Group items tagged neuroscience - HGSET561

Neuroscience and Enhanced Learning Report - 1 views

www.futurelab.org.uk/...d-technology-enhanced-learning

neuroscience

shared by William Vitale on 17 Oct 13 - No Cached

William Vitale on 17 Oct 13

Here's a report from FutureLab at the National Foundation for Educational Research. It's a long report but they touch on a number of ways that neuroscience and technology can be integrated, whether it being using fMRI to demonstrate how brain activity levels are heightened when someone is allowed to choose their own avatar in a video game, or creating an app that helps dyslexic children read based on a neuroscience framework.

<div class="cArrow"> </div><div class="cContentInner">Here's a report from FutureLab at the National Foundation for Educational Research. It's a long report but they touch on a number of ways that neuroscience and technology can be integrated, whether it being using fMRI to demonstrate how brain activity levels are heightened when someone is allowed to choose their own avatar in a video game, or creating an app that helps dyslexic children read based on a neuroscience framework.</div>

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Artificial Intelligence | Neuroscience News - 1 views

neurosciencenews.com/...artificial-intelligence-2

AI robot engineering neuralbots artificial intelligence

shared by Jennifer Bartecchi on 06 Oct 12 - No Cached

Jennifer Bartecchi on 06 Oct 12

Neuroscience News brings us a fascinating collection of articles re: artificial intelligence. If you have an hour or three, indulge!

<div class="cArrow"> </div><div class="cContentInner">Neuroscience News brings us a fascinating collection of articles re: artificial intelligence. If you have an hour or three, indulge!</div>

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Neuroscience and the Classroom - 1 views

www.learner.org/...neuroscience

interactive Technology education learning t561 emerging technology

shared by Drew Nelson on 19 Nov 12 - No Cached

Drew Nelson on 19 Nov 12

Interactive insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. By gaining insights into how the brain works-and how students actually learn-teachers will be able to create their own solutions to the classroom challenges they face and improve their practice

<div class="cArrow"> </div><div class="cContentInner">Interactive insights drawn from neuroscience not only provide educators with a scientific basis for understanding some of the best practices in teaching, but also offer a new lens through which to look at the problems teachers grapple with every day. By gaining insights into how the brain works-and how students actually learn-teachers will be able to create their own solutions to the classroom challenges they face and improve their practice</div>

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Brainscape: Learn Faster - Research - 2 views

www.brain-scape.com/...research.html

shared by James Glanville on 22 Sep 11 - No Cached

Confidence-Based Repetition These combined concepts of Repetition, Active Recall, and Metacognition work together to create Brainscape’s unique process of Confidence-Based Repetition (CBR). CBR acts essentially as your personalized knowledge stream, where bite-sized concepts are repeated one after another, in Question/Answer pairs, and then re-entered into the repetition queue in intervals based on your confidence in how well you know them. Low-confidence items (e.g. the 1’s and 2’s) are repeated more often until you upgrade your confidence to higher levels.
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- James Glanville on 22 Sep 11
  
  "Confidence-based repitition" looks like the direct application of current thinking in neuroscience about how we learn. I wonder how well it really works? It's theory based but not truly field tested.....Not quite iterative research-design-field test-tweak loop Dock's Design course prescribes.
  
  <div class="cArrow"> </div><div class="cContentInner">"Confidence-based repitition" looks like the direct application of current thinking in neuroscience about how we learn. I wonder how well it really works? It's theory based but not truly field tested.....Not quite iterative research-design-field test-tweak loop Dock's Design course prescribes.</div>
  
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James Glanville on 22 Sep 11

Interesting startup. Building a learning tool based on the neuroscience concept of "confidence-based repetition."

<div class="cArrow"> </div><div class="cContentInner">Interesting startup. Building a learning tool based on the neuroscience concept of "confidence-based repetition." </div>

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Learning: Engage and Empower | U.S. Department of Education - 4 views

www.ed.gov/...learning-engage-and-empower

shared by James Glanville on 05 Sep 11 - No Cached

more flexible set of "educators," including teachers, parents, experts, and mentors outside the classroom.
- Chris McEnroe on 05 Sep 11
  
  This is an example of the promise of Tech in Teaching. It promotes the Psycho/Social pedogogical reality of the learner's sphere of influences into the vital center of our concept of school. To me, it transforms academic discourse into intentional design. Because school experience is so culturally endemic, this is a change in cultural self-concept.
  
