Category Archives: learning

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Digging into my limiting factors when it comes to interviewing people for podcasts

The world is full of interesting people, the vast majority of whom don’t share nearly as often as I do. If I interview people, I give people a more natural way to share what they’ve learned in a way that other people can easily learn from. I also get to learn about things I can’t find on Google. Win all around.

I am better-suited to interviewing than many people are. I’m comfortable with the tech. I have a decent Internet connection. I have a flexible schedule, so I can adapt to guests. I use scheduling systems and can deal with timezones. I’ve got a workflow that involves posting show notes and even transcripts. I am reasonably good at asking questions and shutting up so that other people talk. I often stutter, but no one seems to mind. I usually take visual notes, which people appreciate. I’m part of communities that can get more value from the resources I share.

So, what’s getting in the way of doing way more interviews?

interview

I feel somewhat self-conscious about questions and conversations. The Emacs Chats have settled into a comfortable rhythm, so I’m okay with those: introduction, history, nifty demo, configuration walkthrough, other tidbits. Frugal FIRE has a co-host who’s actively driving the content of the show, so I can pitch in with the occasional question and spend the rest of the time taking notes. It’s good for me to talk to other people out of the blue, but I don’t fully trust in my ability to be curious and ask interesting questions.

Hmm. What’s behind this self-consciousness? I think it could be that:

  • I don’t want to ask questions that have been thoroughly covered elsewhere. – But I know from my own blog that going over something again helps me understand it better, so I should worry less about repeating things. Judgment: IRRATIONAL, no big deal
  • I worry about awkward questions and making questions that are really more like statements. What are awkward questions? Closed-ended questions or ones that lead to conversational cul-de-sacs. — But the people I talk to also want to keep the conversation going, so between the two (or three) of us, we should be able to figure something out. And really, once we get going, it’s easy enough to ask more. So I’m anxious about being curious enough, but once we’re there, it’s easy. Judgment: IRRATIONAL, just get in there.
  • I worry about not being prepared enough, or being too forgetful. – But when did I ever claim to have an excellent memory or to be great at doing all the research? Maybe it’s enough to have the conviction that people have something interesting to share, and help them have the opportunity to share it. (And possibly warn interviewees about my sieve-of-a-brain in advance, so they’re not offended if I confuse them with someone else.) Judgment: IRRATIONAL
  • I’m not as used to the flow of an interview as I could be. It’s similar to but not quite the same as a regular conversation, which is something I’m not as used to as I should be. Oddly, it’s easier when I’m occupied with taking visual notes, because I can use my notes to remember interesting things to ask about (and the other person can watch it develop too). So maybe I should just always do that, and then the drawing is a super-neat bonus.
  • I hesitate to ask questions unless I have an idea of what I’m going to do with the answers. Why are the questions interesting? What do we want to explore? Who am I going to share this with, and why? I’ve gotten a lot of good feedback on Emacs Chats, so that makes it easy to keep going, but the one-offs can be harder to plan. Maybe I should just become more comfortable with asking in order to explore. Besides, I’m good at rationalization, so I can make sense of it during or after the conversation. And the kinds of interviews I do are also about letting people share what they think would be useful for other people, so I can follow their lead.

Really, what’s the point of being self-conscious when interviewing people? After all, I’m doing this so that the spotlight is on other people, and listeners can survive inexpertly-asked questions. Hey, if folks have the courage to get interviewed, that’s something. Like the way that it’s easier to focus on helping other people feel more comfortable at parties, I can try focusing on helping guests feel more comfortable during interviews.

And it’s pretty cool once we get into it. I end up learning about fascinating Emacs geekery, connecting with great people, and exploring interesting ideas along the way. Well worth my time, and people find the videos helpful.

So I think I can deal with some of  those tangled emotions that were getting in the way of my interviews. (Look, I’m even getting the hang of calling them interviews instead of chats!)

What’s getting in the way of reaching out and inviting people on? I should be able to reach out easily and ask people to be, say, a guest for an Emacs Chat episode. I have good karma in the community, and there are lots of examples now of how such a conversation could go. How about Quantified Self? I’ve been thinking about virtual meetups or presentations for a while, since there are lots of people out there who aren’t close to a QS meetup. What’s stopping me?

