Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Communication: Students and teachers will be able to communicate instantly with one another as well as to connect with other forms of AI around the world. Students instantly paired with peers, helping each student to expand their own personal learning networks, with personalized and more authentic connections that will meet the students’ interests and needs at any given moment. Think of the benefits for being able to converse with AI or a virtual peer, which has been located based on an assessment of student needs and error analyses. Build foreign language skills, talk to someone about school, family, life in a country being studied, possibilities are endless for language learning.
Differentiation: With the availability of AI, students and teachers will be able to connect with resources they need exactly when they need them. The entire internet of resources accessible within seconds, deliverable to each student saving valuable time for more interaction between teacher and student, and students and students. Through AI, students can have access to one to one tutors, creating more authentic learning experiences by pairing students with an expert or a virtual peer to learn with. Think of the benefits if each student could have instant access to a tutor wherever and whenever they needed one.
Personalization: What better way to offer more personalized learning opportunities for students than to have AI be able to analyze student responses, determine areas of need and interest, and find resources or create new questions to help students to greater understanding of the content. What about the potential for informing the classroom teacher, and working together to create new learning opportunities for students, but in a faster way, that relates directly to the student needs and offers authentic and timely feedback.
Exploration: With the rise of augmented and virtual reality, and the benefits of bringing these into the classroom for students to have a more immersive learning experience and to see places and explore things that otherwise they would not, AI can be a tremendous benefit for this. Through AI, resources could be found instantly based on student responses, or for the entire classroom to experience. Capabilities such as these are not something that will be limited by the time and place of the classroom setting. AI could show students want they want to explore, find ways to bring the content to life instantly.
Assessments: AI could help teachers to assess students and streamline the grading process, with the added benefit of being able to quickly take the data, provide an analysis for teachers, so that time can be saved for more classroom interactions. It can help with student achievement, making sure that each student has the opportunity to learn and grow, benefitting from the faster responses through AI.
Communication: Students and teachers will be able to communicate instantly with one another as well as to connect with other forms of AI around the world. Students instantly paired with peers, helping each student to expand their own personal learning networks, with personalized and more authentic connections that will meet the students’ interests and needs at any given moment. Think of the benefits for being able to converse with AI or a virtual peer, which has been located based on an assessment of student needs and error analyses. Build foreign language skills, talk to someone about school, family, life in a country being studied, possibilities are endless for language learning.
Differentiation: With the availability of AI, students and teachers will be able to connect with resources they need exactly when they need them. The entire internet of resources accessible within seconds, deliverable to each student saving valuable time for more interaction between teacher and student, and students and students. Through AI, students can have access to one to one tutors, creating more authentic learning experiences by pairing students with an expert or a virtual peer to learn with. Think of the benefits if each student could have instant access to a tutor wherever and whenever they needed one.
Personalization: What better way to offer more personalized learning opportunities for students than to have AI be able to analyze student responses, determine areas of need and interest, and find resources or create new questions to help students to greater understanding of the content. What about the potential for informing the classroom teacher, and working together to create new learning opportunities for students, but in a faster way, that relates directly to the student needs and offers authentic and timely feedback.
Exploration: With the rise of augmented and virtual reality, and the benefits of bringing these into the classroom for students to have a more immersive learning experience and to see places and explore things that otherwise they would not, AI can be a tremendous benefit for this. Through AI, resources could be found instantly based on student responses, or for the entire classroom to experience. Capabilities such as these are not something that will be limited by the time and place of the classroom setting. AI could show students want they want to explore, find ways to bring the content to life instantly.
Assessments: AI could help teachers to assess students and streamline the grading process, with the added benefit of being able to quickly take the data, provide an analysis for teachers, so that time can be saved for more classroom interactions. It can help with student achievement, making sure that each student has the opportunity to learn and grow, benefitting from the faster responses through AI.
Robots aren’t usually soft and squidgy. But inspired by the octopus, engineers are creating robots that can twist their way around problems that rigid robots can’t handle.
Robots aren’t usually soft and squidgy. But inspired by the octopus, engineers are creating robots that can twist their way around problems that rigid robots can’t handle.
Robots aren’t usually soft and squidgy. But inspired by the octopus, engineers are creating robots that can twist their way around problems that rigid robots can’t handle.
