How the Brain Processes Information

Understanding How the Brain Processes Information

The resources gave pertinent information to help understand how the brain functions and the many different ways learners process information and recall it.  It also gives information for teachers and how to better serve learners so they can get the most out of their learning experience and make it an enjoyable experience.  The two blogs below have given some of the same information and some additional resources to better prepare us as instructional designers.  I hope these blogs will beneficial to all; they certainly have helped me.

anewspring

http://www.anewspring.com/news-blog/2012/4/4/brain-learning-learning-with-the-brain-in-mind.html

This blog has six different brain principals in relation to elearning.  However, the very first principal contradicts to some degree the information that was given in our textbook, Learning Theories and Technology.  The six principals in this blog are: repeating, emotion, sensory rich, focusing, building and creation.  The first principal that somewhat goes against what Dr. Ormrod said regarding repetition and retaining information in long-term memory in the video Information Processing and Problem Solving.  MemoTrainer is a tool used where the learner repeats information and it is stored it their long-term memory.  This blog gives information that is also in line with our readings this week in Learning and the Brain and Cognitive Information Processing Theory.  I think this site will be helpful in making learning exciting and give new ideas on how to teach to the whole person.

References

Laureate Education, Inc. (Producer). (2006). Information processing and problem solving [DVD].  Dr. Jeanne Ormrod.

Ormond, J., Schunk, D., & Gredler, M. (2009).  Learning theories and instruction (Laureate custom edition). New York:  Pearson.

Teachers’ Pocketbook Blog

https://teacherspocketbooks.wordpress.com/tag/information-processing-theory/

The above blog gives a wealth of information regarding information processing theory and cognitive development in children.  It also has information on why teachers are frustrated with having to know about educational theories.  A teachers main concern should be to maintain their class and keep their learners engaged and on task.  Information processing, as explained in our textbook, begins when a stimulus input such as visual or auditory impinges on one or more senses such as hearing, touch or sight.  This process is involved in all cognitive activities.  Some of these activities include but are not limited to thinking, problem solving, remembering and forgetting (Farham-Diggory, 1992; Mayer, 1996; Shuell, 1986).  Although all of this information is important if as instructional designers we cannot capture the attention of our learners we have been defeated.  Attention is a requirement for learning.  In order for students to be successful they must learn to focus on the task at hand.  The age, learning disabilities, and intelligence are a few things that influence the ability to control a learner’s attention (Grabe, 1986).  Just as Dr. Ormrod discussed in Information Processing and the Brain, she concludes that what a learner remembers and how they solve problems is connected to what is going on in their brain and how they behave.  This blog gives valuable information to help better understand learning theories that will be beneficial not only to the teacher but the learner as well.

References

Laureate Education, Inc. (Producer). (2006). Information processing and the brain [DVD].  Dr. Jeanne Ormrod.

Laureate Education, Inc. (Producer). (2006). Information processing and problem solving [DVD].  Dr. Jeanne Ormrod.

Ormond, J., Schunk, D., & Gredler, M. (2009).  Learning theories and instruction (Laureate custom edition). New York:  Pearson.