Neuroscience applied to learning design
Two 2-hour sessions are offered.
The first session is A Science of Learning Primer for Educators – The cognitive processes underlying student learning. This session introduces key findings from the science of learning which involves the fields of neuroscience, education, technology, and psychology in relation to student learning. The objective is for teachers to gain an understanding of the processes that underlie student learning.
The second session is Designing Learning with the Science of Learning – Cognitive principles applied to the design of learning. This session highlights common learning design and teaching practices that are consistent with cognitive principles of learning. The objective is for teachers to practice applying recommended practices.
The workshops have been jointly developed by the University of Helsinki, Pompeu Fabra University, Metropolia University of Applied Sciences, Advancis Business Services, BOON, and University of Western Macedonia as part of an Erasmus+ project – Project Illuminated.
Activities to be done during the workshop
There are two workshops. Each workshop is 2 hours.
- The first session will introduce a Spaced Learning pattern of instruction and will involve individual and collaborative activities.
- The second session will involve the use of learning design strategies and will also involve individual and collaborative activities.
Links to tools/resources/projects
Main goal: Empowering teachers with knowledge from neuroscience to apply toward designing ‘durable’ learning – learning that lasts.
Audience: Teachers. Applicable to all levels but most relevant for high school/higher education.
Question/s related to the workshop:
- Why do many students seemingly forget what they’ve recently learned?
- How can we make learning stickier (e.g. last longer and accumulate)?
The sessions explore the above questions through the perspective of the science of learning to highlight common teaching practices that are consistent with cognitive principles of learning.
- Awareness of personal characteristics regarding learning.
- Be aware of what is known and what to learn.
- Organize the learning process itself and apply the appropriate techniques.
- Use techniques to consolidate and retrieve learning
- Use interaction and group learning techniques.