  <div class="cArrow"> </div><div class="cContentInner">This is an example of the promise of Tech in Teaching. It promotes the Psycho/Social pedogogical reality of the learner's sphere of influences into the vital center of our concept of school. To me, it transforms academic discourse into intentional design. Because school experience is so culturally endemic, this is a change in cultural self-concept.</div>
  
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The opportunity to harness this interest and access in the service of learning is huge.
- Chris McEnroe on 08 Sep 11
  
  This sentence makes me think of an explorer who has discovered a vast mineral deposit and is looking for capital investment. To persuade teachers, parents, and school boards the explorer will need to show tangible evidence that ". . . our education system [can leverage] technology to create learning experiences that mirror students' daily lives and the reality of their futures." The sixth grade teacher will need to be able to demonstrate to the parent of a student the tangible benefits of a technology infused paradigm.
  
  <div class="cArrow"> </div><div class="cContentInner">This sentence makes me think of an explorer who has discovered a vast mineral deposit and is looking for capital investment. To persuade teachers, parents, and school boards the explorer will need to show tangible evidence that ". . . our education system [can leverage] technology to create learning experiences that mirror students' daily lives and the reality of their futures." The sixth grade teacher will need to be able to demonstrate to the parent of a student the tangible benefits of a technology infused paradigm.</div>
  
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The challenge for our education system is to leverage technology to create relevant learning experiences that mirror students' daily lives and the reality of their futures.
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...8 more annotations...
large groups, small groups, and activities tailored to individual goals, needs, and interests.
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What's worth knowing and being able to do?
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English language arts, mathematics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
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expert learners
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"digital exclusion"
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- Chris McEnroe on 08 Sep 11
  
  Isn't this just another iteration of the general disparity in all kinds of resource allocation? This could just as well be articulated by debilitating student/teacher rations, or text book availability, or the availability of paper, or breakfast, or heat in the he building?
  
  <div class="cArrow"> </div><div class="cContentInner">Isn't this just another iteration of the general disparity in all kinds of resource allocation? This could just as well be articulated by debilitating student/teacher rations, or text book availability, or the availability of paper, or breakfast, or heat in the he building?</div>
  
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School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated
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Advances in the learning sciences, including cognitive science, neuroscience, education, and social sciences, give us greater understanding of three connected types of human learning—factual knowledge, procedural knowledge, and motivational engagement.
- James Glanville on 09 Sep 11
  
  I'm interested in how our current understanding of how learning works can inform best practices for teaching, curriculum design, and supports for learning afforded by technology.
  
  <div class="cArrow"> </div><div class="cContentInner">I'm interested in how our current understanding of how learning works can inform best practices for teaching, curriculum design, and supports for learning afforded by technology.</div>
  
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- Erin Sisk on 12 Sep 11
  
  I found the neuroscience discussion to be the most interesting part of the Learning section. It seems to me that the 21st century learner needs more emphasis on the "learning how" and the "learning why" and less focus on the "learning that." I think teaching information literacy (as described in the Learning section) is one of the most important kinds of procedural knowledge (learning how) students should master so they can access facts as they need them, and worry less about memorizing them.
  
  <div class="cArrow"> </div><div class="cContentInner">I found the neuroscience discussion to be the most interesting part of the Learning section. It seems to me that the 21st century learner needs more emphasis on the "learning how" and the "learning why" and less focus on the "learning that." I think teaching information literacy (as described in the Learning section) is one of the most important kinds of procedural knowledge (learning how) students should master so they can access facts as they need them, and worry less about memorizing them.</div>
  
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James Glanville on 09 Sep 11

"School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated." I liked the definitions of individualized (pacing), differentiated (learning preferences/methods), and personalized (pacing, preferences, and content/objectives).

<div class="cArrow"> </div><div class="cContentInner">"School of One uses technology to develop a unique learning path for each student and to provide a significant portion of the instruction that is both individualized and differentiated." I liked the definitions of individualized (pacing), differentiated (learning preferences/methods), and personalized (pacing, preferences, and content/objectives).</div>

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Optimizing Young Readers' Brains: Lessons from Neuroscience - 2 views

www.edweek.org/...tln_pillars_youngbrains.html

education learning

shared by Andrea Bush on 27 Nov 12 - No Cached

Andrea Bush on 27 Nov 12

Education Week does a little neuroscience research and gives some take-away advice for classroom practice.

