Week 2 Blog Post: The Brain and Learning

Brain-Based Learning

This past week I learned about the brain’s relationship to learning.  It is interesting to learn there are “actual connections that the brain has with learning (Connell, 2009, p. 28).  As I read Connell’s article, I learned about the theory of multiple intelligence, which gained so much popularity it led to a relatively new field called brain-based learning (BBL).  The BBL field attempts to take brain-based research from the fields of neurology, biology, psychology, physicians and education to and apply the research gathered into teaching and learning from preschool through adulthood (pre-K to 16+).  BBL is “viewed as techniques gleaned from research in neurology and cognitive science used to enhance teacher instruction” (Connell, 2009, p. 29).

Most interesting to me was learning the principles of BBL.  Connell (2009) included a brief synopsis of the principles, which are:

1. The brain is a parallel processor.
2. Learning engages the entire physiology.
3. The search for meaning is innate.
4. The search for meaning occurs through patterning.
5. Emotions are critical to patterning.
6. The brain processes parts and wholes simultaneously.
7. Learning involves both focused and peripheral perception.
8. Learning always involves conscious and unconscious processes
9. We have at least two different types of memory:  spatial (autobiographical) and rote learning (taxon memory).
10. Learning is developmental.
11. Learning is enhanced by challenge and inhibited by threat.  (Connell, 2009, p. 30)

Reference

Connell, J. (2009). The global aspects of brain-based learning. Educational Horizons, 88(1), 28-39.

The Brain and Web-based Learning Environments

Ozcelik and Yildirim (2005) published an interesting case study concerning factors influencing the use of cognitive tools in web-based learning environments.  Web-based learning environments can place a high demand on the human cognitive system which can cause learner disorientation and cognitive overload if the web-learning environment is not carefully constructed.  The study was small, consisting of 31 learners who took a web-based course. 

Key theories explained in this paper included cognitive load theory, mental model theory, and information processing theory.  For each theory, the researchers provided implications for ID. 

The researchers outlined four factors that influenced the learners' use of cognitive tools in web-based learning:

1. Course:  consider the complexity of the conent and criteria evaluation
2. Tools:  orientation to learning environment and usability within the web-based environment
3. Learning Environment:  cost, security and nature of the medium factors
4. Learner:  learning stratetiges, prior knowledge, learning preferences, limited memory capacity, time constraints

I found this article to be very helpful to understanding each theory. I will refer to this information in the future as I embark on creating online instruction.

References

Ozcelik, E., & Yildirim, S. (2005). Factors influencing the use of cognitive tools in web-based learning environments: A case study. Quarterly Review Of Distance Education, 6(4), 295-307.

Welcome!

This blog is a starting point of a collection of blog links to instructional design blogs and resources for instructional design.  It is created as part of a learning assignment for earning my certificate in instructional design.


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