There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.
More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
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The Neuroscience of Learning Design
1. The Neuroscience
of Learning Design
Britt Andreatta, Ph.D.
Director of Learning + Development at lynda.com
Senior Learning Consultant, LinkedIn
2. Roadmap
Potential
Neuroscience of learning
Growth mindset
3 phase model
Designing learning
For copy of full presentation, visit
http://www.slideshare.net/lyndadotcom/the-neuroscience-of-learning-
design
3. Sources
25 years of teaching, training and consulting
Research by: Richard Davidson, Carol Dweck, Benjamin Bloom,
David Kolb, David Rock, Jill Bolte Taylor, Rudolph Tanzi, Daniel
Goleman
Center for Investigating Healthy Minds (Univ of Wisconsin)
Greater Good Science Center (UC Berkeley)
NeuroLeadership Institute
4. How the central nervous system and
peripheral nervous system work
together to create and retain new
knowledge and skills.
Neuroscience of Learning
5. The capacity to become or
develop into something in the
future.
Unrealized ability.
Potential
6. Growth Mindset
leads to a desire to learn, so tends to:
Believe that skills can always
improve with hard work
See effort as a path to mastery
and therefore essential
Embrace challenges and see them
as opportunity to grow
See feedback as useful for
learning and improving
Views setbacks as a wake-up call
to work harder next time
Find lessons and inspiration in
the success of others
As a result, they reach ever-higher levels
of potential and performance.
Fixed Mindset
leads to a desire to look good, so tends to:
Believe that most skills are based on traits that
are fixed and cannot change
See effort as unnecessary; something to
do when you’re not good enough
Avoid challenges because could reveal
lack of skill; tends to give up easily
See feedback as personally threatening to
sense of self and gets defensive
View setbacks as discouraging;
tends to blame others
Feel threatened by the success of others;
may undermine others in effort to look good
As a result, they may plateau early and
achieve less than their full potential.
10. In pairs, take one minute to share
something you want to learn—
e.g., software, money management,
leadership, bake bread, play an
instrument, etc.
Application
14. Accommodating
feel and do
Diverging
feel and watch
Active
Experimentation
Doing
Reflective
Observation
Watching
Concrete
Experience
Feeling
Abstract
Conceptualism
Thinking
Converging
think and do
Assimilating
think and watch
Processing Continuum
ContinuumPerception
Cycle
15. Learn models of change
Use with team/project
Recognize
problem
and adjust
Innovate
variation
for context
Determine ROI
Accommodating
feel and do
Diverging
feel and watch
Active
Experimentation
Doing
Reflective
Observation
Watching
Concrete
Experience
Feeling
Abstract
Conceptualism
Thinking
Converging
think and do
Assimilating
think and watch
Processing Continuum
ContinuumPerception
Cycle
30. Induce Insight
Introduce a range of concepts
Let people learn on their own
Give people time for reflection
31.
32.
33.
34. In pairs, take two minutes to
discuss how you can use the
power of these connections for
what you want to learn.
• Insight
• Social
• Music
Reflection
40. Sharing with others
Light competition
Quiz
Games/playfulness
Humor
The Stars of Learning
Application/reflection
On demand learning
Insight/“aha” moment
Gratitude
Mindfulness
43. Group A
Learned math and
did 10 problems
Group B
Learned math and
did 5 problems
Day 1
Did 5 more
problems
Day 7
Test
1 week
Test
4 weeks
75%
70%
32%
64%
Retrieval
44. Why?
Same day massed 50%
12 hours same day 55%
12 hours overnight 65%
24 hours overnight 75%
45.
46. In pairs, take two minutes to
discuss how you can optimize
what you are learning through:
• positive emotions
• retrieval
• sleep
Reflection
67. further
learning
videos
readings
memory easy change
hard change
org dev
models
change curve
best leader
practicerole plays
case
study
action
plan
to do
to say
change style
reaction
Life Cycle
assessment
adaptability
resilience
mindfulness
resistance
resilience
vulnerability
Greiner Curve
Senge Learning
neuro
science
change
68. Learn more at lynda.com
10,000+ hours of learning!
Instructional Design Essentials Series:
❯ The Neuroscience of Learning with Britt Andreatta
❯ Flipping the Classroom with Aaron Quigley
❯ Models of Instructional Design with Shea Hanson
❯ Needs Analysis with Jeff Toister
Free webinars: www.lynda.com/webinars
Enterprise solutions: sales@lynda.com
70. Upcoming Webinar
Creating a Transformative
Culture of Learning
Britt Andreatta, Ph.D.
Tuesday, June 2, 2015, 11:00am PST
Register at http://www.clomedia.com/events
Building an Engaging Culture Through Management Training
:00
Welcome. Dr. Britt Andreatta, Dir of L+D
Latest research -- top scientists at Harvard, Stanford, Univ of Wisconsin, and New York U
Advances in medical tech
References
:00
:01
:02
A renaissance is occurring -- we are learning more everyday about this body we inhabit and how to maximize its potential
:02
We’re talking about potential
Learning is how we get there.
Learning has to be retained and recalled.
:03-:04
:05
Mindset changes performances
True in performance evals too
Sal Khan, Khan Academy, has amazing stats too
:05
The mantra of the growth mindset.
This prezo will give you tips and strategies.