One study published earlier this year in the Journal of Research in Personality goes so far as to suggest that openness to experience changes what people see in the world. It makes them more likely to experience certain visual perceptions. In the study, researchers from the University of Melbourne in Australia recruited 123 volunteers and gave them the big five personality test, which measures extroversion, agreeableness, conscientiousness, neuroticism, and openness to experience. That last personality trait involves creativity, imagination, and a willingness to try new things.
One study published earlier this year in the Journal of Research in Personality goes so far as to suggest that openness to experience changes what people see in the world. It makes them more likely to experience certain visual perceptions. In the study, researchers from the University of Melbourne in Australia recruited 123 volunteers and gave them the big five personality test, which measures extroversion, agreeableness, conscientiousness, neuroticism, and openness to experience. That last personality trait involves creativity, imagination, and a willingness to try new things.
Researchers from the University of Otago, New Zealand, wanted to find out if engaging in normal creative acts make people feel better. An analysis of the information found a pattern of more enthusiasm and higher ‘flourishing’ following days when the undergraduates were more creative.
Study author Dr Tamlin Conner said: ‘There is growing recognition in psychology research that creativity is associated with emotional functioning.
‘However, most of this work focuses on how emotions benefit or hamper creativity, not whether creativity benefits or hampers emotional wellbeing.’
Researchers from the University of Otago, New Zealand, wanted to find out if engaging in normal creative acts make people feel better. An analysis of the information found a pattern of more enthusiasm and higher ‘flourishing’ following days when the undergraduates were more creative.
Study author Dr Tamlin Conner said: ‘There is growing recognition in psychology research that creativity is associated with emotional functioning.
‘However, most of this work focuses on how emotions benefit or hamper creativity, not whether creativity benefits or hampers emotional wellbeing.’
"Cooking a meal from scratch or knitting a jumper can ward off depression in students, new research suggests. While painting, drawing and writing also helps to boost a sense of wellbeing to keep spirits high."...
— Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
— Varying the studying environment — by hitting the books in, say, a cafe or garden rather than only hunkering down in the library, or even by listening to different background music — can help reinforce and sharpen the memory of what you learn.
— A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
— Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it, according to work by researchers including Henry Roediger III and Jeffrey Karpicke. (Roediger has co-authored his own book, “Make It Stick: The Science of Successful Learning.”)
— Breaking up and spacing out study time over days or weeks can substantially boost how much of the material students retain, and for longer, compared to lumping everything into a single, nose-to-the-grindstone session.
— Varying the studying environment — by hitting the books in, say, a cafe or garden rather than only hunkering down in the library, or even by listening to different background music — can help reinforce and sharpen the memory of what you learn.
— A 15-minute break to go for a walk or trawl on social media isn’t necessarily wasteful procrastination. Distractions and interruptions can allow for mental “incubation” and flashes of insight — but only if you’ve been working at a problem for a while and get stuck, according to a 2009 research meta-analysis.
— Quizzing oneself on new material, such as by reciting it aloud from memory or trying to tell a friend about it, is a far more powerful way to master information than just re-reading it, according to work by researchers including Henry Roediger III and Jeffrey Karpicke. (Roediger has co-authored his own book, “Make It Stick: The Science of Successful Learning.”)
"The highest form of intelligence." The study, titledThe Highest Form of Intelligence: Sarcasm Increases Creativity Through Abstract Thinking for Both Expressers and Recipients, was conducted by a team of researchers from Harvard, Columbia, and Insead. The team tested the effects of sarcasm by having volunteers engage in a sincere, a sarcastic, or a neutral (control) exchange before completing a task designed to assess their creativity.
What did the researchers find? Sarcasm, it turns out, is a pretty good mental workout. "To create or decode sarcasm, both the expressers and recipients of sarcasm need to overcome the contradiction (i.e., psychological distance) between the literal and actual meanings of the sarcastic expressions. This is a process that activates and is facilitated by abstraction, which in turn promotes creative thinking," Harvard's Francesca Gino, who participated in the study, explained in the Harvard Gazette.
