Title:  Emerging Trends and Issues in Neuroscience to Inform Instructional Design Leadership and Change
In Session:  D&D: Emerging Trends and Issues in Neuroscience to Inform Instructional Design Leadership and Change
AllAcademicCode:  1263550
Description:  Advances in neuroscience are providing significant insights into the complex neuro-biological processes that occur when we think, feel, learn, and perform. A panel of instructional design faculty studying the implications of cognitive and educational neuroscience research for teaching, learning and instructional design will identify key trends and issues particularly relevant for educators and instructional designers, and discuss what they are doing to apply findings to inform leadership and change in training and education across sectors.
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Traditionally, neuroscience represents a branch of the biological sciences. Neuroscientist study the development and function of the nervous system, including the brain, spinal cord, and nerve cells throughout the body, and create tools and techniques for diagnosing and treating patients with brain-related disorders. Advances in neuro-imaging technologies, such as functional magnetic resonance imaging (fMRI) and positron emission tomography (PET) that can measure brain activity as humans perform certain tasks, have revolutionized how physicians and psychiatrists treat physical and mental traumas. Such advances are now transforming our understanding of how and why people learn, spawning a surge of interest from across disciplines, including but not limited to cognitive and educational psychology, computer science, bio-medical engineering, philosophy, and medicine. We believe K12 and higher education as well as training in business and industry may also benefit from advances in neuroscience research. Recent findings from studies on human perception (e.g., Daikoku, Yatomi, & Yumoto, 2016), attention (e.g., Helding, 2016), emotions (e.g., Li et al., 2014); memory (Bray, 2016), imagination (e.g., Clark et al., 2012; Rasmussen, 2013), and cognition (e.g., Berch, Geary, & Mann Koepke, 2016) provide significant insights into the complex neuro-biological processes that occur when we think, learn, and perform. Cognitive neuroscience in particular that examines structural (Mason, 2009) and functional (Fischer, 2009) changes in the human brain in relation to learning may advance education, training, and instructional design. With an understanding of the relationship between neurobiology and cognition, educators and instructional designers in K12 and higher education as well as across business and industry have the potential of leading learning for change by innovating training and education. As referenced earlier, neuroimaging studies reveal mechanisms of the brain that may be triggered by intentional visual, auditory, or social cues integrated into teaching and design practices that are directed toward learning of specific content. A deeper study of neuroscience may also refine our own theories of learning and cognition that may overcome limitations in scaffolding that is necessary to personalize learning (Mahon, 2016). Neurophysiological speech and language acquisition studies alone have revealed key components of brain activity that attributes language memory not only to sound but the visual representations of the speaker creating the sound. Recent neuroscience research also suggest that reading is not a linear process but rather an interrelated process of auditory recognition, visual connection, and emotional influence within multiple pathways in the brain (Kweldju, 2015). Instantaneous neurotransmitter processing of information received from our senses results in a subconscious physiological response, or sensory feedback, in all learning activities that can distract thought and action even before content presented simultaneously has had the opportunity to be processed and encoded (Kagan, 1999). Knowledge of the structure and function of the brain will continually present insight and explanation into a myriad of questions about who we are and how we learn. It becomes responsibility of leaders in education and instructional design to develop reasoned approaches to the learning processes that can be manipulated in the physical learning space in support of the inherent neurological processes that accompany that space. To design innovative training and educational systems, we posit that educational researchers and practitioners should be cognizant of recent and seminal developments in neuroscience research and technology. The goals of our panel are to (a) increase knowledge of cognitive and educational neuroscience research and development, and (b) foster communications among educators, instructional designers and researchers to lead learning for change in an interconnected world. To achieve our goals, each panelist will be given eight minutes to identify what they believe are recent, seminal findings in cognitive and educational neuroscience, and discuss implications for instructional design and the study of human learning and performance within