  • I generally don’t think in terms of people when it comes to cool stuff or ideas: This makes it difficult for me to identify people behind clusters of interesting ideas, or recognize names when they come up in conversation. Still, it shouldn’t stop me from identifying one particular idea and then looking for the person or people behind that. If I discover other things about those people afterwards, that’s icing on the cake. Hmm… So maybe I should update my confederate map (time to Graphviz-ify it!), interview those people, and then branch out to a role model map. Oh! And I can apply Timothy Kenny’s idea of modeling people’s behaviours beforehand as a way to prepare for the interview, too. Judgment: CAN FIX
  • It would be easier to reach out if I’ve already written pre-psyched-up snippets I can add to my e-mail. Aha, maybe I should write myself an Org file with the reasons why this is a good thing and with snippets that I can copy and paste into e-mail. There are a lot of blog posts and podcast episodes on how to get better at requesting podcast interviews, and there are also resources for getting better at interviewing itself. I can change my process to include psyching myself up and sending a bunch of invitations. Judgment: CAN FIX
  • I’m slightly worried about pre-committing to a time - but really, Google+ events make it pretty easy to reschedule, and I haven’t needed to reschedule most things for my part. Judgment: IRRATIONAL.

All right. So, if I want to learn from people and share useful stuff, I can work on being more actively curious about people, and at inviting them to share what they know. I don’t have to ask brilliant New York Times-y questions. I just have to start from the assumption that they know something interesting, and give them an opportunity to share it with other people.

Why would people take the time to do interviews? Maybe they find themselves explaining things to people a lot, so a recording (plus visual notes! plus transcript!) can save them time and give them something to build more resources on. Maybe they’re looking for other people to bounce ideas off. Maybe it helps them understand things better themselves. I shouldn’t say no on their behalf. I can ask, and they can decide whether it makes sense for their schedule. Right. People are grown-ups.

Okay. What changes can I make?

  • Write an Org file psyching myself up with a condensed version of the reasoning above, and include snippets to copy and paste into e-mail invitations.
  • Map topics/questions I’m curious about, and start identifying people. Identify the tactics I think they use, and model those.
  • Trust that the future Sacha will sort out the questions and the flow of the conversation. And hey, even if it’s super awkward, you don’t get to “interesting” without passing through “meh” first. So just book it, and be super-nice to guests for helping out.

Hmm. That actually looks doable.

Have you gone through this kind of mental tweaking before? Any tips?

Thanks to Daniel Reeves and Bethany Soule for the nudge to write about this! Yes, I should totally pick their brain about Quantified Self, applied rationality, and other good things. Check out their blog at Messy Matters for awesome stuff. Oh, and Beeminder, of course. (Look, I’m even using Messy Matters as a nudge to play around with more colours and brushes! =) )

Describing my personal knowledge management routines with Harold Jarche’s Seek-Sense-Share framework

I spend much of my time learning, making sense of things, and sharing what I’ve learned. I like connecting with other people who think about how they do this. I chatted with Harold Jarche about how he manages his 10-year blog archive. We thought it might be good to describe our knowledge management processes in more detail. Here are more details on mine!

2014-03-03 How I work with knowledge - seek, sense, share #pkm

2014-03-03 How I work with knowledge – seek, sense, share #pkm

Seek

One of the things I’m working on as part of this 5-year experiment is to be more proactive about learning. It’s easy to fall into relying on client requests or a serendipitous stream of updates to teach me interesting things. It takes more work to observe what’s going on and come up with my own questions, ideas, and experiments. I think learning how to do that will be more interesting.

I used to get most of my information through reading. I love being able to slurp a book and take advantage of someone else’s experience. I turn to the Web for more current or on-the-ground information. I read social network updates and blog posts to find out about things I didn’t even think of searching for.

I’m learning more about asking people. There’s a lot written down, but there’s also a lot of knowledge still stuck in people’s heads. Asking helps me pull that out into a form other people can learn from.

Trying things myself helps me test knowledge to see if it makes sense to my life. I learn how to adapt things, too, and I might even come up with my own ideas along the way.

Sometimes I get interesting questions through e-mail, comments, or other requests. Those are worth exploring too, since explaining helps me understand something better. I fill in gaps in my understanding, too.

(Make) Sense

Many of my blog posts are reflective. I think out loud because that helps me test whether I make sense. Sometimes other people help me learn or think my way through complex topics. A public archive is helpful, too. I can search my thoughts, and I’m relatively confident that things will continue to be around.

