Category / learning

Man teaching pointing to a projector screen.
by Nathan Coumbe

Talking yourself into learning

I’ve been reviewing some coding skills in my spare time to improve the content and coursework I create for my day job.

As part of my practice, I’ve been talking to myself.

Here’s one example:

“I need to turn this text into a link, so [as I’m typing out the code] I need to wrap this header element in an anchor tag and add the hypertext reference attribute to it and set it equal to the hyperlink I need to direct my audience to. Oh, don’t forget to add the target attribute and set it equal to blank so it’ll open in a new tab.”1

It’s more tedious and time-consuming than simply typing out the code. But the point is to understand the concepts behind what I’m doing, not just to write functional code as quickly as possible. (If I wanted to do that, I’d just have Claude do it for me…)

Teaching someone else—even if you’re teaching yourself by talking out loud—is one of the best ways to prove you know something. When you force yourself to explain something out loud, you learn where the gaps in your knowledge are, which then signals what you need to review. Then, when you come to the same scenario again, you can see if you’ve acquired the necessary ability to explain your former knowledge gap.2

This is active recall: talking or writing out something you’ve learned in your own words, and it’s how I’ve been approaching certain aspects of training at work. Rather than having everyone watch videos or read through course SCORM files, we’re testing employees’ abilities to talk through features.

It starts with review, of course—you still need content they can reference at the beginning of the learning process. But that’s where L&D often falls short. We equate content delivery with learning. And, obviously, that’s not true.3

But the proof of learning comes when they’re forced to talk it out and get graded on their delivery.

There’s no punishment for getting things wrong. But we know for certain where the gaps in understanding are, what needs review and further study. Or we learn that we, the L&D practitioners, missed something in the initial teaching and have to fill it in.

Talk out what you’re learning. If you can explain it to someone else (or yourself)—out loud—there’s a good chance you’ve grasped the concept.

  1. I’m aware that this is extraordinarily basic HTML code for all you web developers out there. But the point is the practice of talking it out, not how advanced the code is. ↩︎
  2. My favorite book on this topic was actually written to help college students improve test scores. Check out Cal Newport’s How to Become a Straight-A Student. It’s not just for undergrads. ↩︎
  3. Again, I have to point out that this is why most online learning (e.g., MasterClass, Udemy, and most corporate training) doesn’t work. Consuming information isn’t learning. It’s part of it, sure, but only the retention and understanding of that information actually matter. And the only truly effective way to test this is through active recall, which is exactly what I’m doing when I talk out my code. And it’s what we’re doing when we have people talk through our product. ↩︎
by Nathan Coumbe

Just because you can doesn’t mean you should

It’s one of my favorite lines from Jurassic Park, and it applies in just about every situation imaginable.

via GIPHY

In my case, it’s on my mind daily as I watch the L&D industry, of which I’m a part, rapidly adopt AI for anything and everything that it possibly can.

The biggest victim of this is video creation. There are now approximately 7 trillion companies that all offer some form of talking-head, AI-avatar video-generating software that’s supposed to make video creation fast, simple, and easy for practitioners.

The problem is, most of it is awful. At least, if you care about your craft and the quality of your output.

The videos are generic. They don’t actually “TEACH” you anything. They simply come across as informational videos, which ironically is what people constantly complain about in corporate training. “It’s too boring. Not actionable. Just random information that I don’t know what to do with.”

So it’s great if you want to do more of the same stuff that doesn’t work, but you want to do it quickly, cheaply, and efficiently.

However, if you ACTUALLY want to create learning that matters, you might be better served doing it without AI. Or at least learn best practices for making learning stick or making it applicable, then work that into your AI-generated videos.

As always, it comes down to design thinking: Who’s it for and what’s it for?

If you know the answer to those questions, you can make quality content. Maybe with AI, or maybe not.

Just because you can do it with AI doesn’t mean you should.

by Nathan Coumbe

What skill have you developed in the last five years?