The result was "those in the sarcasm conditions subsequently performed better on creativity tasks than those in the sincere conditions or the control condition. This suggests that sarcasm has the potential to catalyze creativity in everyone," Adam Galinsky, another member of the research team, added. In short, sarcastic comments make your whole team more creative, so go ahead and let fly with the occasional snide-but-hilarious comment. Thanks, science!
Gust MEES's insight:
"The highest form of intelligence." The study, titledThe Highest Form of Intelligence: Sarcasm Increases Creativity Through Abstract Thinking for Both Expressers and Recipients, was conducted by a team of researchers from Harvard, Columbia, and Insead. The team tested the effects of sarcasm by having volunteers engage in a sincere, a sarcastic, or a neutral (control) exchange before completing a task designed to assess their creativity.
What did the researchers find? Sarcasm, it turns out, is a pretty good mental workout. "To create or decode sarcasm, both the expressers and recipients of sarcasm need to overcome the contradiction (i.e., psychological distance) between the literal and actual meanings of the sarcastic expressions. This is a process that activates and is facilitated by abstraction, which in turn promotes creative thinking," Harvard's Francesca Gino, who participated in the study, explained in the Harvard Gazette.
The result was "those in the sarcasm conditions subsequently performed better on creativity tasks than those in the sincere conditions or the control condition. This suggests that sarcasm has the potential to catalyze creativity in everyone," Adam Galinsky, another member of the research team, added. In short, sarcastic comments make your whole team more creative, so go ahead and let fly with the occasional snide-but-hilarious comment. Thanks, science!
"The highest form of intelligence." The study, titledThe Highest Form of Intelligence: Sarcasm Increases Creativity Through Abstract Thinking for Both Expressers and Recipients, was conducted by a team of researchers from Harvard, Columbia, and Insead. The team tested the effects of sarcasm by having volunteers engage in a sincere, a sarcastic, or a neutral (control) exchange before completing a task designed to assess their creativity.
What did the researchers find? Sarcasm, it turns out, is a pretty good mental workout. "To create or decode sarcasm, both the expressers and recipients of sarcasm need to overcome the contradiction (i.e., psychological distance) between the literal and actual meanings of the sarcastic expressions. This is a process that activates and is facilitated by abstraction, which in turn promotes creative thinking," Harvard's Francesca Gino, who participated in the study, explained in the Harvard Gazette.
The result was "those in the sarcasm conditions subsequently performed better on creativity tasks than those in the sincere conditions or the control condition. This suggests that sarcasm has the potential to catalyze creativity in everyone," Adam Galinsky, another member of the research team, added. In short, sarcastic comments make your whole team more creative, so go ahead and let fly with the occasional snide-but-hilarious comment. Thanks, science!
"The highest form of intelligence." The study, titledThe Highest Form of Intelligence: Sarcasm Increases Creativity Through Abstract Thinking for Both Expressers and Recipients, was conducted by a team of researchers from Harvard, Columbia, and Insead. The team tested the effects of sarcasm by having volunteers engage in a sincere, a sarcastic, or a neutral (control) exchange before completing a task designed to assess their creativity.
What did the researchers find? Sarcasm, it turns out, is a pretty good mental workout. "To create or decode sarcasm, both the expressers and recipients of sarcasm need to overcome the contradiction (i.e., psychological distance) between the literal and actual meanings of the sarcastic expressions. This is a process that activates and is facilitated by abstraction, which in turn promotes creative thinking," Harvard's Francesca Gino, who participated in the study, explained in the Harvard Gazette.
The result was "those in the sarcasm conditions subsequently performed better on creativity tasks than those in the sincere conditions or the control condition. This suggests that sarcasm has the potential to catalyze creativity in everyone," Adam Galinsky, another member of the research team, added. In short, sarcastic comments make your whole team more creative, so go ahead and let fly with the occasional snide-but-hilarious comment. Thanks, science!
"Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.
Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.
This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.
So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.
Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.
"Direct instruction" does increase scores on the tests the instruction is aimed toward, even with very young children. This self-fulfilling prophecy is not surprising. But multiple studies also show that the gains in performance are fleeting -- they completely wash out after 1-3 years when compared to children who had no such early direct instruction.
Measure the wrong things and you'll get the wrong behaviors." This simple statement succinctly characterizes why the American education system continues beating its head against the wall.
