Understanding The Learning Process To Influence Change

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Understanding The Learning Process To Influence
Change
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Understanding The Learning Process To Influence
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Change
Change - New Comfort Zone
No Change Comfort Zone
Change
Happy with what is perceived
Unhappy with what is perceived
Perceive the world
Forward to Summary
Not Comfort
Perceive world
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How do we perceive the world?
Tongue - Taste
Eyes - Sight
Perceive the world
Skin Touch
Ears - Hearing
Nose - Smell
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How do we perceive the world?
Sense Organ
Brain
Perception

• Perception distorts reality when the
• Information reaching the sense organ is
  distorted.
• Information reaching the brain is distorted
  (sense organ is defective e.g.. short sightedness
  or background interference of a weak signal e.g.
  sound is very soft in a noisy atmosphere)
• Brain/nerves are impaired e.g. disease or drugs.
• Person is under stress.
• Brain tries to make meaning of sensations

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Understanding The Learning Process To Influence
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How do we perceive the world?
Sense Organ
Brain
Perception

• Are the red lines straight?

Back to Change
Personal example
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Comfort Zone
What is Your Comfort Zone?

• Are you always happy in a Comfort Zone?
• Can a Comfort Zone be stressful?

• How do people react when displaced from their
  Comfort Zone?

Back to Change
Summary
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Are you always happy in your Comfort Zone?
Some reasons for unhappiness

• You are unable to change the Zone
• because
• You are powerless.
• You are financially unable to.
• You enjoy being unhappy.

Back to Comfort Zone
Forward to Summary
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Reactions to being out of a Comfort Zone
Displacement from a Comfort Zone may cause

• A Tantrum with incoherent protest.
• A Lockout. The person refuses to interact in a
  meaningful way,
• A direct attack on the messenger.
• A problem solving rising to the challenge with
  an attempt to find solutions. May involve
  coherent protest.

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Behavior which may indicate discomfort with
change.
Behavior which may indicate discomfort with
change.

• Maintenance of Traditions when New Systems or
  Technologies make activities simpler or more
  efficient.
• Refusal to learn new technologies e.g. refusal
  to talk to a machine to leave voice mail.
• Rejection of a generation - new styles / music.

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Reactions to being out of a Comfort Zone?
What is your reaction to Displacement from a
Comfort Zone?
Back to Comfort Zone
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Interim Summary 1

• I object to change because I want to be in my
  comfort zone.
• My Comfort Zone is personal and based on
• Gathering information received through my
  imperfect senses and Interpreting and making
  sense of the information to have
• perceptions of others (which may be wrong)
• a perception of myself (which may be wrong)

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Perceptions of Other People
How does Gwen perceive the actions of the
Wizard? Do you think the actions of others is to
remove comfort from your life? Lets discuss a
balanced view of the actions of other people on
our lives.
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Making Change Happen
lady's motivation
frog's motive
motivation
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Making Change Happen

• What is the motivation for the lady to kiss the
  frog?
• How does she benefit?
• Does she benefit materially (tangible way)?
• Does she benefit emotionally (intangible way)?
• Will people act if there is no benefit?

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Making Change Happen

• How does the frog/wizard attempt to motivate the
  lady?
• He makes her want to kiss him!
• The lady wants to kiss him for her own benefit.
• Does she see her action as kissing a man?
• What is the disadvantage of stereotyping the
  lady?

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Making Change Happen - motivation

• Could he have motivated her if she did not notice
  him?
• How does the frog catch the ladys attention?
• He stood out physically from the background.
• Did anything in his message attract her?
• How does the frog sustain the ladys attention?
• Is standing out enough?
• Is his message alone sufficient?

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Making Change Happen

• How do you catch someone's attention?
• Stand out physically from the background.
• Do you want to catch negative attention?
• Do everyone have the same perception of negative
  attention?
• Does getting negative attention depend on the
  person you are trying to attract or the
  circumstances or both?

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Making Change Happen

• How do you maintain someone's attention?
• Be interesting.
• Issues must be important for the person?
• Your message must make the person think he/she
  will benefit from interaction with you.
• What if the person feels threatened?

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Interim Summary 2

• To Cause Change
• You Must Know Your Target
• so that you can
• Catch and maintain their attention.
• Convince them that they want to perform the
  change because they benefit in
• tangible ways
• intangible ways

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Understanding People
To know people we must understand how they think
and learn. What Do People Consider As Evidence
That You Have Learned?
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Evidence of Learning

• A Correct response is demonstrated following
  the presentation of a specific environmental
  stimulus.
• It may make no attempt to show understanding or
  to apply the knowledge to new situations.

