Brain-BasedLearningTheoryAnOnlineCourseDesignModel

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,March 30, 2007,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,March 30, 2007,*,Brain-Based Learning Theory: An Online Course Design Model,Virginia Educational Research Association (VERA) 9/14/2007,Presenters:,Steve W. Deckard (Dissertation Chair, DLP Professor),John J. Pantana (DLP Professor),Developer and writer of dissertation -,Abreena W. Tompkins (Model Designer, DLP Instructor),Outline,Part One: Research Methodology Dr. Deckard,Part Two: Presentation of the Model IGNITE,Dr. Deckard & Dr. Pantana,Part Three: Implementation of the Model,Dr. Pantana,Part One: Research MethodologyDr. Deckard,Qualitative inquiry,Review of Literature,Brain-based theory,Online Course Design (Higher Ed),Course Management Systems,Qualitative Review of Literature,Teaching Courses Online: A Review of the Literature,Review of Educational Research, AERA, Spring 2006,76 studies reviewed on teaching online courses and concluded there is no comprehensive theory or model that informed the studies.,Brain-based Learning Theory,Educators/neuroscientists colloborative research,AERA SIG Neuroscience/Educators,Interdisciplinary cognitive sciences, neurosciences, educational psychology, sociology, philosophy, technology, etc.,Framework for teaching & learning,12 principles of brain/mind learning,Caine & Caine Learning Institute,m,Brain-Based Learning Theory,Instructional strategies designed for,compatibility with the brains propensities:,seeking,processing,organizing information,12 Principlesof Brain-based Learning,All learning engages entire physiology,The brain/mind is social,The search for meaning is innate,The search for meaning occurs through patterning,Emotions are critical to patterning,The brain/mind processes parts and whole simultaneously,Learning involves both attention and peripheral perception,Learning is both conscious & unconscious,Two approaches to memory (rote & spatial/contextual/ dynamic memory system),Learning is developmental,Each brain is uniquely organized,Complex learning is enhanced by challenge & inhibited by threat associated with helplessness & fatigue,Higher Education Online Courses,Learning Theory (Our choice Brain-based),Course Design,Course Management System,There is no integration of the three,Thus a need for an integrative model that brings the 3 together in a comprehensive way.,Course Management Systems,1. Open-source and Commercial,2. Communication capabilities,3. Content/format/infrastructure/pedagogy,Course Management Systems,Moodle,BlackBoard,Others,Moved from Research to Theory to Application,The need for a model grows out of the ever growing desire for accountability within the realm of distance and online education,The Review of literature lead to the model development,The model is being used in some settings,Part Two:The model:,IGNITE,Learning Theory,An integration of theory, design, and delivery system,Brain-based,Learning Theory,Online Course Design,Course,Management,System,IGNITE,IGNITE,Intervals,: Provide intervals of intense focus,with frequent, brief breaks.,Grouping,: Chunk everything possible in groups of 3-5; utilize repetition with patterning,Novelty,: Use novelty, variety, humor, and frequent design change.,Interconnectedness,: Connect, engage, experience & demonstrate, and revisit.,T,:,Integrate,technology,as appropriate; allow,time,for processing with depth and quality,Environment,: Demonstrate the value of affective milieu in teaching/learning,.,Todays purpose.Design For Student Learning,Learning experience by the online student and the online instructor.,Optimize learning in the,online environment.,Apply to other educational environments.,Instruction by design,Being mindful of how the brain learns,If you teach the same way over and over again, you get the same results over and over again.,The students brains are learning all the time, but what are they learning?,Its time to consider being more than,a lecturer and more of a facilitator.,Bend me, shape me anyway you want me,1. Each unique brain constantly “re-constructs” itself to cope with ongoing changes and to meet ever-changing demands- “plasticity.”,Younger brains have well developed areas of the brain in areas where many educators have little development.,(What you do most is what you do best.),3. Physiological changes occur as result of learning experiences,-,“plasticity.”,Discussion,When theory becomes a framework of thinking within the educators mind, the result is pedagogical.,Brain-Based Learning theory requires that the “conductor” of the orchestra “remix” instruction constantly to create novelty and avoid boredom.,Part Three: Implementation,Blackboard Examples (Course Management Systems),IGNITE,Example of G & I,Grouping,: Chunk everything possible in groups of 3-5; utilize repetition with patterning,Interconnectedness,: Connect, engage, experience & demonstrate, and revisit.,