Brain-Based Learning Theory: An Online Course Design Model Virginia Educational Research Association (VERA) 9/14/2007 Presenters: 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, 20071

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 March 30, 20072

Part One: Research Methodology Dr. Deckard Qualitative inquiry Review of Literature Brain-based theory Online Course Design (Higher Ed) Course Management Systems March 30, 20073

Qualitative Review of Literature Teaching Courses Online: A Review of the Literature, Review of Educational Research, AERA, Spring studies reviewed on teaching online courses and concluded there is no comprehensive theory or model that informed the studies. March 30, 20074

Brain-based Learning Theory Educators/neuroscientists colloborative research AERA SIG Neuroscience/Educators Interdisciplinary – cognitive sciences, neurosciences, educational psychology, sociology, philosophy, technology, etc. Framework for teaching & learning  12 principles of brain/mind learning  Caine & Caine Learning Institute m March 30, 20075

6 Brain-Based Learning Theory Instructional strategies designed for compatibility with the brain’s propensities: seeking processing organizing information

12 Principlesof Brain-based Learning 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 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 March 30,

Higher Education Online Courses 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. March 30, 20078

9 Course Management Systems 1. Open-source and Commercial 2. Communication capabilities 3. Content/format/infrastructure/pedagogy

Course Management Systems Moodle BlackBoard Others March 30,

Moved from Research to Theory to Application 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 March 30,

March 30, Part Two: The model: IGNITE Learning Theory An integration of theory, design, and delivery system Brain-based Learning Theory Online Course Design Course Management System IGNITE

March 30, IGNITE 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.

March 30, Today’s purpose... Design For Student Learning Learning experience by the online student and the online instructor. Optimize learning in the online environment. Apply to other educational environments.

March 30, 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.

March 30, 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.”

March 30, Discussion When theory becomes a framework of thinking within the educator’s mind, the result is pedagogical. Brain-Based Learning theory requires that the “conductor” of the orchestra “remix” instruction constantly to create novelty and avoid boredom.

Part Three: Implementation 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. March 30,