How To Calculate Online Learning Regret

Throughout 2018, stories about early learning, STEAM and Gen Z have been creating headlines. Yet for children going through the early years of school, these subjects often feel far away.

Here’s one of those questions you could answer: What’s a regret?

It’s a measure of your openness to learning, your willingness to try new things and your innate ability to keep coming back to the same thing when your “brain sucks.” What a regret implies is that you tend to use the same experience over and over again, that you feel let down by something you’ve done, that you use a poor approach to a task. That’s how loss of pleasure feels—cold and hard. But learn retention can feel cool, light and pleasurable to the brain, which helps explain why we keep going back to the same thing. The opposite can also happen: we’re so enamored of something that we love it that we experience this sort of regret.

Often when we’re on a long project, we are so caught up in finding the best solution to a problem that we forget to control our interaction with our surroundings.

The Internet has made this process easier. Or at least, it’s harder to be pristine about what we’re doing. Your routine may not include regularly stopping by a coffee shop, comparing recipes and discussing politics but on any given day, if you’re on a long project, you may be so caught up in finding the best solution to a problem that you forget to control your interaction with your surroundings. You aren’t distracted by emails or Slack messages. You aren’t waiting for the news you’re expected to receive and so you move at speed, cutting your attention to the people in your personal world—family, friends and coworkers. People in the real world, people at your work, everyone, and the following below.

But it turns out our brains aren’t as good at remembering the difference as we think. You’ve probably played a video game and you know that the parts to remember are the parts that move forward and the parts to remember are the parts to stop. Your brain doesn’t work that way, though. “An MRI reveals you are cognitively engaged at all times” and that humans don’t just “multitask,” but process information for a “revised output.” So your brain may be multitasking but it isn’t really multitasking. It’s just optimizing. And new research suggests the best way to do that is to focus on one task, even if you’re not getting that same pleasant exchange of positive rewards.

If we change the way we prioritize tasks for maximum learning, we’ll be better able to stick with it.

We’re less likely to succeed in a task if we spend our time in a way that makes us consistently disappointing ourselves. As Forbes explains, we need to be better at observing our performance and learning from it.

Here’s what we’re suggesting: Focus. First, remember that effective learner is the one to be master of whatever your case may be, and don’t focus on improving any one thing. Focus instead on noticing when you’re enjoying the process, when you enjoy giving effort to figure out how to improve and when you’re hurt by these limitations. This comes in two different flavors: social learning and step-by-step learning.

In the first type, your activity serves social purposes. You aren’t trying to get a job or a student loan or take an interview but are helping a friend practice how to write an email or solve a problem. Your focus is on helping these people grow. The second type of social learning doesn’t have such specific ties to social purpose but depends on the same things: being friends with the people you’re learning with. You’re helping them by walking them through the small things in life that they normally take for granted. Both of these kinds of social learning aren’t built on the given expectation that you’ll become a better learner. Your learning method is based on how you love how you love your learning method.

So social learning is about spending a little bit of time helping others, and step-by-step learning is building skills that you’ll give to yourself to use in the long term. Take a moment to get familiar with your preferred method of student or tutor-teacher interaction.

In these experiments, a lot of what we find is that you can’t teach learned skills or social knowledge to humans. That’s just how we function. To change the way we prioritize, you have to teach yourself these skills.

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