Practice Makes Perfect, or at Least Expert

The premise of Tony Schwartz’s article is that any talent, skill or ability can be developed like a muscle, that is by working it out, by pushing past the comfort zone, breaking it and then resting. It reminds me very much like Steven Covey’s 7th habit, Sharpen the Saw.

Schwartz refers to Aristotle’s “We are what we repeatedly do” explaining that repetition and practice is the key to real performance improvement as well as overall benefits for focussing, being creative, empathic and less stressed.

If you want to be really good at something, it’s going to involve relentlessly pushing past your comfort zone, along with frustration, struggle, setbacks and failures. That’s true as long as you want to continue to improve, or even maintain a high level of excellence. The reward is that being really good at something you’ve earned through your own hard work can be immensely satisfying.

Here, then, are the six keys to achieving excellence we’ve found are most effective for our clients:

  1. Pursue what you love.
  2. Do the hardest work first.
  3. Practice intensely.
  4. Seek expert feedback, in intermittent doses.
  5. Take regular renewal breaks.
  6. Ritualize practice.

He details these keys in his post, giving tips on how one might start on this path of self-improvement.

Reference:

The eLearning 2.0 Survival Guide – Assessing the Credibility of Web Sources

I delivered a presentation on The eLearning 2.0 Survival Guide e Assessing the Credibility of Web Sources at the Brandon Hall Innovations in Learning 2008 conference which was held in San Jose, September 2008.

Presentation Summary

It is no surprise that integrating Web 2.0 tools to learning is an innovative practice that is catching on quickly. Pushing the Web’s potential for democratizing information, Web 2.0 social computing practices are well aligned with constructivist learning strategies. Enabling learners to develop multiple perspectives can foster analytical and critical thinking.

What is worrisome is the transition from a spoon-fed model of education to a self-directed and discovery model without reconfiguring the approach to learning. Are individuals applying fact-checking rigour to the content they access? What criteria are they using? What do they consider to be expert knowledge? Are they simply looking for other sources to confirm what theyeve found or are they actually analysing the source of the information? Are they aware that information, correct and otherwise, spreads like memes on Web?

My presentation was largely be based on research I have done for my M.A. in Educational Technology thesis which is a qualitative study of people who write blogs on training to be used in the professional development of people who work in the field. The question lies in the authority and credibility of these blogs, and by extension Web content in general.