral self-awareness
Endless curiosity
Willingness to be bad first
• by Erika Andersen
21
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Aspiration: Ya Gotta Wanna
“We often confuse being interested in the
possibility of something with actually wanting
to achieve it.”
“We only do those things that we want to do
more than any other option that’s available to
us in a given situation.”
The ANEW Model
28. answers@hook42.comanswers@hook42.com
“Aspiration provides the core fuel that will
move you forward into new learning;
neutral self-awareness allows you to see
where you are on the journey. And curiosity
creates the impulse to dig deeply and
understand more.”
— Erika Andersen
33. answers@hook42.comanswers@hook42.com
Stakes
How do I set up real stakes to guarantee
follow-through?
Real consequences…
• Drupal mentorship
• Just take on a new D8 project!
• Put your 💵 on it: www.stickk.com
Meta-Learning Methods
The point with my introduction is to say, “I’m still learning… and I’ve failed a lot too.”
As on next slide…
(SHOW OF HANDS) Besides these areas, how about marketing? Sales? Hobbyist? Or BRAND NEW TO DRUPAL?
Who, like myself, has felt a little frustrated with Drupal 8? And all of the technologies surrounding it?
We’re here to learn… and I feel that this presentation will open your mind to the possibilities. I hope you’ll walk out of here feeling encouraged and empowered.
Notes about Dries’ keynote, etc.
We are all life-long (Drupal) learners. Where do you feel like you are today?
But there’s a lot to know about these days…
And are we suppose to be experts in this too?
This is what our world looks like, and we’re expected to know something about all of this. To help our clients make decisions from this messy landscape!
Have you seen recruiter emails like this? You’re expected to have the knowledge and the skills of an expert in every area. But they can’t be serious…
All HUMAN knowledge is…
And how do we keep up with this? Should I just stay in college for the rest of my life?
We’ll never know everything, and if we think we know everything—we’re in trouble.
READ:
SKILLS expire (Flash, Cold Fusion, Clipper)
EXPERIENCE LASTS:
We live in a knowledge economy. One that values our ability to make informed decisions and pick the right approach. This kind of subjective decision making is not something that will be automated. There will always be a need for experts to identify the right approach. As for the rest, let it go! Embrace the new generation of tools that frees us up from those details and allows us to focus on the bigger picture.
Robots cannot replace us! At least, not any time soon…
Michaelangelo, we’re told, would say this a lot…
In Rome, 1507, Pope Julius the II demanded that he paint the ceiling of the Sistene Chapel.
Has anyone been to the Sistene Chapel? It’s beautiful. Lots of looking UP…
He was a sculptor, didn’t consider himself a painter. He had never done this sort of thing before with frescos. He didn’t want to do it, but he didn’t really have a choice. He had multiple problems to solve, including innovative scaffolding with a moving platform, methods of application that would avoid mold. He failed, re-painted areas, and told the Pope “painting is not my art— I cannot succeed.”
But he finished in four years, created new methods of fresco application that are still used today, and became an expert.
Before we talk about learning, consider this…
As molecular biologist and brain scientist John Medina notes in his book Brain Rules, “Researchers have shown that some regions of the adult brain stay as malleable as a baby’s brain, so we can grow new connections, strengthen existing connections, and even create new neurons, allowing all of us to be lifelong learners. The adult brain… continues creating neurons within the regions normally involved in learning. These new neurons show the same plasticity as those of newborns.” [^Andersen, Erika (2016-03-08). Be Bad First: Get Good at Things Fast to Stay Ready for the Future (Kindle Locations 369-372). Bibliomotion, Inc.. Kindle Edition.]
Let’s learn to learn strategically.
The answer’s not to run back to college or take a general CS class to learn what you need to. Let’s try to be strategic…
I’d like to introduce the ANEW model, the child of Erika Andersen.
You’re here. That’s enough aspiration to start with, and you’re here probably because you want to.
Think of some things you don’t want to do but you do anyway…
Cleaning the toilet analogy…
There are some things we learn or do simply because the alternative is not what we want.
Think, are there benefits to gain in learning Drupal 8?
Increased income?
Long-term value?
Improved life?
Andersen, Erika (2016-03-08). Be Bad First: Get Good at Things Fast to Stay Ready for the Future (Kindle Locations 889-890). Bibliomotion, Inc.. Kindle Edition.
Exaggerated example w/ American Idol. Do they really think they’re GOOD? Can’t they see that? Boo’d off the stage, and they still insist they’re the best.
“Recognizing what you’re saying inside your head is the first step to being able to have more control over it.”
It’s a time for change, but the experience we brought with us is valuable.
Be careful about the assumptions we make about ourselves.
To me, this either means that we’re at odds with the next generation OR that we don’t want to be left behind. But I think it’s just about retiring Drupal itself.
This could be life-changing to experience, or just provide a little insight. If you’re banging your head against a wall, that wall may an inappropriate learning style for your personality.
Learn about yourself. It may be insightful and rewarding.
I’m an “ENFP,” and it explains almost everything 😣
http://www.keirsey.com (FREE / $9.95 - $19.95)
https://www.mbtionline.com ($49.95)
https://www.enneagraminstitute.com ($12)
Others… http://www.personal.psu.edu/~j5j/IPIP/ (FREE)
Write down what you’re thinking and cultivate that.
Try asking yourself…
I wonder if I could do that?
Why does that happen?
How can I find out more?
Why isn’t that like this?
I wonder what would happen if I tried this?
AVOID…
Not… That’s boring. Who cares? I already knew that. That doesn’t matter. That’s silly. Whatever, dude.
Lastly… we feel comfortable being in that safe place.
I struggled with D8, mostly in fear of OOP. I interviewed my co-workers about OOP, Jeff really helped me out, and I dug in. I’m a visual learner, as I learned from my personality profiling, so I plugged in and binged watched some Drupalcon videos. I followed my “sparks.” And I took on some projects that held me accountable to learn Drupal 8.
I was ready to give up. In fact, I wrote a blog post I’ll never publish but it was my way to vent.
Most of us, as adults, deeply dislike and strongly resist the novice state, that clumsy, helpless feeling of not understanding and not being able to do something
I hope this helps a little so far? In this model… [READ]
Compare and contrast to gain some parts you’ll try out.
Wrote 4-hour workweek. A life / body /time hacker. Fun to listen to his podcasts.
I couldn’t help but throw this in… and I’ll burn through it if there’s time.
The better your ingredients, the better something will be (or taste).
Don’t waste time on broad topics to learn. Tear it down and focus.
Whenever I describe Drupal to clients, I use this LEGO analogy too. Same for learning new things.
Reducing - Making Bite-Sized Pieces
Interviewing - Learning From The Experts
Identify the failure points, make it safe to learn
Ask questions
Find the MED (minimum effective dose)
Choose that one small and powerful area to devote your effort to because you’ll enjoy it the most.
Learn VIEWS! Or TWIG. Something truly useful and powerful that can be used right now. Get some immediate feedback and encouragement.
Henk Kraaijenhof, Performance consultant, Sports mostly…
IDEA:
"How badly can you mangle the recipe and still get something incredible?"
"How do you cut time without cutting corners?”
I did this by taking on a project, being responsible for that outcome.
Try it out on Pantheon.
Some use anti-charities, so if you fail your goal you’ll have to give to something you don’t want to. Or even better to one you DO want to…
Drupal 8 represents opportunity, to me.
Think big! Michelangelo may not have wanted to build the Sistene Chapel. He was a sculptor, not a freso guy. Something he had gave him the energy to learn to be a master at anything, even if he didn’t want to.