- “On the Brain Basis of Digital Daze in Millennial Minds: Rejoinder to ‘Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom’” by Timothy Brown
I was initially drawn to this article due to its eloquent title. It is a fascinating introspective of how modern technology impacts our ability to process information. It is a rejoinder to an article in the same journal and expands upon the disparity between how are brain is wired and the amount of stimulation and multi-tasking we are exposed to in this rapidly evolving era of multimedia. It’s a difficult issue to grasp because students are immersed into this world early on and it’s seemingly an unavoidable relationship. This essay dives into what could be the long-term effects and if we can gracefully evolve.
- “Capacity Limits of Information Processing in the Brain” by René Marois
This article is somewhat connected to the previous, as it explores the limitations our brain has for processing in a world with sometimes overwhelming stimuli. The theme of how multi-tasking impacts our ability to concentrate and function is also present in this study. It is especially topical, as our relationship with technology continues to evolve at a fast pace, sometimes boosting our confidence in processing information. This exploration of why the brain’s limitations that frequently hinder our self-realized poise is a compelling reality check.
Brown, T. T. (2016). On the Brain Basis of Digital Daze in Millennial Minds: Rejoinder to “Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom”. Journal of Management Education, 40(4), 411-414. Retrieved March 18, 2017, from journals.sagepub.com/home/jme.
Marois, R. (2005). Apacity Limits of Information Processing in the Brain. Phi Kappa Phi Forum, 85(1), 30-33. Retrieved March 18, 2017, from https://www.phikappaphi.org/publications-resources/phi-kappa-phi-forum.
ID blogger extraordinaire, Cathy Moore, recently wrote a blog entry entitled, How To Really Involve Learners. The insight in this article is especially useful as online learning is becoming increasingly commonplace. It is wise to strengthen the advantages and combat the negative stigma that online curriculum can sometimes carry in our society at large. Moore suggests continually providing hands-on contextual activities intertwined with learning, rather than the standard stream of information concluded with an application of skills (Moore, 2017). Allowing students to be sprung into a new environment and not immediately be inundated with the static instruction is a compelling strategy. Instead, learners can maneuver through this unknown territory and naturally learn from mistakes.
I would be curious as to how malleable the structure of this curriculum would be. There may be students who, even after trying out an innovative new learning strategy, would prefer to revert back to a self-learning style they’ve grown accustomed to. In developing an immersive, fluid structure, I might try to envision if students could develop their own hybrid educational model within the new construct. If so, would it disrupt the overall experience for other students?
Moore, C. (2017, March 13). How to really involve learners [Web log post]. Retrieved March 18, 2017, from http://blog.cathy-moore.com/2017/03/how-to-really-involve-learners/
The tagline of Cathy Moore’s blog is “Let’s Save The World From Boring Training!” This is a fitting motto for a collection of inspiring and cutting edge ideas about how to make learning materials new and exciting, while still emphasizing effectiveness. The humor balanced with insight from this experienced training designer establishes a unique voice that is pleasant and informative. I appreciate how the information is concisely sectioned and presented in an easy-to-read and conversational manner. These are all valuable components that I would aim to implement in the content I create.
This blog is operated by a communications consultant named Garr Reynolds, who has pioneered a fascinating instructional design vision by combining the art of communication and Japanese Zen arts. His ability to put a spotlight on ideas that are sometimes commonplace and offer his unique commentary regarding how it relates to his school of thought is valuable and refreshing. I also enjoy the recurring theme of storytelling throughout many of the posts, as so much of communication as a whole and learning technology does rely on our integral ability to effectively tell a story to others. This ability is an important tool that I will be sure to keep in mind when creating e-learning materials.
E-Learning Provocateur is run by an Australian learning experience designer and features concise articles with an enormous amount of depth. I enjoy this blog greatly due to its candid style. It often reads more like a journal or editorial from someone in the instructional design industry, rather than a mosaic of articles. Like the previous two blogs I’ve recommended, I appreciate that he’s able to interweave modern technologies and ideas within his commentaries on instructional design. It allows me to see the larger, less-isolated spectrum that learning inhabits in society. He’s had several recent posts discussing the use of virtual reality in the ID realm, which is compelling.