The brain on campus: Can neuroscience contribute to innovation in higher education?
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Transcript of The brain on campus: Can neuroscience contribute to innovation in higher education?
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The brain on campus: Can neuroscience
contribute to innovation in higher education?
Jason M. Lodge
Psychological Scientist & Research FellowMelbourne Centre for the Study of Higher Education
University of Melbourne
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Why do we need to think differently about learning
in higher education in 2015?
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Our fundamental relationship with information and
knowledge is changing
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What are the conceptions of learning in the higher education literature?
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460 articles examined from Higher Education Research & Development and Studies in
Higher Education
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Any study explicitly or implicitly addressing student learning included in analysis
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45 of 460 articles (9.7%)examined an issue related
to student learning
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Topics?
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1. Student experience2. Student engagement3. Student transition4. Critical thinking5. Reflective learning
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Methodology?
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Theoretical foundation?
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How was ‘learning’ measured?
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Why hasn’t neuroscience had more of an impact on
practice in higher education?
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A place for neuroscience in higher education research?
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Collaborating Organisations Partner Organisations
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Neuroscience Psychology HigherEducation
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Looking for ‘learning’ in the brain is like looking for
‘driving’ in your car
c.f. Breedo, 2006
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Where do we start from then?
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Common ground?
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Neuroscience Psychology
Biology PracticeBehaviour &experience
HigherEducation
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Confusion
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Feedback
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“Family resemblance”
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Desirable difficulties
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Neuroscience Psychology HigherEducation
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Desirable difficulty no. 1Fonts
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Neuroscience Psychology HigherEducation
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Mean (SEM) percentage of recall questions correct
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Desirable difficulty no. 2Instructional videos
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Neuroscience Psychology HigherEducation
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Control condition
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Tablet condition
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Socratic questioning condition
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Means (SE) of test scores
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Desirable difficulty no. 3Simulations
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Neuroscience Psychology HigherEducation
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Pharmacodynamics - MCQ Performance
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Pharmacodynamics
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Blood alcohol concentration
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Pre-post scores: Blood alcohol concentration
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Post-session self report: Blood alcohol concentration
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Productive failure?
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Desirable difficulty no. 4Prediction error
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Neuroscience Psychology HigherEducation
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Percentage of errors across trials
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What have we learned?
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Some conceptual clues
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Error correction
Desirable difficulties
Productive failure
Cognitive load
Zone of proximal development
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Neuroscience Psychology HigherEducation
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Neuroscience
Psychology
Teachingpractice
Computer science
Design &Ed tech
Biology Computational models
Behaviour Subjectiveexperience
Design patterns
Learning designs
Teaching practice
Cognitive science
Academic development
The mind
Context and socio-cultural factors
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Neuroscience
Psychology
Teachingpractice
Computer science
Design &Ed tech
Biology Computational models
Behaviour Subjectiveexperience
Design patterns
Learning designs
Teaching practice
Cognitive science
Academic development
The mind
Context and socio-cultural factors
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The brain on campus: Can neuroscience
contribute to innovation in higher education?
Jason M. Lodge
Psychological Scientist & Research FellowMelbourne Centre for the Study of Higher Education
University of Melbourne