Learning is a multi-faceted process that deserves to be researched in just
as many ways. Individual areas of expertise can shed vital details regarding
how the mind works while learning (i.e., psychology or neuroscience), but
focusing on one area will never provide a complete picture. It is essential to
keep in mind that the more we combine our forces, the clearer we will develop
on how individuals and collective groups of people best learn, retain, and
retrieve information.
Fara Green (1999) echoes these same sentiments of combining forces by
looking at research from multiple disciplines and relating that to the learning
environment of diverse groups of individuals. Implementing brain-based learning in learning environments combines cognitive psychology and neurophysiological research to create a rich and varied environment ideal for the learner (Green, 1999).
Another resource that I found very helpful when researching learning was a
short book titled Designing brain-compatible learning by Terence Parry
and Gayle Gregory. I was intrigued by the title simply because it reflects what
I strive for as an Instructional Designer. The authors took a complex topic to
understand and broke it down into simple terms (thank goodness!). The book
breaks down the issues of cognitive research, different levels of intelligence,
a framework for lesson plan design, and evaluation in easy-to-understand
terminology. While it is directed at teachers, I found it beneficial in
understanding the relation of the brain to learning.
References
Green, F. E. (1999). Brain and learning research: Implications for meeting the needs of diverse learners. EDUCATION-INDIANAPOLIS-, 119, 682-687.
Gregory, G. H., & Parry, T. (2006). Designing brain-compatible learning. Corwin Press.
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