{"id":53205,"date":"2016-01-14T11:29:10","date_gmt":"2016-01-14T16:29:10","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=53205"},"modified":"2016-01-14T11:31:30","modified_gmt":"2016-01-14T16:31:30","slug":"brain-based-learning-and-neuroscience-what-the-research-says-thalheimer","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2016\/01\/14\/brain-based-learning-and-neuroscience-what-the-research-says-thalheimer\/","title":{"rendered":"Brain Based Learning and Neuroscience \u2013 What the Research Says! [Thalheimer]"},"content":{"rendered":"

Brain Based Learning and Neuroscience \u2013 What the Research Says!<\/strong><\/a> — from willatworklearning.com by Will Thalheimer, PhD<\/p>\n

Excerpts (emphasis DSC):<\/span><\/em><\/p>\n

The world of learning and development is on the cusp of change. One of the most promising\u2014and prominent\u2014paradigms comes from neuroscience. Go to any conference today in the workplace learning field and there are numerous sessions on neuroscience and brain-based learning. Vendors sing praises to neuroscience. Articles abound. Blog posts proliferate.<\/p>\n

But where are we on the science? Have we gone too far? Is this us, the field of workplace learning, once again speeding headlong into a field of fad and fantasy? Or are we spot-on to see incredible promise in bringing neuroscience wisdom to bear on learning practice? In this article, I will describe where we are with neuroscience and learning\u2014answering that question as it relates to this point in time\u2014in January of 2016.
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\nTaken together, these conclusions are balanced between the promise of neuroscience and the healthy skepticism of scientists. Note however, that when these researchers talk about the benefits of neuroscience for learning, they see neuroscience applications as happening in the future<\/em><\/strong> (perhaps the near future). They do NOT<\/strong> claim that neuroscience has already created a body of knowledge that is applicable to learning and education.
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\nConclusion<\/strong>
\nThe field of workplace learning\u2014and the wider education field\u2014have fallen under the spell of neuroscience (aka brain-science) recommendations. Unfortunately, neuroscience has not yet created a body of proven recommendations.<\/strong> <\/span>While offering great promise for the future, as of this writing\u2014in January 2016\u2014most learning professionals would be better off relying on proven learning recommendations from sources like Brown, Roediger, and McDaniel\u2019s book Make It Stick<\/em>; by Benedict Carey\u2019s book How We Learn<\/em>; and by Julie Dirksen\u2019s book Design for How People Learn<\/em>.<\/p>\n

As learning professionals, we must be more skeptical of neuroscience claims. As research and real-world experience has shown, such claims can persuade us toward ineffective learning designs and unscrupulous vendors and consultants.<\/p>\n

Our trade associations and industry thought leaders need to take a stand as well. Instead of promoting neuroscience claims, they ought to voice a healthy skepticism.<\/p>\n

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Also see:<\/em><\/span><\/p>\n

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