Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science

Explorations in Learning and the Brain: On the Potential of Cognitive Neuroscience for Educational Science Review

The past decade has witnessed efforts on the part of research, education and policy communities to create a dialogue about the potential relationship between cognitive neuroscience and the science and practice of education. The upsurge of interest in neuroscience in general has given rise to increased attention to the role of the brain in learning. However, much of the debate has been dominated by extremes. Explorations in Learning and the Brain takes a different stance in the sense that developments within neuroscience are not the starting point but rather uses major questions dominant in educational research, notably instructional systems design and related fields within the educational sciences, as its basis. The book identifies interfaces between neuro-scientific and educational research, and informs on potentially interesting additions to educational research and viable interdisciplinary ventures.

Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential

Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential Review

Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.

Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies)

Cognitive Load Theory (Explorations in the Learning Sciences, Instructional Systems and Performance Technologies) Review

Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.