Oliver Spätgens
Senior Consultant & Learning Expert
Universal Design for Learning - Linking learning with brain science
When I dealt intensively with google for education (Fundamentals), I became aware of an underlying learning concept. It is the introduction of research finding on brain science. I had the topic of brain science on my screen for a long time and it helps now for a better design of learning arrangements.
Spaced learning from Innovative Pedagogy represents a teaching methodology making use of brain science.
Simply explained, by a short but repetitive learning sessions, interrupted by off-topic activities, lasting memory shall be activated and stored.
Visualisation:
On the importance of communication models in times of digital education
Based on an article from the current e-book "Routenplanner # Digitale Bildung", the main considerations are presented here in English. The respective media concepts are presented in a cultural-historical perspective and finally the essential character traits for digital education are shown. Another presentation on the impact on didactics will follow.
Plato's discourse The fundamental dilemma of any learning
In his work Protagoras, Plato addressed the dilemma between teacher and learner on which every knowledge transfer is based, in his typical dialogue form:
Hippocrates urges Socrates to be introduced to Protagoras, a wise scholar, because he wants to learn from him and he is ready, to pay an apprenticeship for it. In a form of dialogue, Socrates thematizes this question fundamentally and asks Hippocrates the question of what to become himself, if he intends to go to Protagoras. This would be possible for the purpose of professional exercise, but not for the purpose of educating a free person. As far as general education is concerned, the learner cannot assess beforehand whether the teacher is also imparting what the learner intends to learn, is Plato's first conclusion.
In the continuing dialogue with Protagoras, Socrates broaches the issue of the teacher, who in turn does not know what the learner actually intends to learn because he is a stranger to him. His second conclusion.
Summarizing, this conflict, the learner cannot foresee in advance whether what he wants to learn will actually be conveyed, while the teacher cannot assess what the learner intends to learn, represents the fundamental dilemma situation of any knowledge transfer.