Week 2 The Brain and Information Processing Theory

This week our course has focused around the brain and the theories that influence on the field of instructional design.  I remember these theories, although vaguely, from my undergraduate studies in Education and graduate work in the past.  

I find that as a curriculum developer and professor currently, much of what we covered this week is inherent into the nature of the job.  However, having the information processing theory spelled out helped me to think more deliberately of this process.  

Schraw in his web article "Information Processing Theory"  revisits the concepts of Sensory, Working, and Long term Memory.  In that the material needs to present in such as way that it triggers sensory memory, is processed in working memory, and submitted to long term memory.  "Automaticity makes available limited processing resources that can be used to engage in labor intensive self-regulation and comprehension monitoring" (Scraw, 2012). Simply stated course content needs to be easy to encode as there is limited capacity in sensory and working memory.   Much of what Schraw outlines as the implications of Information Processing Theory tie to my teaching philosophy rooted in Constructivism and the use of learning styles.  

Additionally,  a presentation from Professor John Pantana from Liberty University reinforces this thought process.  In his presentation in discusses the idea of brain based learning and their implications into online course development at Liberty.  He capsulizes the brain as seeking, processing, and organizing information constantly.  He reinforces this with 12 principles of brain based learning.  

• ·       All learning engages entire physiology
• ·       The brain/mind is social
• ·       The search for meaning is innate
• ·       The search for meaning occurs through patterning
• ·       Emotions are critical to patterning
• ·       Learning involves both attention and peripheral perception
• ·       Learning is both conscious & unconscious
• ·       Two approaches to memory (rote & spatial/contextual/ dynamic memory system)
• ·       Learning is developmental
• ·       Each brain is uniquely organized
• ·       The brain/mind processes parts and whole simultaneously
• ·       Complex learning is enhanced by challenge & inhibited by threat associated with helplessness & fatigue 

http://works.bepress.com/john_pantana/3/

To conclude I can simply say that I have much to learn still as I work toward a future in formal Instructional Design.  I have come a long way thus far but to effectively reach my students it is far more than just creating catchy activities and assignments.

John

References:

Pantana, J., & Deckard, S. (2007, November). Brain-based learning theory: An online course design model. Virginia association of science teachers. Retrieved from http://works.bepress.com/john_pantana/3

Schraw , G., & McCrudden, M. (2007). Information processing theory. Retrieved from http://www.education.com/reference/article/information-processing-theory/?coliid=831096