Nicoleta Nastase's List: eLearning

• the concept of learning value
• He took the concept of value of information from decision analysis and applied it to learning.
• In decision analysis people calculate the value of having certain information to help with decisions. The same concept can be applied to learning.  When undertaking an activity there is the direct value and the value of the learning derived from the undertaking. This often translates into the amount of uncertainty that can be eliminated by the new knowledge and its effect on actions. Steve noted that learning only has real value if it changes behavior (i.e., decisions).  If people will still do the same thing regardless then nothing is gained.

  • check out: learning theory/development theory

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• The cost of redundant systems is probably outweighs the advantages indicating a need to specialize. But how to specialise? One very simple way to achieve this would be to subtly alter the grey matter/white matter ratios and also the presentation of neurotransmitters. The results we see in the human brain could be a simple consequence of this specialization with the variations in functions tending to happen in the side most suitable for it. I have no evidence to backup this paragraph apart from a bit of (right brain) lateral thinking.
• These can range from an analytical "left brain" approach to "right brain" approaches involving pattern matching and intuitive understanding. These preferences have their roots in our genetic makeup and how it affects our underlying cognitive capabilities.
• Herrmann Brain Dominance Instrument (HBDI)
• • A: Left cerebral hemisphere - analytical
   
  • B: Left limbic system - sequential
   
  • C: Right limbic system - interpersonal
   
  • D: Right cerebral hemisphere - imaginative

• These variations have implications throughout the process of education:

   
   
  • Selection of appropriate courses: both those suited to the learning style of student, but also those aimed at strengthening certain aspects.
   
  • Methods of delivery of material: using techniques which appeal to a range of senses but also with a mix of big picture and detail. Some students may prefer to see the big picture first and then break it down, other may prefer to study the details first working up in a logical manner to more involved material.
   
  • Activities that appeal to and strengthen different styles.
   
  • Assessment methods that reward different styles but which also stimulate different modes of thinking.
• pigeonholing
• Awareness of a students learning styles may help in tailoring a course
• R. J. Morris (2006) Left Brain, Right Brain, Whole Brain? An examination into the theory of brain laterilization, learning styles and the implications for education. PGCE Thesis, Cornwall College St Austell, http://singsurf.org/brain/rightbrain.html

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