<div class="cArrow"> </div><div class="cContentInner">Education Week does a little neuroscience research and gives some take-away advice for classroom practice.</div>

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You Love Your iPhone. Literally. - NYTimes.com - 1 views

www.nytimes.com/...ove-your-iphone-literally.html

Emerging Technology social t561

shared by James Glanville on 16 Nov 11 - No Cached

James Glanville on 16 Nov 11

This is the link to the NYT article "You Love Your iPhone. Literally" Lindstrom is infamous for his "pseudo-neuroscience" claims.

<div class="cArrow"> </div><div class="cContentInner">This is the link to the NYT article "You Love Your iPhone. Literally" Lindstrom is infamous for his "pseudo-neuroscience" claims.</div>

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[citation needed]» Blog Archive » the New York Times blows it big time on bra... - 0 views

www.talyarkoni.org/...s-it-big-time-on-brain-imaging

educational_technology Emerging Technology social brain

shared by James Glanville on 16 Nov 11 - No Cached

James Glanville on 16 Nov 11

Interesting blog responding to NYT/LIndstrom article "You Love Your iPhone, Literally" which attempts to use Neuroscience to make claims about "addictive dependence on emerging technology objects such as the iPhone. Relevant given next week's Turkle video

<div class="cArrow"> </div><div class="cContentInner">Interesting blog responding to NYT/LIndstrom article "You Love Your iPhone, Literally" which attempts to use Neuroscience to make claims about "addictive dependence on emerging technology objects such as the iPhone. Relevant given next week's Turkle video</div>

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Technology breeds self-absorbed kids | Viewpoints, Outlook | Chron.com - Houston Chron... - 0 views

www.chron.com/...6733329.html

shared by Caroline Hendryx on 22 Nov 09 - Cached

Caroline Hendryx on 22 Nov 09

Neuroscience Professor decries technology for creating "egotistic" users.

<div class="cArrow"> </div><div class="cContentInner">Neuroscience Professor decries technology for creating "egotistic" users.</div>

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Awesome recovery from a stroke - perspective from a brain scientist herself - 0 views

www.ted.com/...owerful_stroke_of_insight.html

neuroscience brain computers thinking feeling human technology

shared by Matthew Ong on 14 Oct 12 - Cached

Matthew Ong on 14 Oct 12

When a brain scientist got a stroke, she got the opportunity to study her own experience. She found this remarkable ability of her mind to enter the conscious and sub-conscious realms, accessing information on different levels all the time. I wonder if artificial intelligence would ever have this ability, to think and feel on their own...

<div class="cArrow"> </div><div class="cContentInner">When a brain scientist got a stroke, she got the opportunity to study her own experience. She found this remarkable ability of her mind to enter the conscious and sub-conscious realms, accessing information on different levels all the time. I wonder if artificial intelligence would ever have this ability, to think and feel on their own...</div>

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Education Week Teacher: Teachers as Brain-Changers: Neuroscience and Learning - 1 views

www.edweek.org/...tln_pillars.html

shared by Kasthuri Gopalaratnam on 22 Dec 11 - No Cached

Kasthuri Gopalaratnam on 22 Dec 11

Not much to do with technology, but an interesting article overall.

<div class="cArrow"> </div><div class="cContentInner">Not much to do with technology, but an interesting article overall.</div>

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Education 3.0: Embracing Technology to 'Jump the Curve' | Innovation Insights | Wired.com - 2 views

www.wired.com/...g-technology-to-jump-the-curve

EdTech education3.0 neuroscience cognition

shared by Marissa M on 28 Sep 13 - No Cached

BBC News - How good software makes us stupid - 1 views

www.bbc.co.uk/...technology-11263559

brain learning software education google neuroscience

shared by Garron Hillaire on 13 Sep 10 - No Cached

"No problem - let me just enter that into my sat-nav…"
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unless drivers pass a formidable test - called "The Knowledge" - they are not allowed to head out onto the roads in one of the iconic vehicles
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"The particular part of our brain that stores mental images of space is actually quite enlarged in London cab drivers," explained Nicholas Carr, author of The Shallows: What the Internet is Doing to Our Brains
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The key to making us concentrate, Mr Carr suggests, is perhaps to make tasks difficult - a theory which flies in the face of software designers the world over who constantly strive to make their programs easier to use than the competition.
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Mr Carr says that this simple experiment could suggest that as computer software becomes easier to use, making complicated tasks easier, we risk losing the ability to properly learn something - in effect "short-circuiting" the brain
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Garron Hillaire on 13 Sep 10

