learning theories

Reflections on “Neuroeducation: 25 findings over 25 years” [Saga Briggs]

On 12/03/2013, in biology, corporate / business world, corporate universities / corporate training, education, elearning, instructional design, learning, learning theories, training / L&D, workplace, by Daniel Christian

Neuroeducation: 25 findings over 25 years — from by Saga Briggs

Excerpt:

It’s been 25 years since the field of neuroeducation first reared its head in academia. Spearheaded in 1988 by the Psychophysiology and Education Special Interest Group, educational neuroscience is now the focus of many research organizations around the world, including the Centre for Educational Neuroscience; the International Mind, Brain, and Education Society; and the Neuroeducational Research Network.

To celebrate the progress of this monumental discipline, we have compiled a list of the 25 most significant findings in neuroscience education over the past 25 years.

1) Brain plasticity.
Perhaps the most encouraging finding in all of neuroscience is that the brain changes constantly as a result of learning, and remains ‘plastic’ throughout life. Studies have shown that learning a skill changes the brain and that these changes revert when practice of the skill ceases. Hence, ‘use it or lose it’ is an important principle for lifelong learning. Maybe more importantly, these developments suggest that students can improve skills in countless areas, regardless of initial ability. Furthermore, research has found an inverse relationship between educational attainment and risk of dementia, which means that keeping the mind active slows cognitive decline and improves cognitive abilities in older adults.

Also see:

From DSC:
I don’t know enough about the brain to say that all of this is accurate. So I defer to the authors and to you all. Please comment on the strengths/weaknesses of these resources below.

Addendum:

Seven trends shaping e-Learning for the future — from astd.org by Carol Leaman
Excerpt:
Developments in brain science and technology are dramatically changing how training is offered.We are on the cusp of a massive shift in the world of e-learning. New scientific research in how we learn combined with technology advances and engagement tools are set to radically transform the corporate learning landscape.

5 ways to reduce cognitive load in eLearning [Guyan]

On 11/08/2013, in corporate universities / corporate training, digital learning, elearning, instructional design, learning theories, memory, online learning, pedagogy, teaching & learning, teaching online, training / L&D, workplace, by Daniel Christian

5 ways to reduce cognitive load in eLearning — from elearningindustry.com by by Matthew Guyan

Excerpt:

Present some information via the visual channel and some via the verbal channel
Break content into smaller segments and allow the learner to control the pace
Remove non-essential content
Words should be placed close as possible to the corresponding graphics
Don’t narrate on-screen text word-for-word

From DSC:
Thanks Matt for a well-written, concise, beneficial posting here. I especially appreciated the quick review of the Cognitive Load Theory (CLT) as well as the 5 suggestions to reduce cognitive load (with the goal being to move content into peoples’ long term memories).

GottaMakeItThoughTheGate

2013 Yearbook: Technology Innovation in Education [Center for Digital Education]

On 11/07/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, active learning, analytics, Artificial Intelligence/Agents/LLMs/and Related, attention, Bring your own device (BYOD), budgets, business side of he, cloud-based computing / apps / other cloud-related, convergence, cost of getting a degree, creativity, Daniel S. Christian, digital learning, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, entrepreneurship, higher education, innovation, interactivity, K-12 related, learning ecosystem, Learning from the Living [Class] Room, learning spaces, learning theories, love of learning, mobile learning, mobile technologies, more voice more choice more control, online learning, smart classrooms, smart/connected TV, social learning / networks, social media, storytelling, strategy, streams of content, student-related, teachers, teaching & learning, technology (general), trends, videoconferencing, vision/possibilities, web-based collaboration, by Daniel Christian

Description:

The Yearbook is a unique publication produced annually by the Center for Digital Education (CDE) that highlights some of the outstanding trends,

people and events over the past year in education technology. The first part of the Yearbook gives readers market awareness by outlining how much money schools spent on education technology, where the funding came from and what technologies have been garnering the most attention.

The second part features 40 education innovators who are using technology to inspire their students, improve learning and better the K-20 education system. We hope that this 2013 Yearbook issue provides inspiration to our readers to continue on their quests towards innovation in education.

From DSC:
My quote in the Center for Digital Education’s 2013 Yearbook reads:

“Educational technologists need to be bold, visionary and creative. They need to be in tune with the needs, missions and visions of their organizations. We have the opportunity — and responsibility — to make lasting and significant contributions within our fields and for the organizations that we work for.”

