Training Industry Quarterly - Spring 2013 - (Page 19)
What the Latest Brain Research
Tells Us about
Designing Learning
that sticks
I
t was a particularly memorable day for
developmental molecular biologist and
author John Medina – one in which his
professional inquiries and parental curiosities would suddenly intersect. Walking
down the street with his two-year-old son,
Noah, the journey came to an abrupt halt
when Noah discovered a pebble in the sidewalk. A few feet later, a weed popped up
from a crack in the asphalt. Still further, a
dead bug. Every discovery was accompanied
by a squeal of glee from the young explorer.
The world was his classroom.
Medina relates the story of Noah and the
B Y
s a m
h e r r i n G
It Is Important
that we desIgn new
technology-enabled
learnIng solutIons
wIth current braIn
research In mInd
pebble in the closing pages of his bestseller
Brain Rules, and as a parent myself, I know
his words ring true. If you’ve ever watched
children at play in a safe and secure environment, you know that a child’s classroom has
no boundaries. And if you’ve been reading
the latest research on how children learn,
you know that such a scene validates everything we know about how the brain retains
information for the long haul, how creativity is encouraged, and how focus, safety and
enthusiasm for learning pay off as a child
learns new skills.
When was the last time you approached
your company’s learning strategy in a similar fashion? Not by putting crayons in cubicles, but in terms of considering the science
behind how we learn. At a time when there
are more opportunities than ever to utilize
Training Industry Quarterly, Spring 2013 / A Training Industry, Inc. magazine / www.trainingindustry.com/TIQ
19
http://www.trainingindustry.com/TIQ
Table of Contents for the Digital Edition of Training Industry Quarterly - Spring 2013
Training Industry Quarterly - Spring 2013
From Where I Sit: Back to the Basics
Table of Contents
Ad Index
Guest Editor: A Brave New World
Extracting Learning From Work
Poor Behavior: Your Brain is Partly to Blame
How to Design Engaging Training Programs
The Missing Link in Learning
Don't Let Training Be Half-Baked
What the Latest Brain Research Tells Us about Designing Learning that Sticks
Motivation: The Key to Learning Transfer
Improving Learning Outcomes with a Bite-Sized Strategy
Adult Development: Predicting Learning Success
From One Brain to Another: What We've Learned about Learning
Formalizing Informal Learning
Tracking Trends
Tweet Suite
Company News
Training Industry Quarterly - Spring 2013
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