Muhammad Betz (Betz@netcommander.com)
Fri, 20 Aug 1999 20:56:11 -0500
From: "Muhammad Betz" <Betz@netcommander.com> Subject: Final Summary Date: Fri, 20 Aug 1999 20:56:11 -0500
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The Final Summary of the discussion, "Instructional Technologies and the
Biological Basis of
Learning," follows.
Moderator, Robert Leamnson, comments on a posting by Bernard Colo related to
three levels of learning: cognitive, affective, and psychomotor. Bob
implies that these three types of learning evidence the same type of brain
activity in different parts of the brain and that brain learning theory
seeks to identify the brain functions common to different types of learning.
Bob refutes Bernard's claim that knowledge is learned actively or passively
and notes that learning is signified by brain change. Purely passive
learning only uses existing hard-wired networking, so nothing new is
retained. Lastly, Bob equates Bernard's use of the word 'imprinting' as the
stabilizing of labile synapses through repeated use.
In his last posting in this discussion, Bob suggests readings on the, Brain
Change Model. That is, "Neuronal Man," by Jean-Pierre Changeux, and
"Neurobiology of Learning and Memory" by J. Martinez and R. Kasner. He also
suggests that William James hit very close to the concept of Brain Change
learning a century ago, and that contemporary neurobiology serves to give a
more complete model of learning.
Manny Halpern offers two questions to the forum: (1) Do you believe that
brain learning applies to motor learning (excluding speech)? And (2) What
are the structural and functional relationships between memory and learning?
She posits that short term memory can be hypothesized as electrical energy
and long term memory as chemical energy.
Ania Lian closes out the discussion with comments on Bob's contributions
that for the sake of study/discussion, we can separate learning and the
environment in which it takes place. Ania states that our goal is not to
produce changes in the learner's brain, but to affect the interaction of the
learner and the learning environment. She implies that analysis and
resulting conclusions without a critical examination of the environmental
conditions is a mistake.
End of Final Summary of this Discussion. August 20, 1999.
Muhammad Betz, Ph.D.
Educational Instruction & Leadership
Southeastern Oklahoma State University
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