Archive for February, 2011

Simple Steps to Help You Think Like a Genius, by Michael Crosson

Inspired by the bestselling book “How to Think like Leonardo da Vinci” by Michael J. Gelb

cu·ri·os·i·ty  (kyoor-ee-os-i-tee) 


1. the desire to learn or know about anything; inquisitiveness.

Have you ever stopped and said to yourself “Gosh, I wish I knew a lil’ something about everything.”?

I have. About 30 years ago. I guess that would put me in the “naturally curious” category.

Take a moment and think about all the things that you know about in life:

  • cooking
  • cleaning
  • working a computer
  • driving a car
  • building a paper airplane
  • playing a musical instrument
  • finding the right place to scratch behind your cat’s ear
  • knowing the wrong thing to say when your significant-other is in a bad mood


The list could easily go on and on and on….and you wouldn’t even scratch the surface of what we could learn in the span of a lifetime.

When Da Vinci lay on his death bed, he asked for forgiveness from God and man “for leaving so much undone.” This coming from a man whose combined life work and contributions have never come close to being replicated. Even at the end of his days, Da Vinici’s insatiable curiosity for everything drove him on.



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by Reni Gorman

I have been doing training for 20+ years now and the audience that gives me the most pain in terms of designing instruction is an audience of experts. Why? Well because experts “know everything”–even if they don’t. That means they are often trying to align new knowledge into categories they already understand. The response to the content you’re teaching is often “Oh, yeah, that is just like…” and they bring up things that they can relate to in their own expert fields. Instructional designers are often encouraged to teach people with examples that learners can relate to—but is this true with experts as well? If experts try to relate everything (or most things) to other things they know, what happens if they get it wrong? Then their brains have just encoded information in an incorrect way—which is not easy to change. It also makes me wonder, maybe this is true for all of us, not just experts. It is just that experts are vocal about it. We know as learning designers that misperceptions have to be uncovered and dealt with upfront before learning can happen in the “right way.” So what can we do?

Well, dual process reasoning theory indicates that two systems collide when it comes to reasoning of any kind. (Holyoak & Morrison, 2005) System 1 is our evolutionary system reflecting a collection of innate modules. Think of this as our instincts; they are so fast and automatic that they do not even register in our consciousness until after the reaction. Kind of like when people jump to very quick conclusions about what they know.


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