Chunking

The main challenge I’m working on is getting better at “chunking” ideas so that I can think bigger thoughts. I’m comfortable writing my way through small questions: one question, one blog post. As I accumulate these posts, I can build more complex thoughts by linking to previous ones.

Sketches help me chunk ideas. Like blog posts, each sketch addresses one idea. I can combine many sketches into one blog post, and then use a sketch to map out the relationships between ideas.

I’m learning how to organize my posts into series. A better writer would plan ahead. Me, I usually work backwards instead, organizing existing posts and tweaking them to flow better. When I get the hang of series, I’ll be able to start thinking in chunks of short books.

Reviews

I have a regular review process. I do weekly reviews of my blog posts, sketches, reading, and time. I do monthly reviews and yearly reviews, rolling the summaries upward.

I’ve written some scripts to simplify this process. For example, I read blog posts with the Feedly reader. If This Then That imports my Feedly saved items into Evernote. I have an Emacs Lisp function that reads Evernote exports and formats them for my blog, and then I annotate that list with my thoughts.

Archive hacks

Even with this review process, I can’t remember everything I have in my archive. Fortunately, I’m a geek. I like building and tweaking tools. I’ve written about the different things I do to make it easier to go through my archive. I can find things faster thanks to little things like having a browser search keyword for my blog. Recommendations for similar posts help me find connections that I might not have thought about myself.

Delegation

One of the unusual things I’ve been experimenting with is delegation to a team of virtual assistants. I ask people to research information, summarize what they find, and draft posts. I can find things faster myself, and I can write pretty quickly. Still, it’s a useful way to learn about things from other people’s perspectives, and I hope it pays off.

Share

My website is the base for all my sharing. Having seen so many services come and go, I don’t trust anything I can’t back up and control. I keep most things in a self-hosted WordPress blog. I also use Google Drive for easy, granular sharing (such as my delegation process folder), and Dropbox for other features.

I keep a copy of my sketchnotes in Evernote for convenience, and I share those notebooks as well. See my sketchnotes, sketchbook, and visual vocabulary.

Google Hangout on Air is great for recording podcasts and video conversations. The broadcast is available as a live stream, and it’s automatically recorded too. I’ve been moving more of my conversations to Hangouts on Air so that other people can learn from them.

I don’t want to clutter my main Twitter account with automated posts. I use @sachac_blog for blog post announcements. On occasion, I’ll post links or sneak previews with my main Twitter account, @sachac.

For free/pay-what-you-want resources, I use Gumroad. I like the way that it lets me offer digital resources while giving people a way to show their appreciation.

I’m also experimenting with paper books using CreateSpace. I’m looking forward to releasing some sketchnote collections through that.

How about you? How do you work with what you know?

Check out Harold Jarche’s post, too: What is your PKM routine?. Want to watch our conversation about large blog archives? See Youtube video below.

Good enough, good, awesome: Thinking about what I want to get to

You don’t have to be awesome in everything. I’m not even sure you can. Time spent one thing is time not spent doing everything else.

I like deliberately deciding that I’m going to be okay but not stellar in a particular field. Then I don’t beat myself up about the gap between what I can see and what I can do.

2014-02-27 Art #goals #drawing

2014-02-27 Art #goals #drawing

Drawing / Art
Goal: Good enough
Currently: Mediocre / good enough

I don’t need to draw realistic, impressive drawings. In fact, simplicity helps me make things less intimidating. As I tell people, I want to draw just good enough so that people think, “Hah! I can do better than this!”

Some ways I can improve are:

  • Practise lettering and playing with letter forms
  • Get better at showing visual hierarchy through space, size, weight, and decorations
  • Practise drawing everyday objects
2014-02-27 Automation #goals #automation

2014-02-27 Automation #goals #automation

Automation
Goal: Awesome
Currently: Good enough; better than people around me

Life is too short to waste time on boring, repetitive actions. Besides, it’s fun turning a task into a program or process. If I can’t eliminate time-consuming tasks, I may as well figure out how to automate them.

Some ways I can improve are:

  • Really dig into AutoHotkey and other tools
  • Learn more about Python for scripting
  • Explore Ruby gems for dealing with various APIs
  • Look into using Selenium to automate more browser actions
2014-02-27 Delegation #goals #delegation

2014-02-27 Delegation #goals #delegation

Delegation 
Goal: Awesome
Currently: Good enough; better than people around me

I also want to get really good at working with other people to make stuff happen. I think this involves having a great process library, building a team, breaking through my hang-ups and excuses, and setting up systems that require less attention. I’m particularly curious about using delegation to improve my skills by exposing and experimenting with differences.

