The Brain and Learning, Information Processing Theory

Week 2 Assignment

Explore these links which provide insight into how the brains works in processing information, as well as factors which may hinder the learning process.

1. http://epltt.coe.uga.edu/index.php?title=Information_processing

Authored by Michael Orey from the University of Georgia, this article integrates the computer and the brain.  It provides an overview of information processing, and makes comparisons and contrasts of the brain and the computer. Additionally, it serves as a suitable introductory material for any course related to learning theories.  Furthermore, it provides in-depth information on sensory registers, as well as short-term and long-term memory.

2. http://www.edweek.org/ew/section/infographics/test-your-brain.html

This link serves as a refresher having engaged in studies on the brain and learning.   It is a “true or false” quiz which tests your brain on how it affects learning and instruction, and was taken by myself and some classmates. Created by Paul Howard-Jones from the University of Bristol, the quiz comprises of questions which relate to processing, retaining and retrieving information, hence exercising good testing and evaluation skills.  However, you may find some of the solutions to be opinionated based on your experiences or other research.  For example, there is a question: “emotion hinders reasoning and memory in the brain”, attached to a ‘false’ solution.  The explanation given implies that positive emotion such as excitement makes learning easier , while claiming that negative emotions such as stress can  hinder learning.  I believe that both can hinder learning since excitement can sometimes be distracting.  Think of students who spend too much time partying during exams.  Some of them may be affected in the retrieval of information.

3. http://www.dailymail.co.uk/health/article-47792/How-lack-sleep-affects-brain.html

Lack of sleep can impact how well  our brain functions.  Besides, the state of sleep exists for a reason.  This site generally describes how fatigue can hinder the process of learning, lower IQ, and increase the risk of some diseases and social problems.  In this link, research done by Dr Kwangwook Cho showed that the temporal lobe region of the brain of some flight attendants had shrunk for those with short intervals, as opposed to those with longer intervals. Further tests showed that those whose brains had shrunk had worse memories, and higher levels of the stress hormone cortisol.  As a result, stress may have affected their memory.

References

Anonymous, (n. d).  How lack of sleep affects the brain.  Retrieved January 17, 2014 from Mail Online at http://www.dailymail.co.uk/health/article-47792/How-lack-sleep-affects-brain.html

Hung, C. & Baker, L., (2012). Test your brain. Retrieved from Education Week at http://www.edweek.org/ew/section/infographics/test-your-brain.html January 17, 2014.

Orey, M. (2001). Information Processing.  In M. Orey (Ed.), Emerging perspectiveson learning, teaching, and technology. Retrieved January 18, 2014 from http://epltt.coe.uga.edu/index.phptitle=Information_processing

Scenario-Based Learning

URL: http://www.gc-solutions.net/blog/heres-the-scenario-tenets-for-scenario-based-learning/

The above link on scenario based learning, blogged by my classmate Sara Jennings in the course: Learning Theories and Instruction at the Walden University, stimulated some of my thoughts.  Instructional designers and anyone in the field of education, may consider this site to be an instrumental resource.

Authored by Arunima Majumdar, this link outlines tenets for Scenario-based learning.  Being an e-learning and blogging enthusiast, she expounds on five different ways in which Scenario-based learning is effectively executed.  As an educator or even a student, you may be familiar with questions such as; “why do we need to learn this”, or “where in life am I ever going to use that?”  Furthermore,  you may have worked with qualified people who seem generally challenged in the workplace, or when placed in a specific scenario.  Well, this link suggests ways to answer these questions or curb these occurrences.  Errington (1995) describes Scenario-based learning as “a methodology which aims to promote deep learning and awareness by involving participants in realistic critical incidents, where they are forced to consider a wide-range of factors, make decisions and reflect on the outcomes  and what they have learnt from this”.

The mediums of Scenario-based learning outlined are as follows: through conversations, through popular themes, through timed activities, through feedback and support and through people-centric examples.  Of the five described, I decided to give insight into two of them.  Firstly, conversations afford opportunity for students to openly share their experiences on a particular topic.  As a result, students learn from each other, and improve their verbal communication skills.  Consequently, the instructor may save time in developing certain concepts, having become aware of students previous knowledge.  Majumdar (2013) adds that conversations make learners at ease with the topic and successfully ‘humanizes’ the learning activity.  I clearly remember being in primary school and becoming excited when learning about natural disasters.  We were eager to share vivid descriptions of storms and other disasters which we experienced, or saw on television.  However, in order to maintain focus and achieve objectives, instructors must be careful not to allow students to deviate too much from the lesson.  Sometimes, learners tend be vehement about their thoughts and opinions.  As a result, lessons should be carefully constructed for this strategy to be effective.