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Evidence of Learning

• Memorization - recall of the exact words of
  teacher.
• At school you learn a definition given in a
  text.
• At work you can recall a list of steps in a
  procedure.
• Skill or Method of doing some action demonstrated
  as expected by the teacher.
• At school you learn how to recite a poem.
• At work you learn and execute a bureaucratic
  procedure.

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Evidence of Learning
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Evidence of Learning

• Modified response is demonstrated when
  information is stored in memory in an organized,
  meaningful way.
• Makes an attempt to interpret i.e. show
  understanding or application.

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Evidence of Learning

• Summarization - explain in your own words.
• At school you explain a definition in your own
  words.
• At work you can explain a procedure.
• Skill or Method of doing some action as
  interpreted by you.
• At school you learn how to recite the poem with
  feeling.
• At work you modify a bureaucratic procedure.

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Evidence of Learning
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Evidence of Learning

• How do you view learning?
• Is learning the product? The destination?
• Is learning the process? The journey?
• Consider learning to baking a cake
• Is learning to be evaluated by the product? i.e.
  the quality of cake produced.
• Or is learning to be evaluated by the process?
  i.e. how the person understands and modifies the
  process as he bakes?

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Interim Summary 3
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Theories of Learning
What Theories Explain How People Learn?
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• Behaviorism
• Learning is a behavioral change in desired
  direction which happens when a correct response
  is demonstrated following the presentation of a
  specific environmental stimulus. Learning is
  caused by external agents.
• Learners practice to build fluency i.e. get
  responses closer and closer to correct response.
• Teachers use instruction which utilizes
  consequences and reinforcement of learned
  behaviors. Programmed Instruction i.e. logical
  presentation of content, overt responses,
  immediate knowledge of correctness may be used.
• Learners show insight observable and measurable
  behaviors

Theories of Learning
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Theories of Learning

• Cognitivism
• Learning is knowledge acquisition i.e. a mental
  activity that entails internal coding and
  structuring by the learner. (internal process).
• Learners develop capacity and skills to learn
  better. Learning results when information is
  stored in memory in an organized, meaningful way.
  
• Teachers emphasis structuring, organizing and
  sequencing information to facilitate optimal
  processing.
• Learners show insight, information processing,
  memory, perception.

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• Constructivism
• Learning is an active process of constructing
  rather than acquiring knowledge. Knowledge is
  embedded in the context in which it is used.
  (internal process).
• Learners build personal interpretation of the
  world based on experiences and interactions.
• Teachers engage learner in the actual use of the
  tools in real world situations using authentic
  tasks in meaningful realistic settings.
  Instruction is a process of supporting knowledge
  construction rather than communicating knowledge.
• Learners show novel but situation-specific
  understandings by "assembling" knowledge from
  many diverse sources appropriate to the problem
  at hand.

Theories of Learning
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Theories of Learning

• Humanist
• Learning is a personal act to fulfill potential.
  (internal process)
• Learners attempts to satisfy affective and
  cognitive needs as they aspire to become
  self-actualized, autonomous learners
• Teacher facilitates development of the whole
  person.
• Learners perform self-directed learning.

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Theories of Learning

• Social and Situational
• Learning is in relationship between people and
  environment.
• Learner Learner aspires for full participation in
  communities of practice and utilization of
  resources.
• Teachers work to establish communities of
  practice in which conversation and participation
  can occur.
• Learners interacts / observes in social contexts
  moving from the periphery to the centre of a
  community of practice.

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Theories of Learning
Views of Learning

• Behaviorist - Learning is a behavioral change in
  desired direction caused by external stimuli.

• Cognitivist - Learning is storing of information
  in memory in an organized, meaningful way.

• Constructivist - Learning is a process of
  searching for meaning in all experiences.

• Humanist - Learning is personal actions to
  fulfill potential.

• Social and situational - Learning is the
  development of relationships between people
  and/or people and the environment.

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Theories of Learning
How Teachers use

• Behaviorist - Consequences and reinforcement of
  learned behaviors.

• Cognitivist - Structuring, organizing and
  sequencing information to assist learners in
  organizing information in an optimal way so that
  it can be readily assimilated.

• Constructivist - Problem Solving, Creative and
  Critical thinking, Discovery learning and
  Inquiry-based.

• Humanist - Self-directed learning.

• Social and situational Socialization, Social
  participation, Associationalism, Conversation.

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How people learn
How people learn

• Learning is a difficult and complex process.
• Consider the information you receive through
  your senses as pieces of a jig saw puzzle that
  you are trying to assemble to make a coherent
  picture.

