Why Learn To Be?

In the previous article, I explained the benefits of social learning and the reasons why learning leaders should consider implementing social learning practices within the organization. As a brief review, social learning is where peers share knowledge, exchange ideas online, and face each other. Think about it, cooperation! Clarify goals and plan. Just as planning business related, there are several goals and plans for planning for success. One suggestion is to listen to your employees and incorporate their personal learning objectives into the goals of the overall social learning program. By having employees participate in the planning process, participation can be maintained even after the project is started.

Learning as a (non) structured process can happen by chance or as a result of a planning process. In retrospect, you will find that we have learned a lot from experience. And these experiences will not let us learn. On the other hand, in most cases, learning involves some sort of structured or at least intentional process. If we do not deliberately reflect on ourselves, we can not learn from accidental experiences. Both informal and formal education systems use structured processes to promote learning. After picking up this T-kit and considering how best to examine intercultural learning in a group environment, there is the possibility of focusing on learning as a structured process rather than a purely coincidental process . Intercultural learning experiences through training courses, seminars, group meetings, seminars, exchange, etc. are examples of organized intercultural learning processes.

I am reviewing a very popular five-star course course which is called "learn how to learn". It uses all the latest brain studies on its surface to help people improve their "learning skills". However, despite the fun of the lecture, the research behind the lecture seems reasonable, but I think it is difficult to agree that this is a course to help people learn methods to learn . Firstly, the tests used to determine how participants build the learning skills described in this course are actually testing the extent to which they learn vocabulary and definitions. To the best of my knowledge, there is no other skill than the ability to remember the contents of the course. This is a problem. The assumption of learning vocabulary and defining skills is unfounded. I think that everyone knows this. Does anyone have enough learning experience to forget what they have learned and pass the test?