The second strategy examined is “through the use of timed activities”.  Students often complain that the time is too limited for an exam or a homework assignment.  This medium may better help students to value time in completing assessments, hence in preparation for the world of work.  Time is of essence in any field of work, in particular in careers like medicine, forensics and even fire-fighting where every second is critical.  The site describes a ‘treasure map’ activity which involves using clues to get to the treasure within an allotted time.  This activity not only helps learners to be alert, but to have fun while doing it.

Generally, the Scenario-Based learning represents a Constructivist’s approach to learning.  Learners do not only transfer their knowledge, but actually live the experiences.  This type of learning provides concrete reasoning for concepts learnt in the classroom.

References

Errington, E. (1995).  What is scenario-based learning?  Retrieved January 19, 2014 fromhttp://www.jcu.edu.au/teaching/scenario/JCU_079355.html

Jennings, S. (2014).  Professional learning communities.  Retrieved January, 12, 2019 from http://instructionxdesign.com/

Majumdar, A. (2013).  Here’s the scenario: Tenets for scenario-based learning.  Retrieved January 12, 2014 fromhttp://www.gc-solutions.net/blog/heres-the-scenario-tenets-for-scenario-based-learning/

Professional Resources on Learning

Week 1 Assignment

The following are suggested resources which seek to broaden our knowledge on the way we learn.

1.  http://www.youtube.com/watch?v=NN2I1pWXjXI

This video provides a brief overview of blogs.  If you are unfamiliar with the term ‘blog’, or have never created one, this video is a suitable guide.  I recommend this since it has been very beneficial to me a beginner.  Moreover, the presentation is student friendly as suggested by its name: Blogs in Plain English.

2. http://en.wordpress.com/tag/instructional-design/

Having received some substantial information about blogs, I proceeded to this website to view a sample.  Moreover this site was ideal since it was created using the same blog site as this one.  The blog also stimulates ideas on customizing and inspiring others using pictures and inspirational quotes.

3.  http://www.internettime.com/blog/archives/001083.html

Being in the field of instructional design requires continuous education on fundamental principles, and keeping abreast with latest advancements.  This site does just that since it focuses not only principles, but provides guidelines which keep your audience interested.  Alot of emphasis is also placed on several design tradeoffs, which are applicable to almost if not every aspect of instructional design.  Some of the basic ones include balance, consistency, sharpness and neutrality among many others.

4. http://www.infed.org/biblio/b-learn.htm

This site focuses on theories which assess both the processes and products of learning.  It makes comparisons and contrasts among four orientations of learning namely behaviorist, cognitivist, humanist and the social/situational orientation to learning.  The site does not solely promote any particular orientation, but constructively critiques each style.  Furthermore, various theories are presented in support of findings.

What is particularly intriguing about this resource is that it provides a comprehensive overview of varied orientations all in one site, with suggested further readings.  This is important because orientations such as a humanist point of view is sometimes overlooked by instructors even like myself.  Whether an individual learns best through behaviorism or cognitivism, the affective domain of their life is still a critical factor.  Physiological needs such as hunger, thirst, sex, sleep, relaxation and bodily integrity must be satisfied before the next level comes into play (Tennant, 1997).  Many of my students hail from impoverished backgrounds and are hence deprived from some of these.

Generally, this site is ideal for a thorough research on the orientations of learning, with links to differentiated opinions on the topic.

References

Common Craft, Inc. (Producer). (2007).  Blogs in Plain English [Video].  Retrieved from,

http://www.class.walden.edu

Cross, J. (2004).  I am designer.  Retrieved http://www.internettime.com/blog/archives/001083.html

Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved January 12, 2014 from http://infed.org/mobi/learning-theory-models-product-and-process/

Food for Thought

“Instructional design is more than just putting information in front of learners” (Kuhlmann, 2008).

Welcome Aboard

Although I have interacted with the online community for quite some time, this is actually my first blog.  The idea was fueled by a course in my Graduate studies at Walden University: Learning Theories and Instruction.  The field of study is Instructional Design and most of the material presented here reflect research, experiences and opinions on how people learn.  Please feel free to ask questions, provide suggestions and offer constructive criticism on anything posted.  Besides “blogging is a conversation, not a code” (Butcher, 2007).

References

Butcher, M. (2007).  Blogging is a conversation not a code.  Retrieved January 11 2014, from http://www.newstatesman.com/blogs/new-media-awards/2007/05/code-blogging-calls-sites