It’s Great To Hack Learning, But How About We Hacking Doing Instead?

Yep, change this format to HD if you like. Red and Splotchy are even more vivid in HD. It’s only 8:38. I think you can stand me that long in HD. 

Mentioned in today’s video:

• The First 20 Hours: How to Learn Anything . . . Fast! by Josh Kaufman
Josh appears to be quite bright. I even call him brilliant, but I’ve been known to dole out that adjective with reckless abandon.
• The Knowing-Doing Gap: How Smart Companies Turn Knowledge into Action by Jeffrey Pfeffer and Robert Sutton
• I’m fond of applying Pfeffer and Sutton’s lessons to personal living, too. Not just to companies because I don’t much care about companies any more.

Randy
2 comments… add one
  • Jon Buscall (@jonbuscall) Jul 2, 2013 @ 14:54

    This got me thinking about disrupting. I find the term disrupting” more provocative and full of potential. If you think about the classroom and learning, if we “disrupt” the classroom we break away from that 19th century model of chalk and talk, where the teacher stands at the front filling up the pitchers with knowledge. By disrupting the classroom we can find new ways of learning that challenge the norms education seems to have got stuck in.

    In the same way, I try to disrupt my self; to find new ways, break established patterns to explore new possibilities.

    Sure, I know that everything is connected but out of chaos and disruption can come a new kind of (creative) order.

    Always enjoy your videos and podcasts. Such great, thoughtful content.

  • Randy Cantrell Jul 2, 2013 @ 16:10

    I’m intensely interested in public education. As a business guy, I’ve long thought the true meaning of entrepreneurship – assuming responsibility for the outcome – should translate into public education. Not sure how things are in Sweden, but here in America, the model is absolutely broken and needs serious disruption. Then again, I’m strongly in favor of improvement and finding better ways. Thanks for stopping by, Jon. And for the kind words.

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