2014-02-27 Design #goals #design

2014-02-27 Design #goals #design

Design
Goal: Good
Currently: Mediocre / good enough

I don’t want to be awesome at design, but being good at it would be nice. I want people to feel like I’ve thought about them and taken their needs or interests into account. I want people to feel at home here.

There are lots of things I can experiment with in terms of improving my blog, so that’s one way I can learn more about design.

2014-02-27 Development #goals #coding

2014-02-27 Development #goals #coding

Development
Goal: Good
Currently: Good enough; possibly falling behind to mediocre

I probably won’t be one of those rockstar build-worldchanging-framework-from-scratch developers, but good development skills can save me a lot of time and frustration. I like making tools, and I want to get better at that. Being more organized and professional about development will also pay off.

Ways to improve:

  • Do more documentation and testing.
  • Learn new frameworks or go deeper into the ones I know.
2014-02-27 Learning from people #goals #my-learning

2014-02-27 Learning from people #goals #my-learning

Learning from people
Goal: Good / Awesome
Hmm. Actually, I might downgrade this to “Goal: Good enough”…
Currently: Mediocre

If I want to learn more than I can fit into my own lifetime, I’ve got to learn from other people. Besides, other people know lots of interesting things, but they struggle to share those things with other people. Since I’m comfortable with writing, trying ideas out, and now podcasting, maybe I can help people get good ideas out into a form other people can learn from.

2014-02-27 Writing #goals #writing

2014-02-27 Writing #goals #writing

Writing
Goal: Awesome
Currently: Good enough

I want to help people learn faster and do more effective stuff. Writing is a good time-saver. If I get the hang of organizing and editing my writing, people can learn without wading through all the text.

Test-driven learning

Mel Chua wrote a blog post about test-driven learning. When you’re learning on your own, you don’t have final exams to study for or a project that you need to submit, but it can be useful to think about objective criteria to show that you’ve learned something. Before you begin, figure out what success looks like. Define it so that it’s precise and objective. It has to be clear to you and other people when you’ve passed the test you’ve set for yourself. That way, you have a specific goal to reach for, and you know when you’ve accomplished it.

If you’re looking for ideas for tests, you might want to check out Bloom’s taxonomy, which gives you different verbs that demonstrate different levels of understanding. For example, you might start off by checking if you simply remember the concepts by being able to list them. The next level above that is demonstrating understanding, and after that, applying it to your own life. With more experience, you can analyze concepts, evaluate approaches, or create new things.

2014-02-12 Test-driven learning

2014-02-12 Test-driven learning

Inspired by Mel’s example, I’ve been thinking about how I can apply test-driven learning to the things that I’m currently focusing on.

For delegation, I can see the progress I’m making towards fully delegating my podcast production process. I’m looking forward to integrating delegation into how I create content, and how I work on tech. I think it’ll be interesting to get the point where I’m coaching other people on delegation, or when I’ve packaged guides and courses on how to do it more effectively. So, objective criteria might be:

  • I’ve successfully delegated “Post show notes” three times.
  • I’ve successfully delegated research, rewriting, and harvesting, each at least three times.
  • I’ve created courses on delegation for self-directed learners, bloggers, podcasters, sketchnoters, or other content creators. (Ideally, other people will have tried this!)

In terms of asking people and learning from them, I think a key step would be being able to list the current areas of focus that I have and the questions that I’m exploring. I’m getting pretty good at reaching out to people based on their Twitter updates or other incidental connections, and a step beyond that would be to make sure that these conversations are followed up with blog posts that explore the ideas in more detail. This is also related to my focus on learning how to connect with people. One thing that can help me connect with people more effectively is to organize people by topic. That way, I can focus on specific groups of people instead of letting my stream be overwhelmed by people who use social media for promotion. In particular, I’m curious about the idea of building relationships with confederates, learning more about what they are actively learning about and sharing whatever resources and ideas that I come across.

  • I’ve organized my Twitter into lists by subject. I regularly review each list for focused updates (one list per day), and I add people based on searches.
  • I’ve posted a question to my mailing list segment of people who are interested in the questions I’m learning about. (Start small!)
  • I have a dashboard showing me my conversations and ideas to follow up on, and I have turned several of those ideas into blog posts.