For most of us, I’d bet it’s something like this:

“In the last five years, I’ve gotten really good at reading and sending emails and instant messages. But also, I’m really good at going to meetings.”

Not exactly skills you can sell when you’re looking for your next gig, are they?

For those of us who don’t make or sell tangible products for a living, skills are all we have to trade for money. But the nature of knowledge work means more of us are developing fewer skills the longer we’re in our careers.

We’re spending more and more of our time talking about work rather than doing work. We’re building fewer things and completing fewer projects.

AI is only exacerbating the problem, as we outsource more of our making and thinking to AI chatbots (and getting worse outcomes as a result).

Without projects that we do ourselves—without making things that challenge us to learn—we’re deskilling ourselves. And as a result, we’re making ourselves less marketable in the workforce.

The best time to develop a new skill was five years ago. The next best time is today.

by Nathan Coumbe

The first rule in juggling…

Never lunge for the ball.

If you make a bad throw, just let it drop. Then start over.

Learning to juggle taught me how to handle life: sometimes you make a bad throw.

Sometimes you take on one too many projects. Or Murphy’s Law derails your plans.

Don’t lunge to save things. Let them drop.

Reset, and begin anew.

by Nathan Coumbe

Self-education is great. Self-education is limiting.

When I was 18, I auditioned to become a jazz studies major in the percussion department at the University of Southern Mississippi.

I’d been a musician for most of my life, taking my first lessons at the age of seven and attending one of the state’s best arts schools for a significant portion of my education.

But… I’d studied violin, piano, and voice. I was a completely self-taught drummer. I’d learned everything I knew from playing along to my favorite CDs and watching videos of my favorite drummers, trying to emulate them.

The audition did not go well. Dr. Wooton, the head of the department, asked me to play a ratamacue; I had no idea what that was.1

He asked me to play a G Major scale on his marimba. I remember exactly what I said: “Is it laid out like a piano keyboard?” He chuckled. “Yes, just like a piano.” I picked up a marimba mallet (I’d never held one) and slowly, painfully, pecked out a G Major scale with one hand.

Finally, he asked to see my drum set skills. Dread gave way to excitement… Until he asked me to play a Songo. I had no clue what that was. He asked for a Samba, a 2nd-Line… I just shook my head.

Finally, he asked for a bossa nova. “THAT ONE I KNOW!” I shouted. And I proceeded to demolish his drums like a metalhead on PCP playing the worst bossa nova ever attempted by a drummer.

“NO!” He said. “It’s a light and airy dance music. You play it like this.” And he sat behind the drums and tapped out something a Brazilian native would have happily danced along with.

Dr. Wooton, eventually and probably grudgingly, told me that he would take me into his studio, but that I desperately needed lessons. I decided to delay my entrance to USM by a year while I studied snare drum, drum set, and xylophone with a local private teacher (Jeff Mills, drummer for the blues musician you see in “O, Brother Where Art Thou”).

My skills under Jeff’s tutelage, buoyed by my preexisting musical knowledge, grew exponentially in just a year. I was able to audition again and even pass an audition to join the lower-level jazz band at the university, where I eventually earned a degree.

Why does this story come up now?

Well, I realized a couple of days ago that I’m once again back in the exact same place, but this time in my corporate career.

I work in learning and development for a moderate-sized corporation. And I genuinely feel like I have no idea what I’m doing.

There’s even a term for people like me in the industry: “Accidental trainer.” It’s someone who was really good at teaching, who moved into the corporate world and began implementing those same skills as a trainer… With no formal training.

L&D is its own beast, its own field with tons of nuance. And you need skills ranging from business strategy and project management to adult learning theory, instructional design, and cognitive psychology… Not to mention a penchant for being able to cajole, persuade, and sell to people above you.

Everything I’ve learned has been through on-the-job self-education to accomplish a project or do a task assigned to me. However, I’ve reached a point, much like in my audition, where the cracks in my education (or lack thereof) are starting to show.