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How people learn
How people learn

• Let us make some puzzles to see how easy
  learning can be

15 pieces parts do not need to be rotated.
9 pieces, parts may need to be rotated.
12 pieces, parts may need to be rotated.
24 pieces, parts may need to be rotated.
48 pieces, parts may need to be rotated. .
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Organizations
Lets look at your organization.

• Identify the duties at all levels
• List duties
• that require little innovation.
• in which innovation will cause disaster.
• in which lack of innovation will cause disaster.

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Organizations
What behavior do you want

• No deviation from a set pattern? The person must
  respond automatically.

• For example using a piece of equipment.
• Response to a fire

Why

• There is no time to think.
• The best response has already been worked out.
• Innovation may cause disaster.

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Strategies where no innovation is required

• Strategies where no innovation is required
• Instructional cues to elicit correct response.
• Practice paired with target stimuli. Building
  fluency (get responses closer and closer to
  correct response).
• Reinforcement for correct responses.
• Multiple opportunities/trials (Drill and
  practice).
• Recalling facts
• Automatically performing a specified procedure

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Strategies where no innovation is required
Advantages

• No deviation from a set pattern. The job is
  performed correctly.
• The person must respond automatically.
• We have standardization (quality control).
• Person is easily replaced.

Disdvantages

• When conditions change person has difficulty
  adapting.
• Develops traditions which are difficult to change.

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Strategies where no innovation is required

• Strategies where innovation is required
• Explanations, Demonstrations, Illustrative
  examples, Analogies, Summaries, Interactivity
  and Links to prior knowledge.
• Modeling, Coaching, Problem Solving, Creative and
  Critical thinking.
• Self-directed learning.
• Socialization, Social participation,
  Associationalism, Conversation

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Change begins with you
Change begins with you! How traditional are
you? Do you see yourself as others see you? How
do you respond to new ideas? How do you respond
to new technologies? How do you view young
people? How do you view modern music? How do you
see others?
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Accomplishing Change
To Accomplishing Change you must understand that
The ONLY person you can change is you!
You can only encourage others to change. They
have to make the change.
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Understanding The Learning Process To Influence
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Accomplishing Change
Strategies that help to make others want to
change

• 1. Get their attention, If you cant get their
  attention they cant hear the message.
• People may seem to be attentive but have locked
  you out.
• If you ideas or appearance are too different
  (i.e. it does not make sense to the other person)
  you may be dismissed.
• Know the person you are trying to change so you
  dont stereotype them.

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Understanding The Learning Process To Influence
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Accomplishing Change
Strategies that help to make others want to
change

• 2. Motivate the other person
• People act when they benefit.
• Benefits are not only money and materials
  things. A benefit can be satisfaction of an
  emotional need.
• Make the situation as relaxed and fun as
  possible. People dont perform well under stress.
• Be more tolerant and understanding.

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Accomplishing Change
Strategies that help to make others want to
change

• 3. Motivate yourself
• Make the situation as relaxed and fun as
  possible. You perform better when there is no
  stress.
• Be more tolerant and understanding of yourself.
• Are you your worst critic?

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Accomplishing Change
Strategies that help to make others want to
change

• 4. Your message needs to be clear to the other
  person
• People get the message in their frame NOT yours.
  People are NOT stupid because they see things
  differently.
• If you ideas or appearance is too different
  (i.e. it does not make sense to the other person)
  you may be dismissed.
• Know the person so you can fit the information
  into their frame.

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Accomplishing Change
Strategies that help to make others want to
change

• 5. Deliver message with the understanding
• People get the message in their frame NOT yours.
  You attitude may cause them to focus on you
  rather than the message.
• People reject ideas that are meaningless to them.
  They are NOT stupid. Be tolerant. (remember the
  jig saw puzzles?)
• The social/cultural context is as important as
  the message.

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Accomplishing Change
Strategies that help to make others want to
change

• 6. Evaluate message with the understanding
• People get the message in their frame NOT yours.
  Let them also evaluate their learning.
• Learning is a difficult and complex process. If
  the person did not get your message, you may need
  to repackage it.
• More learning may take place when the activity
  does not work.

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Perception Example
What I had written
22 X 23 25 ?
What my friend read 22 X 23 25 ? Twenty two
multiplied by twenty three equals twenty five!
Back to Perception
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Understanding The Learning Process To Influence
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End
What I had written
22 X 23 25 ?
Thank You
What my friend read 22 X 23 25 ? Twenty two
multiplied by twenty three equals twenty five!