Design Successful Learning

3. CONCEPT     The Experiential Listening Space

, The Experiential Listening Space, Lateral Communications
, The Experiential Listening Space, Lateral Communications

Practical Considerations:  THE STUDENT EXPERIENCE

, The Experiential Listening Space, Lateral Communications

• Am I interested in this (input)?

• Does this (topic) relate to what I already know and have a stake in?  (Is it “authentic” for me?)

• Do I want to engage with this (content)?

• Do I want to interact with (my fellow students)?

• Is there something engaging for me to do?

• Is there a “shortcut” for me to achieve my goal? (Do I know a way to get to the outcome faster/easier)? 

• Is there an external reward?  (extrinsic:  Do I “win” something?) 

• Is there an internal  reward?  ( intrinsic: Does learning (the content) help me?)

• Will I receive helpful feedback about my efforts?

UPTAKE: All of this represents a mindset of considering the listener experience as central to the communication process.

Listening Experience:  

  • TPR 3X2 grid
  • interview 
, The Experiential Listening Space, Lateral Communications

This is a model I’ve been developing for a while, based on concepts of linguistics and pragmatics:  I see the listener as central in the communication process, whether live or remote,  “completing” the communication.  

In this sense, I see the listener as occupying an “experiential space”, engaging in three relative actions:  comprehending, interpreting, and interacting. (Of course, as soon as the listener enacts the “respond” mode, they are becoming “speakers” and their interlocutors are becoming listeners, so this is a fluid process.)

Comprehending consists of 5 overlapping cognitive processes:

• Decoding the sound and other sensory signals that are coming in

• Identifying words and syntactic structures to stabilize the input  

• Inferring the sense of any ambiguous or un-decoded structures (and there are a lot!)

• Organizing the incoming input with  prior knowledge to create larger structures

• Encoding the new “information package” to LTM so that it can be retrieved later

Similarly, Interpreting consists of 5 interrelated cognitive processes: 

• Building an internal “representation” that coheres the input

• Reflecting on the meaning of your representation

• Considering why any new information is relevant/why the speaker is telling you this

• Judging the validity of the input  

• Framing the event in a larger context  

And, Interacting consists of 5 related socio-cognitive processes

• Showing your speaker that you are connected to their intention to communicate

 Monitoring your emotions and feeling of responsiveness 

• Protecting the relationship with the speaker as you speak (politeness, deference…)

• Confirming-Clarifying any ambiguous or missing information/intentions 

• Responding to the speaker