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Technology and the brain

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  1. Technology and the brain By: Gamal Kalini UMA

  2. Brainstem (survival ) • Cerebellum ( autonomic nervous system) • Limbic system (emotion) • Cortex ( reason/logic) http://www.youtube.com/watch?v=AjxJabpjDGo

  3. Contiguity Principle • Students learn better when corresponding words and pictures are presented close to each other than far from on the page or screen. • Students learn better when corresponding words and pictures are presented simultaneously rather than consecutively.

  4. Contiguity Principle • When combining words and graphics together in an instructional material, it is important to place the printed words near corresponding graphics. • Connection: learners make connections between graphics and text • Engagement: learners are engaging as a result of active learning • Knowledge construction: learners are constructing their knowledge as a result of being engaged

  5. Constructivism • In the constructivist viewpoint, people build their own knowledge and their own representations of knowledge • Learning does not occur by transmitting information from the textbook to the student’s brain; instead, each student constructs his or her own personal and valid understanding of this information.

  6. Diagram of Cognitive Learning Processes

  7. Learning • Learners have two channels for processing information: visual and auditory • Human memory has limited capacity for processing information • Information from temporary sensory memory enters working memory • Encoding is process of incorporating new knowledge with existing knowledge in long-term memory • Retrieval is process of getting knowledge from long-term memory

  8. Association • Are used to support content • Are used to illustrate facts and concepts • Are used to show relations and construct new knowledge

  9. Research shows: association

  10. Learning styles According to Colin Rose, author of Accelerated learning Action Guide (1995), learning styles are visual (40-65 % of learners) and auditory (about 25-30% of learners) and the least 5 % -15%of all learners seem to be kinesthetic-tactile (Rose, 1995)

  11. Bloom Taxonomy Activities

  12. Refereces: • Clark, R. Mayer, R. (2003). E-Learning and the science of instruction: Proven guidelines forConsumers and designers of multimedia learning . San Francisco: John Wiley & Sons. • Gagne, R. M., Wager, W. W., Golas, K. C., and Keller, J. M. (2005). Principles of Instructional Design. Belmont, CA.: Wadsworth/ Thomson Learning. • Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Education Technology Publications. • http://www.youtube.com/watch?v=AjxJabpjDGo reterieved on may2008