Trey Martindale University of Memphis

1. What we know about learning 2. Twelve principles about learning and learners 3. Implications for instructional design and technology

Caine, R.N., & Caine, G. (1997). Education on the Edge of Possibility. Alexandria, VA: ASCD. Bransford, Brown & Cocking (Eds.), How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. McCombs & Whisler, (1997). The Learner- Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. San Francisco: Jossey-Bass Publishers

1. The brain is a complex adaptive system. 2. The brain is a social brain. 3. The search for meaning is innate. 4. The search for meaning occurs through “patterning”. 5. Emotions are critical to patterning. 6. Every brain simultaneously perceives and creates parts and wholes.

7. Learning involves both focused attention and peripheral perception. 8. Learning always involves conscious and unconscious processes. 9. We have at least two ways of organizing memory 10. Learning is developmental. 11. Complex learning is enhanced by challenge and inhibited by threat. 12. Every brain is uniquely organized.

Metacognitive Factors Developmental Factors Personal and Social Factors Individual Differences

Reigeluth & Joseph (2002). Beyond technology integration: The case for technology transformation. Educational Technology, 42 (4), 9-13.

Implications for instructional design and technology

The need for (and description of) learner- centered methods: Self-directed learning Project-based activities Collaborative activities to accomplish higher-level learning. Mastery learning Customized rather than standardized

Tools and Processes: Tracking what you have learned What to learn next Helping to learn it Assessing learning Collating all these tools

How is learner-centered instruction as described different from the current state of affairs? Brainstorm about the kinds of either tools or design processes needed for learner-centered instruction? Questions