:06
3 phase model Learn first > recall info > change behavior.
:06-:07
:08
Let’s look at how we learn
:09
Bloom’s Hierarchy of Learning, also Taxonomy
Oldie but goodie
Example of change
:10
Perception continuum – abstract to concrete
Processing continuum – active to relfective
:10
Work around model
Diverging, Assimilating, Converging, Accommodating
:10
Kolb’s Learning Cycle
Both models are growth mindset and tap into what we now know from neuroscience
10:11
Unites left and right hemispheres“Data drive”
First captures what we learn and then puts into long-term memory
:12
Your attention turns on the data recorder
Daniel Goleman book FOCUS
Richard Davidson, U of Wisconsin, “phaselocking”
:13
Multitasking does not exist -- false sense of confidence. Studies prove. Creates holes
:13
Switchtasking = SWISS
Studies -- if people around you are distracted, it impairs your learning “second hand distractions are dangerous”
:14
So you’re focusing. How many minutes do you think the brain can actually do that?
:14
20 minutes max! Hippocampus cannot record more.
Break learning into chunks. For example this presentation,
it broken up with discussions, you can do activities, show videos, etc.
:15-:16
:18
So you’ve learned something. Now we need to get it in your memory so you can use it later.
:19
Connections is how we do that -- we “grow” memories
NYU – schemas – we HOOK ON and immediately update what we know about world (hard to forget)
Our schema for phone – used to look like this
5 types of connections
:19
5 types of connections
I’m going to focus on the last 3 (see others in the course)
:20
#3 = insight
Insight = ooh noise , aha moment
:21
Feeling of synapses connecting -- systemic change that canNOT be undone
Red pill in Matrix
Flash of a thought or idea
:22
Induce insight with learning design
:23
#1 increase chances of connecting (Bloom + Kolb)
#2 when people seek their own answers, much more likely to stick
#3 Take attn off the problem allows synapses to connect
:24
#4 Social We are wired for social connection--part of survival. Social learning is most impactful.
Creates positive emotions
Reactivate our learning when we run into people (pairs). Live learning events capitalize on all of that.
:25
#5 music Music activates many regions of the brain-nearly indestructible.
Why we don’t forget lyrics of songs. School House Rock was brilliant.
:26
Congresswoman Gabby Giffords – music therapy brought her speech back
Clive Wearing – Destroyed his hippocampus
7 seconds of memory but rememberd all his music.
Now using with stroke victims, military veterans with traumatic brain injuries
:27-:28
10:29
Range of emotions
Intensity of arousal -- not too much or too little
:30
Amygdala key player in memoryConnected to H, detects arousing stimuliFight or flight response
:31
Amygdala tells the hippocampus to turn on
:32
what matters to people?survival = physical safety, financial securitybelonging = feeling accepted and valued (social)becoming = opportunities to grow and contribute to something meaningful… potential!
:32
Not negative and not too strong -- slightly positive
:33
So mix these up as you break your learning into those 15 minute chunks of time
:34
Retrieval is 3rd way we get into memory
Neural pathway thickened during reactivation
“Grows” the memory
Changing context is best
:34
Rawson & Dunlosky Kent State U
Revisiting content increases retention (moves to memory) -- not repetition
Benefit maxes at 3
Journal of Experimental Psychology (2011, 140 (3), p. 283
:35
When matters
Study in Educational Psych Review Dartmouth U
Same amount of study just spaced differently
Carpenter, et al. (2012) v24 p. 369
:36
Memory study -- % answers correct on long-term memory test. Dr. Bell...
:36
The sleeping brain reactivates circuits
Actively forgets irrelevant info (no schema update)
Integrates new + old during REM
Last hour is most critical!
:37-:38
:39
Change our behaviors. The real point of learning -- to be different than before.
:39
We are really trying to change behavior
The power of Habit Charles Duhigg
:40
When we do behaviors over and over, they get routinized
and pushed into the Basal ganglia
Think of driving a car
:41
The habit loop -- how the brain builds it Cue = signal Routine = behaviorReward = some perceived benefitBasal ganglia takes over and routinizes thousands of behaviors. If you want to change beh, change loop.
:42
:42
:42
:43
Remember this? True for habit rewards too. Positive is ultimately better than negative.
:43
Trigger = hot = act now
Audio/visual observable marker (not a feeling or thought)
Bonus = already a habit (anchor)
Flossing teeth + anchor of putting toothbrush down
:44
#2 = babysteps
Make it stupidly easy– make it too small to fail
Right after cue
No time limits (not I will run for 30 minutes, just run)
:45
#3 = reward right away – proximal
Only means “yes you did it”
Runners and chocolate
Me and biking with radio show
:46
Social reward is great -- best with physical touch (high five) cuz it releases oxytocin
Bonus if routine is its own reward (running releases dopamine)
Kazdin Method of parenting, Yale University
:47-:48
Great example! Never learned this before. Clicker is reward.
Now just add sleep and retrieve 3 times...
http://www.tagteach.com/TAGteach_track_and_field
:49
20 gets you started
40 is a habit
66 is a new neural path that can be see in the brain!
:50-:51
:52
Review
Metacog, wordplay, insight, social, music
:53
:53
If you want to retain something for a year, revisit it every three months
:54
If you want to retain something for a year, revisit it every three months