Packaging is straightforward to measure. I’ve published two free or pay-what-you-want resources in the past two weeks, and it will be interesting to see if I can sustain that rate until I get to 12 of them published. I’m also curious about creating courses that will allow people to track their progress, because I think will make that a lot more manageable for people to learn. Although these things are intrinsically useful and interesting, I also want to invest time in building an audience and reaching out to more people who can find these resources helpful.

  • I’ve created 12 free or pay-what-you-want resources, and I have a resources page that lets people find stuff they’re interested in.
  • I’ve tried out a course or membership plugin on my site, and I’ve converted at least one of the resources to a course.
  • I have a plan for outreach, and I work on it regularly.

Animation is similarly easy to measure. I created a number of short videos explaining things before, so all I have to do is make that a regular practice. Again, a target of 12 short videos seems like a good number.

  • I’ve illustrated a course with short animations.

In terms of business, it’ll be exciting to see where my third fiscal year takes me. It looks like I’ll continue consulting for the next year, so my assessment for myself might include maintaining profitability even with my increased delegation and re-investment, and developing systems around creating and sharing content.

  • I file my next corporate tax return with all my is dotted and all my ts crossed.
  • I’ve posted my analysis and lessons learned about delegation and reinvestment, and my plans for next year.

I’ve written about this before, and every time I do, I learn something new. Other things I’ve learned about testing what you’re learning: sharing is an excellent way to test what you know, projects help you review what you’re learning, and breaking new topics down into small steps makes spiral learning more manageable.

How are you going to test what you’re learning?

Focus and fluency: learning when you’re a fox

One of the things that Ramon Williamson shared in our podcast on Helpers Help Out Episode 8:  The Art of Copywriting for Google Helpouts is picking the one thing you’re going to be known for and focusing on it. It makes sense that he emphasizes it so much, since another thing he likes saying is that your mess is your message, and focus is one of the things he’s been working on.

It reminds me of the saying about the fox and the hedgehog: The fox knows many things, but the hedgehog knows one big thing (Archilocus). It turns out that Isaiah Berlin wrote an essay called The Hedgehog and the Fox about how Tolstoy was more of a fox but really, really thought that he should be a hedgehog, and how messed up that was. I’m basing this on Wikipedia’s summary–it’s on the Internet, so it must be true–since I’m still waiting for the library copy to arrive. It sounds fascinating.

2014-02-08 The fox and the hedgehog
2014-02-08 The fox and the hedgehog

Anyway. We are mostly told that we should be hedgehogs. Focus. Pick a niche. That’s the only way you’re going to be great.

Of course, I can totally hand-wave and say that Improvement is the key organizing principle unifying all the things I’m interested in. Learning is improving the way you improve. Coding is simply an idea frozen in a form the computer can understand. Delegation is about improving processes. Writing and drawing is about helping others improve. Rationality is about improving decision-making. But being interested in improvement is like saying you’re creative or motivated–so generic that it doesn’t say anything. I might as well ‘fess up to the fact that sometimes I’m curious just because I am.

I am a fox. I have many interests. I am getting better at making the most of my foxiness. I resonate with books like Refuse to Choose and Body of Work, and with this quote from an awesome polymath:

I live on Earth at present, and I don’t know what I am. I know that I am not a category. I am not a thing—a noun. I seem to be a verb, an evolutionary process—an integral function of the universe.

Buckminister Fuller, I Seem to Be a Verb

If you are also a fox, a wide-ranging learner, maybe we can swap strategies and tips. For example, it helps that my interests tend to build on each other. (I’d use the word “synergistically”, but that’s so 1980s.) Taking notes helps me pick things up again, and it also lets me share along the way. Systems help me keep things going even when my attention is elsewhere. Self-acceptance makes a big difference – when you’re not fighting yourself, you have more energy for going forward.

My learning tends to be shaped by a strategy of picking low-hanging fruit. Things that require low effort/risk and give high rewards are easy choices. Do them first. For the next step, I like focusing on things that require low effort/risk (even if they give low rewards) over things that require more effort/risk with the promise of more rewards. I think it’s because the accumulation of these baby steps often brings you surprisingly close to where you want to go, making things that were previously difficult much more doable. Knowing this inclination, I break high effort, high reward tasks down into things that take less effort.