Throughout education, an increasingly rigid, closed loop of assessment is systematically making schools worse: Define things children should know or be able to do at a certain age; design a curriculum to instruct them in what you've decided they should know; set benchmarks; develop tests to see if they have learned what you initially defined; rinse and repeat.
This narrow, mechanistic approach to education does not correspond to the reality of child development and brain science, but the metrics and assessment train charges down the track nevertheless.
So what's wrong with that, you might ask? Isn't school about teaching kids stuff and then testing them to see what they've learned? In a word, "No." It simply doesn't work, especially with young children.
Perhaps more tragic than the lack of long-term academic advantage of early academic instruction is evidence that such instruction can produce long-term harm, especially in the realms of social and emotional development.
Far from being mere toys, unmanned aerial vehicles will eventually be used for applications which were once only features of science fiction, thanks to research being carried out at the University of Luxembourg.
Gust MEES's insight:
Far from being mere toys, unmanned aerial vehicles will eventually be used for applications which were once only features of science fiction, thanks to research being carried out at the University of Luxembourg.
A research study about research studies comes up with a cautionary finding.
For more than a decade, school reformers have said that education policy should be driven by “research” and “data,” but there’s a big question about how much faith anyone should have in a great deal of education research. This is so not only because the samples are too small or because some research projects are funded by specific companies looking for specific results, but because in nearly all cases, it appears that nobody can be certain their results are completely accurate.
“I would love to believe that every single person doing education research around the world has ethics that are as pure as the driven snow,” Plucker said. “[But] the law of averages tells us there’s something out there.”
Gust MEES's insight:
“I would love to believe that every single person doing education research around the world has ethics that are as pure as the driven snow,” Plucker said. “[But] the law of averages tells us there’s something out there.”
That is reinforcing mey thoughts and believes as I said this ALREADY years ago THAT I DON'T trust on research in EDU!
Data is significant yet can be deceptive. We are developing human potential and there are aspects where data is not as reliable to success as we portray.
This article is about the low value placed on replication studies. It does not call into question all education research! I'd like to see how this replication issue compares to other social sciences before dismissing all ed research!
Weston, M.E., and Bain, A. (2014, April), Bridging The Research-to-Practice Gap in Education: A Software Mediated Approach for Improving Instructional Quality...
Pierre Lévy Professeur à l’Université d’Ottawa. Ce travail est la pré-impression d’un article dans le numéro 58 de RED. Il sera publié en tant que contribution d’invité, dans le genre «histoire personnelle comme recherche éducative» (Personal History as Educational Research). Cet article n’a d’autre but que de raconter mon expérience...
Pierre Lévy Professeur à l’Université d’Ottawa. Ce travail est la pré-impression d’un article dans le numéro 58 de RED. Il sera publié en tant que contribution d’invité, dans le genre «histoire personnelle comme recherche éducative» (Personal History as Educational Research). Cet article n’a d’autre but que de raconter mon expérience...
Wer spielt, hat Vorteile beim Verknüpfen von Lerninhalten und bei der Speicherung im Langzeitgedächtnis - das zeigt eine Studie der Universität Bochum. Games könnten auch positive Auswirkungen im Alter haben - allerdings ist dieses Studienergebnis nicht unumstritten.
Wissenschaftler der Ruhr-Universität Bochum haben sich mit den Auswirkungen von Computerspielen auf das Gehirn beschäftigt. Ihr Ergebnis: Games können positive Auswirkungen auf bestimmte Lernfunktionen haben, vor allem auf unsere Verarbeitung von Bildern, das Verknüpfen unterschiedlicher Inhalte und die Speicherung im Langzeitgedächtnis.
Außerdem können wichtige Gebiete im Gehirn wachsen, was nach allgemeinem Wissensstand positive Auswirkungen hat - unter anderem kann es nachlassenden Gedächtnisleistungen im Alter vorbeugen.
Wer spielt, hat Vorteile beim Verknüpfen von Lerninhalten und bei der Speicherung im Langzeitgedächtnis - das zeigt eine Studie der Universität Bochum. Games könnten auch positive Auswirkungen im Alter haben - allerdings ist dieses Studienergebnis nicht unumstritten.