Mobile education: Lessons from 35 education experts on improving learning with mobile technology [Citrix]

On 11/04/2013, in 21st century, 24x7x365 access, A/V -- audio/visual, attention, blended learning, collaboration, communications, convergence, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital textbooks, digital video, e-books, education, education reform, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, future, game-changing environment, heutagogy, higher education, human-computer interaction (HCI), hybrid learning, ideas, innovation, interactivity, internet, K-12 related, learning, learning ecosystem, Learning from the Living [Class] Room, learning theories, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, online learning, smart classrooms, smart/connected TV, social learning / networks, student-related, technologies for your home, technology (general), telepresence, tools, trends, vendors, web-based collaboration, workplace, by Daniel Christian

Description:

Education is at a tipping point. From the rising cost of a college education and the financial pressures upon local districts and state agencies to fund K-12 schools and programs, to the questions of how to employ mobile technologies and leverage social platforms to support the growing trend toward mobile, collaborative learning models, educators face an almost overwhelming set of challenges. While there are no easy answers to these and other issues, Citrix believes strongly that online learning technologies can help enhance and extend the teaching and learning process and provide greater, more wide-spread access to education to students. We are committed to developing and delivering learning solutions that will meet the evolving needs of teachers and students in this changing landscape. We hope that our sponsorship of this ebook and other projects will help you, the reader, gain a better understanding of the opportunities that online learning technologies provide, increase your mastery of these solutions, and enable you to put them to productive use. We look forward to working with you as we explore new and effective ways to help teachers teach and learners learn.

CaIlin Pitcher
Product Line Director, Collaboration, Citrix

Comments/disclosure from DSC:
I do not work for Citrix — I have been at Calvin College since
March 2007. I was not paid to develop/contribute this piece.

I’d like to thank David Rogelberg for his work on this project.

Five things that Instructional Designers can learn from game designers [Kapp]

On 10/25/2013, in attention, creativity, digital learning, educational games / serious games, elearning, emerging technologies, engagement / engaging students, innovation, instructional design, learning theories, participation, by Daniel Christian

More choice. More control. Tapping into passions/gifts. “How a radical new teaching method could unleash a generation of geniuses” [Davis]

On 10/16/2013, in Daniel S. Christian, engagement / engaging students, experimentation, learning, learning ecosystem, Learning from the Living [Class] Room, learning theories, more voice more choice more control, motivation, participation, passions, by Daniel Christian

How a radical new teaching method could unleash a generation of geniuses — from wired.com by Joshua Davis

Excerpts:

That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.

“But you do have one thing that makes you the equal of any kid in the world,” Juárez Correa said. “Potential.”

He looked around the room. “And from now on,” he told them, “we’re going to use that potential to make you the best students in the world.”

Paloma was silent, waiting to be told what to do. She didn’t realize that over the next nine months, her experience of school would be rewritten, tapping into an array of educational innovations from around the world and vaulting her and some of her classmates to the top of the math and language rankings in Mexico.

“So,” Juárez Correa said, “what do you want to learn?”

…

“The bottom line is, if you’re not the one controlling your learning, you’re not going to learn as well.”

Metacognition and learning: Strategies for Instructional Design [Malamed]

On 10/02/2013, in education, instructional design, K-12 related, learning ecosystem, learning theories, metacognition / metacognitive skills, pedagogy, strategy, teachers, teaching & learning, by Daniel Christian

Metacognition and learning: Strategies for Instructional Design — from guestlessons.com; guest post by Connie Malamed

Excerpt from Metacognitive Strategies section

Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into eLearning courses, social learning experiences, pre- and post-training activities and other formal or informal learning experiences.

Ask questions.
Foster self-reflection.
Encourage self-questioning.
Teach strategies directly.
Promote autonomous learning.
Provide access to mentors.
Solve problems with a team.
Think aloud.
Self-explanation.
Provide opportunities for making errors.

Tagged with: learning theories

50 suggestions for implementing 70-20-10 (2) [Cross]

On 02/14/2013, in corporate / business world, corporate universities / corporate training, learning ecosystem, learning theories, real-world assignments, training / L&D, by Daniel Christian

50 suggestions for implementing 70-20-10 (2) — from Jay Cross

Excerpt:

The 70 percent: learning from experience

People learn by doing. We learn from experience and achieve mastery through practice.

