Week 11, ed#113

Research comparable learning designs…How are you inspired? Find at least two learning designs and think about what makes them great…

Week 11 Take Away

Rules on learning are easy on the eyes and fun to wrangle in your brain. In practice, they are very different. I’m always working with artifacts and structures cobbled together from many departments, repurposing system components. It’s good to see a problem and look at your tools and say, these tools are “fungible,” I can accommodate and compensate to meet demand.

Thinking of: Understanding By DesignWiggins & Tighe

It becomes trickier to incorporate and often come as interjections-which, though they may be improvements themselves, are stumbling blocks, patching together old infrastructure. There’s also the issue of just being at Harvard(peripheral as I may be) where we want to explore theory and concept, but the active “real” world doesn’t want this, they want do, done, now.


Looking at a similar and existing model is always helpful. It’s understanding a mental model, ex: in writing a story, it’s easier to use the model “good cop-bad cop” to create a conversation between characters. the story itself of course doesn’t have to be about cops, it could have a pushy bulldog character juxtaposed with a confiding, smooth talker….You’re just mapping over that model as a universally known structure/literary motif for your a story.



Vemodalen is really tough concept on people. Me for sure. I always think everything has to be AMAZING and MIND BENDING when no one at all said that. I love the notion of thinking local, what’s need near you, in your experience. That’s very grounding. This reading connected with the “what we know about what we know” (Making it Stick) and the problem of illusion of mastery (p.4/17). I have often felt an inflated understanding of what I understood (math class) and then, with testing, reality showed me I didn’t learn the concepts. I’ve also felt under-prepared when I acutely understood course material.

The meta-cognitive piece is so important.

I theorize that’s where learners like me let the emotional/social stressors seep in and install a foundation of doubt, insecurity. Discriminating judgement stalls, propagating negative ruminations about ability, and consequently, establishes systematic interruptions (habits), susceptibility of illusions, and forgetting interwoven with true learning.

Next Steps/To Do

I really need to schedule time with someone from class to help me with my idea. Interleaving/variation other content into your learning system (Making it Stick) seems like a good concept to explore for durable, consolidated learning. I think I’d like to tailor this learning experience more to what my actual learning experience has been-becoming aware of my own capabilities might be useful. Although, as we say, “you are not your learner.”

We’ll see.

Reads & References

Feature image my own. Pencil and marker on paper.