It’s getting harder and harder to do my work well because everything is more complex than ever before. More is expected of me, and I worry I’m not up to it where I am today.

So the solution is education: actual education by people who know what they’re doing… Not random readings and YouTube videos. I need a new Jeff Mills for my learning and development career (and don’t worry—I have found something.)

At some point, I think we all discover that self-education and learning on the job aren’t enough to accomplish what’s being asked of us. We need a teacher, a mentor, a master to show us the way. Something, or someone, that knows the ins and outs of the field of study and can help us master it.

If you’ve reached this point, I hope you’ll try to find someone like that to help you level up.

  1. I later found out it was one of his favorite rudiments (sort of a “word” in the language of drumming), and it quickly became mine. If you want to see a master using them, check out this video. ↩︎
by Nathan Coumbe

Why is learning hard?

Learning is an activity that moves you from a state of incompetence to one of competence.

That feeling—not knowing something—is uncomfortable. It’s why we avoid it. It’s almost physically painful at times, and we’re naturally wired to avoid pain.

It’s much easier (read: less painful) to be entertained by an online video “course.” At some point, learning requires doing. And when you do it the first, second, or tenth time, it sucks. It’s a painful process. The quality is poor.

MasterClass is popular for a reason: it’s full of high-quality videos of famous people who tell you how to do interesting things… without you ever doing the hard work of learning.

Do you really think that you can become a world-class screenwriter or negotiator by watching a video? Of course not.

You become a great screenwriter by writing screenplays. You become a great negotiator by negotiating with people over and over again. The first screenplay will be terrible. You will lose your first negotiation.

Learning content can give you new ideas and techniques to implement. But you have to actually implement it.

There is no learning without doing.

by Nathan Coumbe

Touching the hot stove

Sometimes, you just have to let people touch the metaphorical hot stove.

We work so hard to enact safeguards that protect people from making poor choices. But those safeguards are often viewed as a shackle on individual liberty, either because they don’t understand or don’t care.

For many, experiencing the consequences of their actions and choices is the only way they’ll learn.

The problem is that, in a society as interconnected and dependent as ours, those of us who know the stove is hot often get burned in the process.

by Nathan Coumbe

How to learn a word

The best way to learn a new word is to have it paint a picture in your mind.

Adjectives conjure images of people who embody their meaning.

Verbs project images of the actions they represent.

Few people learn words by memorizing dictionary definitions and reciting them in their minds every time they hear them. The definition is great when it’s completely new and unfamiliar, but it’s only the first step. Mastery comes from the imagery conjured by the words.

Eventually, we develop an intuitive “feel” for the meanings of words and no longer need either the definition or the image they conjure. We become fluent, and the words roll off the tongue.

This path from incompetence to mastery is present in all learning. The “grammar” is just the first step.

by Nathan Coumbe

Love and mastery

What topic do you most connect with?

What subject fills you with an almost religious fervor?

What do you spend your time thinking and learning about, regardless of what you’re paid to do?

This feeling of love for a field might be pointing you toward something worth mastering.

by Nathan Coumbe

Philosophy, History, and Business – You Need All Three

Why is it considered strange that my bookshelves are full of history, philosophy, and business texts? Furthermore, why is there a cultural push to make people choose between those seemingly disparate subjects?

If you want to study business, you must go all in on it. There is no room for history or philosophy. Or so the prevailing wisdom says.

But that’s ridiculous! Let’s put aside the fact that some of history’s most outstanding leaders were business people as well as great leaders, philosophers, and students of history.

You cannot be a well-rounded citizen without these three subjects combined. One helps you understand yourself and what’s right; another enables you to understand the world and why things are how they are; and the third teaches you how to serve others while making a living yourself.

When combined, all three do a bit of each and compound the effects.

We need more polymaths, Renaissance Men (and women!), and multipotentialites, not fewer. Stop stressing over “picking,” and follow your interests wherever they lead.