Evaluating and Identifying Online Resources

Eric P. Jensen’s article “A Fresh Look at Brain Based Education” , which can be found at http://www.pdkintl.org/kappan/k_v89/k0802jen.htm, presents a compelling review of more than two decades of debate about the practical usefulness of brain based research in an educational environment. While this week’s ID assignment has been largely about the brain and learning, this article provided some clarity for me on why this has become so important. Originally, at the beginning of this week’s study, I was a naysayer, thinking, “I don’t have to know how a car is constructed in order to drive one.” Similarly, “I don’t’ have to break down the chemical and natural processes of the brain in order to construct a valid learning experience.”


This article argues that, while neuroscience is not exclusively the factor that will make or break a lesson’s construct, it’s certainly a factor, and shouldn’t be ignored. After reading this article’s arguments, I have to agree. Certainly, some of the strategies of application mentioned here, for example, incorporating physical education and music into the environment to strengthen the learning process – even meditation and stress reduction (which I find equally as useful) – not only make logical sense – but scientific sense.

Sometimes things have to be said in a certain way for all the pieces to click into place, right? So for those of you who could use a different presentation to understand the issues related to brain based education, this article is certainly one that I would recommend.

"The Information Approach to Cognition" provides a summary information processing concepts. It reviews the stages of memory, discusses knowledge organization, and concept formation, all concepts that we have just gone over and now know that, by repetition and looking at different representations of the same ideas, we stand a good chance of enhancing our learning potential here.

What I like about this article, too, is how it cleanly ties each principle of the direct instruction model to practical use in the classroom. For example, to gain the student’s attention, the article suggests that the instructor use cues to signal the start of the lesson, and move around the classroom and use voice inflections to get the class engaged. This is very simple and basic information that I find useful as I try to look at how to become a better instructional designer. I can’t move around the classroom, because all of my classes are online; however, I can look at parallel strategies to enhance that online/classroom experience. Nothing new here, but certainly useful all the same.

Source: Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 05-16-2010 from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

User Access: Unlimited!

When we’re looking for a job, most of us make it our business to know what’s going on in the field we’re trying to pursue. We’re up on government laws that impact our business practices and norms. We’re savvy about emerging trends and innovative opportunities. But when we get the job and have been in it for a while, we can allow ourselves to get bogged down with just day to day business… you could even say we get complacent, and we forget about the value we wanted to add to the nature of our business by staying informed. What about the time it takes to do research?


In this day and age, we don’t have to worry about time consuming research – most of the time someone else is already doing it for us. I enjoy reading Making Change, because Cathy Moore offers different ways to look at planning and implementing an instructional project, truly lively ideas for elearning. It’s not extremely technical, but offers a real world perspective about the practice of instructional design – putting it into context. I work with a small business, and I’m relatively new in the field, so this is huge for me in my daily activities. Also, if you go to the site and scroll through the categories, you’ll find some very insightful tips and helpful reading.

Another resource that I adore for now is onlineteachingtips.org. A great number of contributors are linked to this site, with online courses that you can actually go in and view. I could spend a great deal of time here, because my company’s focus is on the adult learner who has little time and often takes our courses outside their normal daily routine. I peruse these sites to look at how some of the big guns are teaching online and delivering nontraditional material. This site doesn’t have live feed, so it doesn’t deliver me updates in real time, but who cares? It’s great to visit it, and I can do it just by clicking the link right here on my blog. (So can you)

Finally, because I work with a company called Parentpoints, and we make it our business to know how parents and educators are communicating or not communicating…and what they’re considering to be priority issues, I have a link to PTA Community. Unlike PTO, which is geared more toward fundraising, PTA focuses on the issues that impact the family and, consequently, children and education.

Five, ten years ago, information would never have been so accessible as it is today. Yes, we have to be careful and decide on the authenticity of some of the information we’re getting, but wasn’t that always the case? (And isn’t Myth Busters, along with countless organizations continually proving that we didn’t do such a good job of that in the past – say, hundreds of years). As a jumping off point, I have to say the information accessibility is phenomenal! So use it!

Wii Came, Wii Played, Wii Learned!

When we first took a look at Wii, my husband and I were skeptical. The Mii characters were childish looking, and we strongly judged the game by its avatars. Further, we were against the concept of our teenage boys becoming addicted to playing games, when they could be learning to design them instead – since they both expressed an interest in game development and design.

We shrugged and bought it anyway, since the family grapevine has labeled us strict and extreme in our parenting. Extreme parenting? Puhleez!

In our Wii exposures, my husband and I both agree that Nintendo has caught onto something. The simulation feels so real, and engaging. Not only that, but the game variations are incredible!

The Wii experience opened my eyes to something I hadn’t thought of before. Simulation, previously relegated to government training agencies and deep pocket companies is now possible for the average Joe. Not only is it possible, it’s happening. Virtual worlds have been around for more than a decade now, and not just for big companies like Google, but for brokerage firms, advertising agencies, car manufacturers! Many companies are establishing a virtual presence and they’re taking advantage of the millions of players who frequent the virtual worlds.

What does this mean for instructional design? Well, it’s a virtual plethora of available opportunities to engage users outside our normal reach. Simulation technology, like the IBM computers of old, is now becoming more readily available to enhance a user’s learning experience.

This appeals to users on all levels, and allows instructional designers the kind of delivery flexibility that is mind-boggling! I for one can't wait to roll up my sleeves and get my hands dirty in this emerging arena.