Brain-Based Research and Instructional Design

         With growing research within the fields of neuroscience and neurobiology, scientists are forming new questions and finding out more about the functioning of the human brain. One might assume that the scientific study of the brain would be a direct guide to educational tools and informing educators how to present new concepts for learners. However, Jensen (2008) stresses that although the study of neuroscience suggests how certain areas of the brain function, this field must also be combined with other areas of study to form a more accurate view of the learning process. The brain is not only involved in everything we do, but can also be affected by our outside environments as well.

        

         The focus areas which Jensen (2008) stresses should be examined further within the school environment include nutrition, levels of stress, exercise, mood, and social experiences. All of these factors can have major effects on the brain, and research should work to bring about educational policies that promote the academic achievement and well-being of the student.

        

         Neuroscience is also being examined along with various technological tools as well in order to find ways to create engaging, useful, and effective instructional materials. Findlay (2012) outlines the intersection of neuroscience, learning, and the use of technology such as mobile devices. Benefits outlined in this article include the use of mobile devices to promote “deep and lasting learning” (Findlay, 2012, p. 28) because these devices are used by students extensively on a daily basis, and act as meaningful, and relatable tools. Also, Findlay (2012), explains that the use of mobile devices presents diverse opportunities to learn various concepts and information as students have access to applications and other educational websites in a portable handheld device.

        

         These articles can add insight into how the study of neuroscience and brain-based learning should be used in the field of instructional design and technology. Although the functioning of the brain should not be a complete and exhaustive study for designers, it should still be reviewed and researched effectively in order to combine proven brain-based learning methods within various instructional tools.

                                                      References

Findlay, H.J. (2012). Cognitive Neuroscience Learning Theories Coupled with

         Technologies: A Conduit for Deep and Lasting Learning. Journal Of Applied

         Learning Technology, 2(1), 27-31.

Eric P. Jensen: A Fresh Look at Brain-Based Education – Teachers.Net Gazette.

         (n.d.). Retrieved on 22, January 2018 from

         http://www.teachers.net/gazette/OCT08/jensen/