울트라 러닝

울트라러닝, 세계 0.1%가 지식을 얻는 비밀 - 짧은 시간에 가장 완벽한 지식을 얻는 9단계 초학습법

• Ultralearning : Master Hard Skills, Outsmart the Competition, and Accelerate Your Career

4/18/2020 ~ 6/20/2020

 

이제 정규 교육과정에서 배운 지식으로 평생직업을 유지하기 어려운 시대로 가고 있다. 특정한 영역의 지식을 습득하기 위한 개인들의 공부전략의 하나라고 하겠다. 처음 책에  흥미를 가졌던 것은 저자가 진행했다는 MIT Challege 때문이었다. 온라인으로 제공되는 노트나 강의 교재를 기반으로 동영상강의를 보면서, 1년동안 4년 과정에 필요한 강의들을 들었다는 것이다. 물론 저자가 대학을 마친 바로 직후 시작했으므로, 대학과정을 1년 더 했다고 하거나, 공부를 계속하던 학생 기간의 연장으로 여길수도 있다. 하지만, 4년 강의 교재들을 1년동안 살펴보기만 해도 힘든데, 그 내용을 나름의 수준으로 이해해서 실제 프로그램 작성까지 했다면 실제 대학에서 진행되는 수업에 다 참여 하지는 않았지만, 교육과정에서 필수적으로 전달하려는 지식의 대부분은 전달 받았다고 생각한다.  책 전반적인 내용이 어렵지는 않다. 하지만, 실제 자기가 직접 실행하려고 한다면, 쉽지는 않을 것이다. 저자가 말하는  Ultralearning 은 학문적인 지식의 연구를 말하는 것이 아니라 실용적인 지식의 습득을 말한다.  즉, 내가 필요한 지식을 효과적이고 효율적으로 습득하기 위한 방법에 대해서 안내한다. 주의사항은 그대로 적용하려고 하지 말고, 자기에게 맞도록 항상 조정해야 한다는 것이다. 또한,  실제로 학습 목표를 가지고 계획할때, 그 준비과정을 전체기간의 10%이상으로 생각하라는 것이다. 즉, 3개월 과정이라면 적어도 1주일에서 2주일은 그 대상에 대해서 가능한 많은 정보를 모아서, 중심이 되는 방향과 일정을 준비해야 한다는 것이다. 이 준비과정을 거치면서, 처음 자기 예상과 충분히 달라질 수 있을 것이고, 목표를 변경하거나 기간을 조정할 수도 있다.  천천히 참고문헌들까지 다시 읽는다면, 못보던 것들을 더 볼 수도 있을 것 같다.

 

pp. XIV

    <How to Be an Expert in a Changing World> http://www.paulgraham.com/ecw.html

 

pp. 3

• The MIT Challenge https://www.scotthyoung.com/blog/myprojects/mit-challenge-2/

pp. 9

• Roger Craig "Jeopardy" App : https://www.triviatriumph.com/

 

pp. 11

• https://en.wikipedia.org/wiki/Spaced_repetition

• https://en.wikipedia.org/wiki/Piotr_Wo%C5%BAniak_(researcher)

• https://en.wikipedia.org/wiki/SuperMemo

• https://www.pnas.org/content/116/10/3988

pp. 15

• https://www.stardewvalley.net/

pp. 21

    <Mastering Linear Algebra in 10 Days: Astounding Experiments in Ultra-Learning>

• https://www.calnewport.com/blog/2012/10/26/mastering-linear-algebra-in-10-days-astounding-experiments-in-ultra-learning/

pp. 25

    ULTRALEARNING: A strategy for acquiring skills and knowledge that is both self-directed and intense.

 

pp. 27

    Average Is Over: Powering America Beyond the Age of the Great Stagnation by Tyler Cowen  (Author)

 

pp.28

    <Rising Wage Inequality: The Role of Composition and Prices> by David H. Autor

    <Skills, education, and the rise of earnings inequality among the “other 99 percent”> by David H. Autor

• https://economics.mit.edu/faculty/dautor/papers/inequality

pp.34

Learning, at its core, is a broadening of horizons, of seeing things that yourself that you didn't know existed. 

 

pp. 47

Principles make sense of the world, and even if they don't always articulate exactly how you should solve a particular challenge, they can provide immense guidance. Ultralearning, in my view, works best when you see it through a simple set of principles, rather than trying to copy and paste exact steps or protocols. 

 

pp. 48

There are nine universal principles that underlie the ultralearning projects described so far. Each embodies a particular aspect of successful learning, and I describe how ultralearners maximize the effectiveness of the principle through the choices they make in their projects. 

1. Metalearning: First Draw a Map

2. Focus: Sharpen Your Knife

3. Directness: Go Straight Ahead

4. Drill: Attack Your Weakest Point

5. Retrieval: Test to Learn

6. Feedback: Don't Dodge the Punches

7. Retention: Don't Fill a Leaky Bucket

8. Intuition: Dig Deep Before Building Up

9. Experimentation: Explore Outside Your Comfort Zone

 

pp. 53

In this case, metalearning means learning about learning.