Wissenschaftler der Ruhr-Universität Bochum haben sich mit den Auswirkungen von Computerspielen auf das Gehirn beschäftigt. Ihr Ergebnis: Games können positive Auswirkungen auf bestimmte Lernfunktionen haben, vor allem auf unsere Verarbeitung von Bildern, das Verknüpfen unterschiedlicher Inhalte und die Speicherung im Langzeitgedächtnis.
Außerdem können wichtige Gebiete im Gehirn wachsen, was nach allgemeinem Wissensstand positive Auswirkungen hat - unter anderem kann es nachlassenden Gedächtnisleistungen im Alter vorbeugen.
“[Adolescence is] a stage of life when we can really thrive, but we need to take advantage of the opportunity,” said Temple University neuroscientist Laurence Steinberg at a Learning and the Brain conference in Boston. Steinberg has spent his career studying how the adolescent brain develops and believes there is a fundamental disconnect between the popular characterizations of adolescents and what’s really going on in their brains.
Because the brain is still developing during adolescence, it has incredible plasticity. It’s akin to the first five years of life, when a child’s brain is growing and developing new pathways all the time in response to experiences. Adult brains are somewhat plastic as well — otherwise they wouldn’t be able to learn new things — but “brain plasticity in adulthood involves minor changes to existing circuits, not the wholesale development of new ones or elimination of others,” Steinberg said.
The adolescent brain is exquisitely sensitive to experience,” Steinberg said. “It is like the recording device is turned up to a different level of sensitivity.” That’s why humans tend to remember even the most mundane events from adolescence much better than even important events that took place later in life. It also means adolescence could be an extremely important window for learning that sticks. Steinberg notes this window is also lengthening as scientists observe the onset of puberty happening earlier and young people taking on adult roles later in life. Between these two factors, one biological and one social, adolescence researchers now generally say the period lasts 15 years between the ages of 10 and 25.
[Adolescence is] a stage of life when we can really thrive, but we need to take advantage of the opportunity,” said Temple University neuroscientist Laurence Steinberg at a Learning and the Brain conference in Boston. Steinberg has spent his career studying how the adolescent brain develops and believes there is a fundamental disconnect between the popular characterizations of adolescents and what’s really going on in their brains.
Because the brain is still developing during adolescence, it has incredible plasticity. It’s akin to the first five years of life, when a child’s brain is growing and developing new pathways all the time in response to experiences. Adult brains are somewhat plastic as well — otherwise they wouldn’t be able to learn new things — but “brain plasticity in adulthood involves minor changes to existing circuits, not the wholesale development of new ones or elimination of others,” Steinberg said.
The adolescent brain is exquisitely sensitive to experience,” Steinberg said. “It is like the recording device is turned up to a different level of sensitivity.” That’s why humans tend to remember even the most mundane events from adolescence much better than even important events that took place later in life. It also means adolescence could be an extremely important window for learning that sticks. Steinberg notes this window is also lengthening as scientists observe the onset of puberty happening earlier and young people taking on adult roles later in life. Between these two factors, one biological and one social, adolescence researchers now generally say the period lasts 15 years between the ages of 10 and 25.
It seems like boredom is deadly to the learning process and that's exactly what high school students report is what is happening to them in most schools - The lack of challenge. k-Lon
In some instances, research illuminates a topic and changes our existing beliefs. For example, here’s a post that challenges the myth of preferred learning styles. Other times, you might hear about a study and say, “Well, of course that’s true!” This might be one of those moments. Last year, Dr. Karlsson Wirebring and fellow researchers published a study that supports what many educators and parents have already suspected: students learn better when they figure things out on their own, as compared to being told what to do.
Thank you for this one! Anything like this that is straight forward and free of technical jargon is most welcome in my book. I'm quite positive a high falutin' professor could very easily bore us to tears with reams and reams of academic justification backed by decades of research to tell us these points. Interesting though that is... Thankfully you've scooped a classroom teachers perspective. Hallelujah! 5 points that speak directly to a teacher starting out in the profession. I'm your new fan.
