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- notizie su opzioni binarie Transcriptive. A detailed, chronological capture of a discussion or thought process. The video below is an example of a transcriptive artifact.
- Interpretive. A synthesis of a discussion or thought process. This blog post is more interpretive than transcriptive, but it’s still somewhat transcriptive. The same goes for the resulting Boardthing from our conversation. (That also gets special status, because it was collectively as opposed to individually created.) Dave’s image, on the other hand, is highly interpretive and not very transcriptive.
- binäroptionen stockpair Evocative. Something emotional that triggers a memory. I told a story about how my photographs from various projects often serve a more useful role in triggering learning than my writing, because they elicit an emotional response. I probably pay more attention to Dave’s idea stream than to other colleague’s because his notes are so evocative.
(As an aside, understanding and experimenting with the role that artifacts play in high-performance collaboration is a foundational question for me. I’ll write more about it in future posts.)
Dave and I talked a lot about the nature of learning and knowledge. The truth is that learning is wonderfully messy and contextual, and it’s often done best with others. Attempting to abstract learning into a series of information transactions is not only wrong, it’s harmful.
Dave described how Visual Thinking School (one of the inspirations for Changemaker Bootcamp) came about at his previous company, XPLANE. As an experiment in encouraging more cross-organizational and enjoyable learning, they had decided to designate two-hours a week for people to learn from each other. They wanted to make it optional, but they also wanted to demonstrate a real, organizational commitment to the experiment.
They decided to schedule it on Thursdays from 4pm to 6pm, which meant half of it was during work hours, but the other half was on people’s personal time. They also told managers not to schedule meetings during this time, so that people’s calendars would be clear to attend if they so choose.
Listening to Dave describe the thinking behind Visual Thinking School felt like a case study in how to design effective learning processes. It wasn’t about trying to get people to write down what was in their heads. It was all about creating a delightful space in which learning could happen, facilitating stronger relationships within the company, and focusing on the true nature of craft.
We ended our conversation the way we started — exploring the realities of how we learn. I told Dave about how my parents would always say to me when I was growing up, “We don’t want you to make the mistakes that we did.” Later in my adult life, I decided that I disagreed with this. Sometimes, you absolutely do want people to make the same mistakes, because that can be the best way to learn. You just want to minimize the negative effects of making them.
In response, Dave shared a story about the four kinds of horses that he used to tell to his students who were failing his class:
- The first kind learns to run effortlessly.
- The second kind learns when it sees the shadow of the whip.
- The third kind learns when it first feels the sting of the whip.
- The fourth kind only learns when the sting of the whip sinks into the very marrow of its bones.
Everyone envies the first kind of horse, but only the fourth kind truly understands what it means to run in the very marrow of its bones. There is something deep and wonderful about that kind of learning, painful though it may be.
Many thanks to Dave for provoking this wonderful conversation and to all of my friends and colleagues who engaged with us on our call and on social media!