Learning and the Brain in the News
This course puts us right on target with current events of learning and the brain. Dr.Coch has been awarded the third annual prize for transforming education through neuroscience. On November 20th, 2011 this Associate Professor and chair of the Department of Education at Dartmouth College has made members of the education arena proud by making a meaningful connection between education psychology and neuroscience in her research. Kurt Fischer, the director of the Mind, Brain and education program at Harvard Graduate School of Education has commended Dr. Coch for contributing to ground breaking research to illuminate the development of reading and literacy.
This is a must-read article for all educators who are constantly challenged to create instructions for assisting learners with reading difficulties. Several professors have joined in to congratulate Dr. Coch for her outstanding contributions to this emerging field of mind, brain and education during both her research and teaching experiences. Future Instructional Designers must embrace this type of progress for her research can help us to apply her findings of hard science such as EMRI’s, to the improvement of classroom teaching and learning. To find out more about this historic progress in education go to http://learningandthebrain.com/
The Information Processing Approach to Cognition
The Learning process is a complex process the task of translating learning theory into practical applications poses great challenges for instructional designers. An overview of the cognitive system from Education Psychology Interactive (Huitt, W., 2003) with focus of information storage and retrieval declares the “stage theory” as the most widely accepted theory which has been presented in a model.
Three cognitive psychology models, namely, the stage theory, levels-of-processing theory, parallel distributing processing and connectionistic are presented with a description of how information is stored in the brain. This article provides an illustration of the Stage model of information processing which is quite explicit. A short glossary of terms will facilitate better understanding of new concepts that relate to long term memory. Finally Gagne’s nine steps of Events of Instruction are presented with strategies for using the information processing approach in the classroom. I would suggest that we all print a copy for further reference. Learn more from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html .
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