Download An Online Course Design Model Utilizing Brain

Brain-Based Learning Theory: An
Online Course Design Model
Virginia Educational Research Association
(VERA) 9/14/2007
Presenters:
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Steve W. Deckard (Dissertation Chair, DLP Professor)
John J. Pantana (DLP Professor)
Developer and writer of dissertation Abreena W. Tompkins (Model Designer, DLP Instructor)
March 30, 2007
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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
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Part One: Research Methodology
Dr. Deckard
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Qualitative inquiry
Review of Literature
Brain-based theory
Online Course Design (Higher Ed)
Course Management Systems
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Qualitative Review of Literature
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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.
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Brain-based Learning Theory
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Educators/neuroscientists colloborative research
AERA SIG Neuroscience/Educators
Interdisciplinary – cognitive sciences, neurosciences,
educational psychology, sociology, philosophy,
technology, etc.
Framework for teaching & learning
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12 principles of brain/mind learning
Caine & Caine Learning Institute
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Brain-Based
Learning Theory
Instructional strategies designed for
compatibility with the brain’s propensities:
 seeking
 processing
 organizing information
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12 Principles of Brain-based Learning
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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
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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
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Higher Education Online
Courses
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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.
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Course Management Systems
1. Open-source and Commercial
2. Communication capabilities
3. Content/format/infrastructure/pedagogy
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Course Management Systems
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Moodle
BlackBoard
Others
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Moved from Research to Theory to
Application
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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
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Part Two:
The model: IGNITE
Learning
Theory
Brain-based
Learning Theory
Online
Course
Design
March 30, 2007
IGNITE
Course
Management
System
An integration of theory, design, and delivery system
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IGNITE
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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.
T²: Integrate technology as appropriate; allow time for processing
with depth and quality
Environment: Demonstrate the value of affective milieu in
teaching/learning.
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Today’s purpose...
Design For Student Learning
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Learning experience by the online
student and the online instructor.
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Optimize learning in the
online environment.
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Apply to other educational
environments.
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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?
 It’s time to consider being more than
a lecturer and more of a facilitator.
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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.”
2. 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.”
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Discussion
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When theory
becomes a
framework of
thinking within the
educator’s mind,
the result is
pedagogical.
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Brain-Based Learning theory
requires that the “conductor”
of the orchestra “remix”
instruction constantly to create
novelty and avoid boredom.
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Part Three: Implementation
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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.
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