the context of K12 and higher education, and business and industry. More specifically: The first panelist focuses on advancing experiential learning and the design of training simulations based on neuroscience research on human emotions and imagination. He will introduce and facilitate the session, highlight key findings from neuroscience research on human emotions and imagination, and illustrate how he integrates elements of story, play, and game with key principles of experiential learning to enhance learning engagement and performance. The second panelist studies how individual differences in working memory capacity, visual attention span, and other attentional and cognitive factors influence learning in multimedia environments. He uses neuroscience methods and tools such as Electroencephalography (EEG), functional Near Infrared Spectroscopy (fNIRS), and eye tracking.   He will discuss the role of individual differences and the use of EEG and eye tracking to help understand attention, memory and learning for students with attentional and cognitive differences based on his research. The third panelist focuses on social cognition and schema revision strategies through instructional e-mmediacy in online learning environments. She will discuss schemas as multifaceted representations of social events and how one can address dissonance during activation in novel representations through recent research in educational neuroscience focusing on neural mechanisms of reading and language acquisition. The fourth panelist specializes in examining and explaining experiential learning based on neurological processes. He will describe a conceptual theory the posit five dimensions of xlearning and highlight how perception engages imagination that leads to creativity using emulation as an integrating principle for cognition. The fifth panelist conducts research on the technology affordances and the intersection of brain-based learning, mindfulness, and change. She will discuss results and lessons learned from a funded research project that investigates the use of MUSETM, a brainwave headband for mindfulness, and social and emotional learning environments. The panel will then lead an interactive discussion on the future directions of cognitive and educational neuroscience, and audience members will be asked to provide their insights, experience, and suggestions for advancing both fields to chart a path forward to improve teaching, learning, and instructional design. We will also solicit comment and interest in future opportunities to advance knowledge and application of neuroscience research and leadership within AECT. References Berch, D. B., Geary, D. C., & Mann Koepke, K. (2016). Development of mathematical cognition: Neural substrates and genetic influences. San Diego, CA, US: Elsevier Academic Press. Bray, N. (2016). Once upon a recent time. Nature Reviews Neuroscience, 7, 397. doi:10.1038/nrn.2016.84 Clark, V. P., Coffman, B. A., Mayer, A. R., Weisend, M. P., Lane, T. D., Calhoun, V. D., . . . Wassermann, E. M. (2012). TDCS guided using fMRI significantly accelerates learning to identify concealed objects. Neuroimage, 59(1), 117-128. Daikoku, T., Yatomi, Y., & Yumoto, M. (2016). Pitch-class distribution modulates the statistical learning of atonal chord sequences. Brain and Cognition, 108, 1-10. doi:10.1016/j.bandc.2016.06.008. Fischer, K. W. (2009). Mind, Brain, and Education: Building a scientific groundwork for learning and teaching (PDF). Mind, Brain and Education. 3(1): 316. Helding, L. (2016). MINDFUL VOICE. Motor Learning and Voice Training, Part II. Locus of Attention: Internal or External? That is the Question. Journal of Singing, 72(5), 621-627. Kagan, J. (1999). Born to be shy?. In R. Conlan (Ed.), States of mind: New discoveries about how our brains make us who we are. pp. 29-51. Kweldju, S. (2015). Neurobiology Research Findings: How the Brain Works during Reading. PASAA: Journal of Language Teaching and Learning in Thailand, 50, 125-142. Li, W., Jiang, Z., Liu, Y., Wu, Q., Zhou, Z., Jorgensen, N., & Li, C. (2014). Positive and negative emotions modulate attention allocation in color-flanker task processing: Evidence from event related potentials. Motivation and Emotion, 38(3), 451-461. Mahon, K. (2016). Personalizing curriculum curation and creation. In M. Murphy, S. Redding, & J. S. Twyman (Eds.), Handbook on personalized learning for states districts and schools. Information Age Publishing Charlotte, NC. Mason, L. (2009). Bridging neuroscience and education: A two-way path is possible. Cortex. Elsevier Science. 45 (4): 548549. Rasmussen, K. W. (2013). The role of the hippocampus and prefrontal cortex in imagining the future: Insights from studies of patients with focal brain lesions. Nordic Psychology, 65(2), 166-188. doi: 10.1080/19012276.2013.807666

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Sponsor:  Design and Development       Session Type: Panel
    Presenter(s):  Atsusi Hirumi, University of Central Florida, Pavlo Antonenko, University of Florida, Patricia J Slagter van Tryon, East Carolina University, Tom Atkinson, AECT, Jin Mao, Wilkes University,