The Case of Clive Wearing   Clive contracted viral encephalitis (from herpes simplex) in his brain   Damaged his hippocampus   Trapped in eternal present   Last day of conscious thought was March 26, 1985   “Man who keeps falling in love with his wife”   Daily Journal: “Today I am conscious for the first time.”   Short Video: Clive Wearing & Memory The Case of Clive Wearing   What happened to Clive?   Went to St. Mary’s Psychiatric Hospital   Wife divorced him (son had to give consent), but still visits frequently   He still writes in his diary   Writes about his ex-­‐wife, “I can never forget you for a moment. You’re the reason for my heartbeat darling. I love you for eternity.” Outline of Talk   Why should we use Neuroscience Research in our teaching?   Applying Neuroscience Findings in the classroom   6 Key Findings & Applications to Online Teaching   Conclusions   Questions & Discussion Why Should We Use Neuroscience Research in Teaching?   “Student learning is impacted by how the human brain accepts and processing information delivered in a course.” (Clemons, 2005)   “Teachers do not have to become neuroscientists, but teaching practices can become more effective with knowledge of how the brain perceives senses, processes, stores, and retrieves information.” (Perry, 2005)   “Education initiatives that link current practice with promising new research in neurological and cognitive science offer real possibilities for improving teaching and learning.” (Hardiman, 2001) Why Should We Use Neuroscience Research in Teaching?   We can make better decisions about teaching based on what we know about the brain   Help us know why some strategies might be more effective for student learning than others   Important to base learning instruction on theoretical frameworks and research findings   Both for instructors and our students   We can apply these teaching strategies both in the traditional classroom and in online settings Fostering visualization online   Visualization activates same areas in the Occipital Lobe as actually seeing real stimuli   This information can then be transferred into long term memory in the hippocampus   Tips for Online Learning   Use visual stimuli online   Use videos, photos, and images online   Use graphic organizers, flow-­‐charts, & diagrams   Use online simulations   Give lots of examples of abstract concepts (because these are often difficult to visualize) Neural Pathways From the Eye to the Brain Using online information to evoke emotion   Emotion aids in the release of specific neurotransmitters to help learning (e.g., serotonin, dopamine)   Amygdala regulates our emotions   Tips for Online Learning   Stimulate critically thinking in students   Use humor or music   Make the content relevant to students   Relate information to their own lives   Challenge some of their misconceptions   Use interesting case studies, unusual facts, or fun debates Memory in the Movies Testing students via explicit & implicit memory pathways   Students can have both explicit memory (for events or facts) & implicit memory (for learned skills)   Medial temporal lobes lesions: can’t remember facts but can remember certain skills   Tips for Online Learning   Use both recall tasks (e.g., quizzes) & procedural tasks (e.g., problem solving)   Use experiential learning outside of classroom & students write about experiences online   Have students participate in educational games online   Ask students to apply concepts in new settings or contexts Exam Review Game •
Use your i-­‐clicker to answer the following question •
Then, only answer the next question if you have answered this question correctly! •
Winner at the end will receive a prize! Giving students a rich online environment   Animals in enriched environments (e.g., rats had running wheels, toys, etc.) learned more than in impoverished environments   Showed new neurons in hippocampus   Tips for Online Learning   Use interactive videos online   Maintain interaction with students   Creates social connections online   Have students interact with new students   Online Discussions, group projects, activities, etc.   Change online environment & task for students   E.g., Listening, discussing, interviewing, critiquing, etc. Media Assignment   Look for topics related to class in popular media (e.g., t.v., movie, website, newspaper or magazine)   Critically evaluate information presented   What claim are we being asked to believe?   What evidence supports this claim?   Is the information presented consistent or inconsistent with the reading from class? Provide specific examples from the readings to support your answer.   Evaluate other students’ media assignments Giving students repeated practice with online material   Repetition helps brain grow new dendrites through trial and error during learning   Cerebellum responds to ritual and routine   Key in development of students’ metacognitive skills (better at “knowing what they know”)   Tips for Online Learning Pre & Post Quizzes Online Optional online assignments before exams Small group online discussions Have a similar structure throughout course for the online material   Avoid embarrassment of students (can release cortisol and increase stress levels) 
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  Example. State rules for proper conduct on discussion boards Limiting Attentional Resources of Students Online   Attention is limited via activation in frontal lobe   We can put less constraints on student’s working memory (ability to process and store information simultaneously)   Tips for Online Learning   Chunk (group) material into approx. 7 pieces of information   Both visual and auditory information online   Use bullet points & list key ideas for students   Keep online lectures short   Connect new information to previous info   Or link with information from student’s background knowledge   Give timely feedback on quizzes, assignments, & projects Conclusions Strategies for Online Learning Based on Neuroscience Research   Foster visualization online   Use online information to evoke emotion   Test students via explicit & implicit memory pathways   Give students a rich online environment   Give students repeated practice with online material   Limit Attentional Resources of Students Online Questions & Discussion   Any questions?   Your Ideas for how to integrate Neuroscience Research into the classroom   Other related topics & discussion