Training Industry Quarterly - Spring 2013 - (Page 35)
From One Brain to another:
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What We’ve Learned
About Learning
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B Y
d e i r d r e
m .
c a m p B e l l
M
and not necessarily a conscious one. The
any traditional approaches to teaching
If we want to
challenge for academic institutions and training
and learning are no longer viable. With
the exponential growth of information, teach the braIn organizations is that this process takes time, is
the idea that force-feeding the brain more and
effIcIently, we different for each person, and frequently needs
more knowledge results in more intelligent soluneed to know far more than written instruction to strengthen
and solidify the necessary neuronal connections
tions to complex problems is neither a sustainhow It works
in the brain that constitute learning. Perhaps
able expectation for educators nor a supportable
these facts alone explain the reticence in adoptone by neuroscientists. Academic institutions and
ing neuroscientific principles in education. The good news is that
training organizations are beginning to focus instead on a more
there are many simple techniques based on basic assumptions of
enlightened approach based on some principle findings of neurohow the brain learns that can enhance any learning experience in
science, the most obvious of which is that if we want to teach the
any environment.
brain efficiently, we need to know how it works.
In simple terms, learning can be defined as moving data out
The inconvenient reality is that the learning process is complex
Training Industry Quarterly, Spring 2013 / A Training Industry, Inc. magazine / www.trainingindustry.com/TIQ
35
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Table of Contents for the Digital Edition of Training Industry Quarterly - Spring 2013