Tagged with: corporate / business world • corporate training / universities • corporate universities / corporate training • failure / learning from failure • learning ecosystem • learning theories • practice • real-world assignments • training

Some great learning spaces from “Classrooms of the Future”

On 02/12/2013, in architecture, Australia, engagement / engaging students, Europe, future, learning ecosystem, learning spaces, learning theories, love of learning, by Daniel Christian

Classrooms of the Future

Excerpt:

This image gallery from Fielding Nair International, a group of architects working in education, shows lots of images from new and innovative schools around the world.

Addendum on 2/13/13, also see:

Colorful & Multifunctional Learning Spaces at The Vittra School, Stockholm — Vitra School Brotorp Rosan Bosch Architects

Vitra School Brotorp Rosan Bosch Architects

Tagged with: architecture • attention • Australia • engagement • engaging students • Europe • future • learning ecosystem • learning spaces • learning theories

What if the hokey-cokey really is what it’s all about? Social networking & psychology of learning [Clark]

On 02/04/2013, in informal learning, instructional design, learning theories, memory, psychology, social learning / networks, UK, by Daniel Christian

What if the hokey-cokey really is what it’s all about? Social networking & psychology of learning — from Donald Clark

Excerpt:

Psychology of learning in 5 words
What makes good learning practice? Well, I always think the psychology of learning can be summed up in three words ‘less is more’. You could add another two ‘…and often’. There’s a number of established and well researched ways to improve memory and therefore learning:

Tagged with: cognitive psychology / computing • informal learning • instructional design • learning theories • memory • psychology • social learning • UK

Mayer & Clark – 10 brilliant design rules for e-learning [Clark]

On 01/22/2013, in design, digital learning, elearning, instructional design, learning theories, multimedia, online learning, pedagogy, personalized/customized learning, UK, by Daniel Christian

Mayer & Clark – 10 brilliant design rules for e-learning — from Donald Clark

Excerpt:

Richard Mayer and Ruth Clark are among the foremost researchers in the empirical testing of media and media mix hypotheses in online learning. Their e-Learning and the Science of Instruction (2003) covers seven design principles; multimedia, contiguity, modality, redundancy, coherence, personalisation, and practice opportunities. Clear explanations are given about the risks of ignoring these principles – with support from worked examples and case study challenges. It should be a compulsory text for online learning designers.

Tagged with: cognitive psychology / computing • design • digital learning • e-learning • instructional design • learning theories • multimedia • online learning • pedagogy • UK

Reflections on Harold Jarche’s solid posting, “Less is more”

On 01/22/2013, in blogs / blogging / vlogging, Daniel S. Christian, informal learning, innovation, learning, learning ecosystem, learning theories, pace of change, productivity / tips and tricks, social learning / networks, social media, staying relevant, training / L&D, by Daniel Christian

Less is more — from Harold Jarche

Excerpts:

If you were to sum up the psychology of learning in three words, it would be ‘less is more’. – Donald Clark

In FrogDesign’s presentation on Design is Hacking How we Learn, slide #27 clearly shows where the emphasis of our learning efforts should be, and where organizations should place the most support and resources: practice.
.

From DSC:
In the corporate world, my thought is to provide the training as to where and how employees can get/stay in the know — especially by encouraging the use and ownership of blogs, social media, and developing/leveraging their personal learning networks. But also to provide the infrastructure and tools — the plumbing if you will — to allow for people to quickly connect with each other and to easily share information with each other (i.e. to develop their own learning ecosystems). Formal classes won’t cut it. As Harold and other members of the Internet Alliance have long been saying, it’s about informal learning. (Speaking of his Internet Alliance colleagues, Charles Jennings recently discussed how the pace of change is affecting the corporate world big time; and, just as in higher ed, being able to adapt is key to staying relevant.)

As a relevant aside…my issue with my Master’s Program in Instructional Design for Online Learning was that there was too much emphasis on theory and not enough emphasis on practice.

Tagged with: best practices/tips • corporate / business world • corporate training / universities • Daniel S. Christian • informal learning • innovation • L&D • learning • learning ecosystem • learning theories • pace of change • practice • social learning • social media • staying relevant • training

Previous Entries Next Entries

Learning Ecosystems

Reflections on “Neuroeducation: 25 findings over 25 years” [Saga Briggs]

5 ways to reduce cognitive load in eLearning [Guyan]

Five things that Instructional Designers can learn from game designers [Kapp]

More choice. More control. Tapping into passions/gifts. “How a radical new teaching method could unleash a generation of geniuses” [Davis]

50 suggestions for implementing 70-20-10 (2) [Cross]

Some great learning spaces from “Classrooms of the Future”

Mayer & Clark – 10 brilliant design rules for e-learning [Clark]

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