A Comment on Learning
summary
Summarizes how experts form pattern libraries and novices don’t: the Dreyfus model maps novice→competent→expert; chess tests show experts beat novices on real positions but perform worse on random boards because pattern recognition misfires. Working memory holds about four working-memory elements, so complex ideas like the Visitor pattern require multiple implementations before they encode into long-term memory. Practical fixes: name workplace heuristics (example double bottleneck), teach via alternate routes, respect global vs sequential and active/reflection preferences, and use low-stakes testing (e.g. 10 clicker tests) to reinforce learning.
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chapters (14)
- 0:00Introduction
- 2:30Dreyfus model of skill acquisition
- 11:49Novice and Expert in Chess
- 13:51You get a new apprentice
- 16:15Start teaching the apprentice
- 16:51The brain -memory
- 18:49Working memory in action
- 19:20Decoding patterns in working memory
- 20:21Encoding patterns in Long- term Memory
- 21:35Design Patterns - applying
- 25:45Teaching Anecdote From the Beginning of the Century....
- 28:08Procedural Brain
- 34:41Learning Preferences - the Felder-Silverman model
- 41:53Encoding fails
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