TY - GEN
T1 - Brain 3M - A new approach to learning about brain, behavior, and cognition
AU - Li, Ping
AU - Chaby, Lauren E.
AU - Legault, Jennifer
AU - Braithwaite, Victoria A.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - By combining emerging technologies with cognitive and education theories, we are capitalizing on recent findings from adaptive exploration and embodied learning research to address significant gaps in the education of brain sciences for school children and college level students. Through the development of virtual learning tools in combination with innovative education techniques, we are testing novel ways to train students of all ages about the function, anatomy, and evolutionary history of brains. The approach we are taking focuses on key brain regions that are typically taught in college-level introductory courses, as well as a comparative component that introduces features and specializations of other vertebrate brains. By adopting methods grounded in cognitive and learning science theories, we are studying how technology-rich platforms promote better learning and knowledge about the brain. The first phase of the project is aimed at transforming learning by allowing school students to digitally manipulate brain structures, identify real brain images, and 3D print and assemble brain models of different animals. Our aim is to determine how learning in this technology-rich context compares with traditional classroom learning. To test this, we will use behavioral studies that assess the learner's knowledge and the efficacy of knowledge integration into long-term memory. Understanding the brain is a highly interdisciplinary endeavor that bridges neuroscience, psychology, education, biological and medical sciences. We call this approach Brain3M, because it is a combination of (1) virtual brain interfaces in the form of Mobile device apps (e.g., on smartphones and tablets) and web-based tools for learning; (2) Magnetic resonance images (MRI) that connect with mobile and web interfaces, and (3) 3D printing Models and puzzles of vertebrate brains. The goal is to devise technological tools for learning about brains, as well as understanding the mind through investigating learner experiences with the technology. The research represents a significant step in bringing together technology, learning, and the brain.
AB - By combining emerging technologies with cognitive and education theories, we are capitalizing on recent findings from adaptive exploration and embodied learning research to address significant gaps in the education of brain sciences for school children and college level students. Through the development of virtual learning tools in combination with innovative education techniques, we are testing novel ways to train students of all ages about the function, anatomy, and evolutionary history of brains. The approach we are taking focuses on key brain regions that are typically taught in college-level introductory courses, as well as a comparative component that introduces features and specializations of other vertebrate brains. By adopting methods grounded in cognitive and learning science theories, we are studying how technology-rich platforms promote better learning and knowledge about the brain. The first phase of the project is aimed at transforming learning by allowing school students to digitally manipulate brain structures, identify real brain images, and 3D print and assemble brain models of different animals. Our aim is to determine how learning in this technology-rich context compares with traditional classroom learning. To test this, we will use behavioral studies that assess the learner's knowledge and the efficacy of knowledge integration into long-term memory. Understanding the brain is a highly interdisciplinary endeavor that bridges neuroscience, psychology, education, biological and medical sciences. We call this approach Brain3M, because it is a combination of (1) virtual brain interfaces in the form of Mobile device apps (e.g., on smartphones and tablets) and web-based tools for learning; (2) Magnetic resonance images (MRI) that connect with mobile and web interfaces, and (3) 3D printing Models and puzzles of vertebrate brains. The goal is to devise technological tools for learning about brains, as well as understanding the mind through investigating learner experiences with the technology. The research represents a significant step in bringing together technology, learning, and the brain.
UR - http://www.scopus.com/inward/record.url?scp=84961839482&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84961839482&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84961839482
T3 - Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2015
SP - 323
EP - 326
BT - Proceedings of the 12th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2015
A2 - Ifenthaler, Dirk
A2 - Ifenthaler, Dirk
A2 - Spector, J. Michael
A2 - Isaias, Pedro
A2 - Rodrigues, Luis
A2 - Sampson, Demetrios G.
PB - IADIS
T2 - 12th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2015
Y2 - 24 October 2015 through 26 October 2015
ER -