Stanford psychology professor Carol Dweck has become something of a cult figure in education and parenting circles. Her research into boosting student motivation has spawned a mini industry of consultants, sold more than a million books and changed the way that many adults praise children. Dweck believes too many students are hobbled by the belief that intelligence …
Praising effort alone
Many parents and teachers have interpreted Dweck’s work to mean that they should praise a child’s effort, such as “I’m proud that you tried really hard,” or “I see how much effort you put into this.” Or teachers sometimes give A’s on assignments if a child has attempted all of the questions, regardless of whether the answers are good or not.
“It’s like the consolation prize. ‘Oh, at least you worked hard,'” said Dweck. “What if they didn’t make progress or they didn’t learn?”
Praising effort alone, she says, is useless when the child is getting everything wrong and not making progress. Either students will feel misled when they are eventually confronted with the reality of their low achievement, or the hollow praise will convey adults’ low expectations for them.
Stanford psychology professor Carol Dweck has become something of a cult figure in education and parenting circles. Her research into boosting student motivation has spawned a mini industry of consultants, sold more than a million books and changed the way that many adults praise children. Dweck believes too many students are hobbled by the belief that intelligence …
Praising effort alone
Many parents and teachers have interpreted Dweck’s work to mean that they should praise a child’s effort, such as “I’m proud that you tried really hard,” or “I see how much effort you put into this.” Or teachers sometimes give A’s on assignments if a child has attempted all of the questions, regardless of whether the answers are good or not.
“It’s like the consolation prize. ‘Oh, at least you worked hard,'” said Dweck. “What if they didn’t make progress or they didn’t learn?”
Praising effort alone, she says, is useless when the child is getting everything wrong and not making progress. Either students will feel misled when they are eventually confronted with the reality of their low achievement, or the hollow praise will convey adults’ low expectations for them.
It's important that praise be aligned with relevant and useful feedback. All learners need to know what they are doing right, and what they are getting wrong, in order to progress.
Implementation with fidelity is important when new strategies from research comes to the classroom. We often "cherry-pick" what we feel comfortable with but it is necessary to "lean in" and implement as intended by the author or researcher. Be committed to self-reflection and evaluation of the progress you see in students. Adjust, refine and commit to improving your execution.
Getty In the book Teaching 2030 by Barnett Berry and 12 classroom experts, the authors pinpoint specific skills educators will need to teach in the schools of tomorrow.
They say teachers must be prepared to find and adapt new technologies to engage the digital generation, as well as work across traditional subject areas using project learning.
They must be able to use data and evidence to inform their practice and know how to work in both virtual learning environments and brick-and-mortar schools. And they’ll need to collaborate with community-based organizations and work in schools that provide all kinds of other services for students and their families.
Along those lines, Berry has outlined five changes he believes need to be made to the future of teacher education.
It is so true, Gust! Teaching is not transmitting the knowledge, it is igniting the light for learning through collaboration, curation and teacher's passion for learning!
It used to be that neuroscientists thought smart people were all alike. But now they think that some very smart people retain the ability to learn rapidly, like a child, well into adolescence.
“Until adolescence there are lots of new connections being made between neurons to store patterns and information collected from the environment,” Brant says.
The brain adds many synapses in the cortex. This comes at a time when the brain is especially responsive to learning. This is typically followed by cortical pruning in adolescence, as the brain shifts from hyperlearning mode.
Hewitt agrees: “The developing brain is a much more flexible organ than the mature brain.”
Learning doesn’t stop at adolescence, of course, but the “sensitive period” — where the brain is hyperlearning mode — does appear to come to an end. Learning new things gets harder.
Gust MEES's insight:
“Until adolescence there are lots of new connections being made between neurons to store patterns and information collected from the environment,” Brant says.
The brain adds many synapses in the cortex. This comes at a time when the brain is especially responsive to learning. This is typically followed by cortical pruning in adolescence, as the brain shifts from hyperlearning mode.
Hewitt agrees: “The developing brain is a much more flexible organ than the mature brain.”
Learning doesn’t stop at adolescence, of course, but the “sensitive period” — where the brain is hyperlearning mode — does appear to come to an end. Learning new things gets harder.
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Homes in Madrid, Dublin, Cardiff, Ljubljana, and Leuven are participating in the Citizens Observing UrbaN Transport (WeCount) project, a European Commission–funded research project investigating sustainable economic growth.
Learn more / En savoir plus / Mehr erfahren:
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Citizen+Science
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=makerspace
https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=STEM
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