Mind and Brain
Is Learning a biological or environmental function?
Which side do you choose in the “nature vs. nurture” debate?
Cognitive scientists who view the brain in action using non-invasive imaging technologies present strong evidence that we are born with about 33% of the wiring we need to learn. The remaining connections form throughout our lives as we interact with our environments.
The act of learning stimulates synapse’s growth and reorganizes neural connections; the act of learning manifests physical changes in the brain. Synapse grow in locations corresponding to the region of the brain activated by the learning. The brain compensates for injury or disability by reorganizing information and strengthening the neural structure for learning. For example, the brain of an individual who loses sight in one eye will produce new synapse in the area of the functioning eye.
Experts vs. Novices
Experts possess the seamless ability to coordinate perception, cognition, and discrimination of information.
“What’s the big idea?” Experts ask themselves this question when presented with a problem. Novices tend to approach problems with a narrower view because they haven’t yet acquired sufficient cognitive structures and/or the metacognitive ability to apply specific knowledge. Understanding the difference between the expert and novice approach to problem solving aids instructional designers in their efforts to promote a deep understanding in their target audience.
Six principles of expert’s knowledge are identified by the authors:
- Patterns: Experts notice them. Novices often fail to do so.
- Content Knowledge: Experts have a large set of schema. Novice’s are underdeveloped.
- Discrimination: Experts apply knowledge based on the conditions surrounding the problem. Novices rely on one method to solve a problem.
- Fluid Retrieval: Experts efficiently retrieve relevant information. Novices tax their working memory by retrieving excessive or irrelevant information.
- Instructional: Possessing an expert level of knowledge and pedagogical content knowledge is a requisite characteristic of an instructor.
- Agility: Experts approach new situations with flexibility. Novices apply rigid problem-solving strategies.
Learning and Transfer
Anyone who is familiar with Merrill’s First Principles will recognize common threads in the author’s discussion of developing “flexible adaptation to new problems or settings” (Bransford et. al, 2000). The authors convey familiar themes in learning theories such as centering the problem in a real-world context, activating prior knowledge, guiding practice, and providing feedback.
Synthesis of Learning Theories, M. David Merrill
Transfer is enhanced when cognitive connections are developed between new and existing schema. Existing knowledge may hinder transfer if the instructor does not model her thinking processes and address cultural nuances which connect new learning to current understanding. Incorporating metacognitive development strategies into design allows students figure out how to acquire contextual knowledge.
Brain-based Instructional Design
The union of science and ISD allows professonals to know their target audience inside and out, thus increasing the likelihood of successful instructional events.
Click the image to learn more about brain-based learning.
Reference:
Bransford, J.D., Brown, A.L., Cocking, R.R., Donovan, & Pellegrino, J.W., (2000). How People Learn: Brain, Mind, Experience, and School. Washington, D.C.: National Academy Press.