An argument that Good Software design is bad for learning

<div class="cArrow"> </div><div class="cContentInner">An argument that Good Software design is bad for learning</div>

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Cell Bound: Why It Is Hard to Ignore Public Mobile Phone Conversations: Scientific Amer... - 0 views

www.scientificamerican.com/article.cfm

neuroscience sensory integration

shared by Eric Kattwinkel on 23 Sep 10 - No Cached

Eric Kattwinkel on 23 Sep 10

Why is overhearing a "half-alogue" more annoying than overhearing a dialog? Study shows that it's not a question of volume: hearing a half-alogue causes the brain to work harder to make sense of it, hurting our performance other cognitive tasks. Could this phenomenon be exploited in a positive way in a learning environment? (e.g. make use of the brain's natural tendency to work on filling gaps?)

<div class="cArrow"> </div><div class="cContentInner">Why is overhearing a "half-alogue" more annoying than overhearing a dialog? Study shows that it's not a question of volume: hearing a half-alogue causes the brain to work harder to make sense of it, hurting our performance other cognitive tasks. Could this phenomenon be exploited in a positive way in a learning environment? (e.g. make use of the brain's natural tendency to work on filling gaps?)</div>

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TED talk: 7 ways games reward the brain - 1 views

www.ted.com/...ys_games_reward_the_brain.html

gaming neuroscience motivation

shared by Eric Kattwinkel on 02 Nov 10 - No Cached

Eric Kattwinkel on 02 Nov 10

A look at the way games deal with motivation, and lessons for business, education and government. I'd be curious to know how many non-game enthusiasts would be convinced.

<div class="cArrow"> </div><div class="cContentInner">A look at the way games deal with motivation, and lessons for business, education and government. I'd be curious to know how many non-game enthusiasts would be convinced.</div>

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Out of Our Brains - NYTimes.com - 2 views

opinionator.blogs.nytimes.com/...out-of-our-brains

neuroscience learning

shared by Eric Kattwinkel on 13 Dec 10 - No Cached

There is no more reason, from the perspective of evolution or learning, to favor the use of a brain-only cognitive strategy than there is to favor the use of canny (but messy, complex, hard-to-understand) combinations of brain, body and world.
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When information flows, some of the most important unities may emerge in integrated processing regimes that weave together activity in brain, body, and world.
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Eric Kattwinkel on 13 Dec 10

A professor of logic and metaphysics suggests that IPods, BlackBerrys, and laptops can be seen as extensions of our minds -- "bio-external elements in an extended cognitive process."

<div class="cArrow"> </div><div class="cContentInner">A professor of logic and metaphysics suggests that IPods, BlackBerrys, and laptops can be seen as extensions of our minds -- "bio-external elements in an extended cognitive process."</div>

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ViviTouch haptic technology hands-on: electroactive polymer giving a 'high definition f... - 0 views

www.engadget.com/...-on-electroactive-polymer-givi

technology game T561 high-definition feel

shared by Lin Pang on 17 Sep 11 - No Cached

Lin Pang on 17 Sep 11

Mutlisensory presentations are the way to go for future learning and gaming. Neuroscience studies show that increasing senses in learning process helps reinforce memory and improve performance.

<div class="cArrow"> </div><div class="cContentInner">Mutlisensory presentations are the way to go for future learning and gaming. Neuroscience studies show that increasing senses in learning process helps reinforce memory and improve performance.</div>

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Is Google Making Us Stupid? - The Atlantic (July/August 2008) - 0 views

www.theatlantic.com/...google

google neuroscience web 2.0

shared by David Chen on 06 Oct 09 - Cached

David Chen on 06 Oct 09

This is an old article, but I thought quite appropriate given the discussion in class yesterday. This topic continues to fascinate me and I'd love to hear what you guys think about it.

<div class="cArrow"> </div><div class="cContentInner">This is an old article, but I thought quite appropriate given the discussion in class yesterday. This topic continues to fascinate me and I'd love to hear what you guys think about it.</div>

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Does the Brain Like E-Books? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...does-the-brain-like-e-books

digital books reading neuroscience child development ebooks

shared by Nick Siewert on 15 Oct 09 - Cached

Nick Siewert on 15 Oct 09

Discussion on whether digital reading differs neurologically from paper reading.

<div class="cArrow"> </div><div class="cContentInner">Discussion on whether digital reading differs neurologically from paper reading.</div>

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