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Dan Vergano “Trying to learn how learning works” #education #brain #neuroscience

I love that brain research is affirming a progressive socio-constructivist approach. But the findings extend this line of thinking and are critical of some potential myths regarding the permanence of particular LDs.

Amplify’d from www.usatoday.com
Trying to learn how learning works

“New insights from many different fields are converging to create a new science of learning that may transform educational practices,” begins a report led by Andrew Meltzoff of the University of Washington in Seattle. The review in the current Science magazine makes the case for psychologists, neuroscientists, roboticists and teachers combining to quietly create a new field that combines everything from how brains grow to how classrooms work into a new kind of learning research.

A baby wearing an ERP (event-related potential) cap. The cap has sensors that measure changes in the children's brain as they process stimuli.

So, how could that work? Three principles, “across a range of areas and ages” come across in the new learning research:

•Learning is computational.
Learning is social.
•Learning is brain-circuitry driven.Read more at www.usatoday.com
 

Graham Attwell-”Framing curricula for Open Education” - Social #constructivism - #TUpbl

This is a brilliant, theoretically-based analysis of knowledge-building communities and their creation and operation within the context of new technologies and ‘open education’ models. Some of my favourite theorists - Lave & Wenger, Lev Vygotsky, Ivan Illich, George Siemens.

Amplify’d from www.pontydysgu.org

Framing curricula for Open Education

We are being forced to re-examine what constitutes knowledge and are moving from expert developed and sanctioned knowledge to collaborative forms of knowledge construction. Social learning practices are leading to new forms of knowledge discovery. Cormier sees a movement from expert defined curricula to community based curricula but does not elaborate on how this process might happen.

Richard Hill goes on to look at “how to frame a curriculum that enables individuals-in-communities to learn and adapt, to mitigate risks, to prepare for solutions to problems, to respond to risks that are realised, and to recover from dislocations. This demands curricula that may be:

  • authentic and meaningful, framed by decision-making and agency;
  • enquiry-based, in which skills, approaches, decisions and actions are developed and tested in real-world situations that demonstrate complexity and context;
    • Read more at www.pontydysgu.org