2014-02-07 Low-hanging fruit
2014-02-07 Low-hanging fruit

One of the interesting and challenging things about learning like a fox is that you’re a beginner over and over again. It can feel a little discouraging to struggle with learning something new while hedgehogs around you are comfortably settled in their expertise. It’s worth it, though. I love that moment when things start to snap together, when your knowledge starts to mesh, and then you can take advantage of more and more connections and then what you’re learning becomes part of the way you think. You become fluent. Maybe not Pulitzer-prize-winning fluent, but “I can say what I mean” fluent, which feels awesome.

This journey never ends, actually, since there’s always more to learn, always another plateau of mediocrity to get through. But it’s still so much fun. I’m working on getting even better at being a beginner so that I can get to that fluency faster. So that’s part of the reason I learn like a fox: I like the challenge of a new topic, and I love the ways ideas connect with previous knowledge.

2014-02-08 Learning and fluency

2014-02-08 Learning and fluency

What are the things I’m relatively fluent in, and what am I working on building fluency in these days? It’s good to celebrate how how far you’ve come, and it helps to be aware of what you want to learn so that you can deliberately learn. Hedgehog-me would probably have focused on programming, but fox-me has picked up lots of other interesting things, and I don’t mind the trade-offs. In my teens, I used to feel insecure about not being a Super Awesome Geek (e.g. Linux kernel hacker or Emacs core contributor), but actually, adding writing and drawing and tracking worked out really well, and the things I’m learning now will add even more to this life.

So I’m working on learning delegation, packaging, asking, connecting, animation, business… Lots of things to learn, and there’s even more beyond those topics. Can’t wait to see what it might be like with enough fluency in these topics to see how things fit together and to just do things. =)

2014-02-08 What could that fluency look like

2014-02-08 What could that fluency look like

What are you building fluency in?

More tips for self-directed learning: deliberate practice

Learning on your own can be really hard. Once you get past the basics, there aren’t that many books or courses about what you’re interested in. It makes sense. It takes effort to make a book or course, and authors and teachers tend to prefer larger markets. As you gain experience, you need more specialized knowledge, and it can be hard to find existing packaged information or people who can give you good feedback. People around you might not know what you’re talking about, and you might not be able to find mentors in the same city. Even figuring out what you want to learn and in what order can be challenging, especially if you’re learning about the intersections of topics instead of just one topic. Here are some tips I’ve picked up for learning on your own:

Look for inspiration. Find people who are doing what you want to be doing. Ask yourself: What do you like about their work? What do they do differently? How can you learn from them? They might never write a book or teach a course–they might not even recognize that what they do is worth teaching others–but you can still learn from their example. You can learn by watching them, and you can even reach out and talk to them.

Review your work. Try to find examples where you’ve already done what you want to do, even if it was by accident. Ask yourself: What did you do well? What did you like about it? What was different? What can you improve on next time? Look for ways to deliberately practise the skills you want to develop.

Make your own maps. If you’re learning about something that doesn’t have a clear outline or curriculum, it’s easy to feel scattered and discouraged. Make your own map. List your questions, and keep track of your progress as you answer them. Figure out what the next steps are. You might be able to ask mentors to help you make a better map. Mentors can tell you if there are easier ways to learn something, or if there are related topics that you would find useful. Make your own curriculum so that you don’t feel lost.

2014-02-02 Learning on your own

2014-02-02 Learning on your own

If you’re learning about things on your own, you’ll probably need to come up with your own ways to practise what you’re learning so that it becomes part of the way you work. Instead of being intimidated by the size of what you want to learn, break it down into smaller skills that you can practise. Look for ways that you or other people have done it well, and plan your own exercises so that you can learn how to do well consistently. Deliberate practice is the key towards building confidence and skill. Think about how you can practise that skill in a way that gives you quick feedback on whether you’re doing it right or wrong. You might be able to check your work on your own, or this might be something a coach or mentor can help you with. Keep track of how you do on these exercises – it’s great to feel your progress.

If you’re having a hard time with the exercise you’ve come up with, break it down into smaller pieces and try working more slowly. Improve your accuracy and consistency before you improve your speed. If you find the exercise too easy, take the next step. Think about the results you’re getting and adjust the way you practice. Good luck!

2014-02-04 How to create your own exercises for deliberate practice during self-directed learning

2014-02-04 How to create your own exercises for deliberate practice during self-directed learning