 

pp. 54

"monolingual fieldwork" - Daniel Everett

• Monolingual fieldwork in and beyond the classroom: the Logooli experience at UCLA by Hannah Sarvasy

• "Monolingual Fieldwork" Demonstration - Daniel Everett

• https://www.reddit.com/r/lectures/comments/6jyo8t/monolingual_fieldwork_demonstration_daniel_everett/

• https://www.cambridge.org/core/books/linguistic-fieldwork/monolingual-field-research/CE3CDD4CDC1E2A95F5A8E7BB172A8CC7

pp. 55

Metalearning thus forms the map, showing you how to get to your destination without getting lost.

 

metalinguistic awareness

• https://en.wikipedia.org/wiki/Metalinguistic_awareness

• Piaget and Metalinguistics: A Developmental Overview.  by Anne Van Kleeck : https://eric.ed.gov/?id=ED181441

• https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00724/full

• https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01953/full

• https://www.readingrockets.org/article/teaching-metalinguistic-awareness-and-reading-comprehension-riddles

• https://www.gemmlearning.com/blog/learning-issues/why-are-metalinguistic-skills-important/

• https://www.alleydog.com/glossary/definition.php?term=Metalinguistic+Awareness

• http://www.speechlanguage-resources.com/metalinguistics.html

• https://www.nspt4kids.com/parenting/what-are-metalinguistic-skills-and-what-do-they-look-like-in-my-child/

• http://www.pearsonclinical.com.au/filemanager/uploads/Webinar%20Files/CELf-5-metalinguistics.pdf

• http://downloads.pearsonclinical.com/videos/110916-CELF5/Developing-Metalinguistic-Awareness-Webinar-Handout-110916.pdf

pp. 58 ~

1. Answering "Why?"

1. Instrumental learning project - for external environment

2. Intrinsic projects - for own sake

2. Answering "What?"

1. Concepts

2. Facts

3. Procedures

3. Answering "How?"

1. Benchmarking

2. Emphasize / Exclude

pp. 64 

• UCSD - Cognitive Science Doctoral programming reading list : http://www.cogsci.ucsd.edu/graduates/phd-program/incoming/reading-list.html

pp. 95

    <The Unschooled Mind: How Children Think and How Schools Should Teach> by Howard Gardner (Author)

• http://www.21learn.org/archive/review-the-unschooled-mind-by-howard-gardner/

pp. 122

    <Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping> by Jeffrey D. Karpicke*, Janell R. Blunt

• https://science.sciencemag.org/content/331/6018/772

pp. 125

    <Memory and metamemory considerations in the training of human beings> Bjork, R. A.

• https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/07/RBjork_1994a.pdf

pp. 138

    <The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.>

• https://psycnet.apa.org/record/1996-02773-003

pp. 146

    <Timing of Feedback and Verbal Learning> by James A. Kulik, Chen-Lin C. Kulik

 

pp. 167

    <An integrated theory for improved skill acquisition and retention in the three stages of learning> by Jong W. Kim, Frank E. Ritter, Richard J. Koubek

 

This difference between knowing how and knowing that may also have different implications for long-term memory. Procedural skills, such as the ever-remembered bicycling, are much less susceptible to being forgotten than knowledge that requires explicit recall to retrieve.

 

pp. 187

Rebecca Lawson calls this the "illusion of explanatory depth." At issue here is the notion that we judge our own learning competency, not directly but through various signals. Assessing whether or not we know a factual matter, such as what is the capital of France, is quite easy - either the word "Paris" comes up in your mind, or it doesn't. Asking whether you understand a concept is a lot harder because you may understand it a little, but not enough for the purposes at hand.

 

pp. 190

Feynman's habit of developing a concrete instance of a problem can be seen as an example of this deeper form of processing, which not only enhances later retention but also fosters an intuitive understanding. This technique also enables some feedback, because when it's not possible to imagine an appropriate example, that's evidence that you don't understand something well enough and would benefit from going back a few steps and learning the material better before continuing. Using feedback-rich processes to test whether or not he knew something was a hallmark of Feynman's learning style.

 

pp. 191

Explaining things clearly and asking "dumb" questions can keep you from fooling yourself into thinking you know something you don't.

 

pp. 192

1. write down the concept or problem you want to understand at the top of a piece of paper.

2. In the space below, explains the idea as if you had to teach it to someone else:

1. If it's a concept, ask yourself how you would convey the idea to someone who has never heard of it before.

2. If it's a problem, explain how to solve it and - crucially - why that solutions procedure makes sense to you.

3. When you get stuck, meaning your understanding fails to provide a clear answer, go back to your book, notes, teacher, or reference material to find the answer.