lilly conference 2014 be prepared to learn

8/10/2019 Lilly Conference 2014 Be Prepared to Learn

1/145

A New Paradigm for StudentLearning- Be Prepared toLearn

Developed by Professor Terry Doyle

Ferris State University

www.learnercenteredteaching.wordpress.com

[email protected]
http://www.learnercenteredteaching.wordpress.com/http://www.learnercenteredteaching.wordpress.com/


2/145

A New Paradigm for Student LearniBe Prepared to Learn

Slides from the presentation are available at

www.learnercenteredteaching.wordpress.com


3/145

The Human Brain Myths and Mistak


4/145

Forget that Right-Left Brain Stuff

The human brain works as acomplex design of integratedsystems not through specializedand competing right and leftbrain functions.

(Tokuhama-Espinosa, Mind Brain and Education Science, 2011


5/145

The Human Brain

Complex mental tasks andbehaviors and even simple taskresult from a complexcoordination of activity inmultiple brain regions includingboth the right and left

hemispheres.

(Rekart, 2013)


6/145

We only use 10 % of our Brains

Brain scans have shown that nomatter what one is doing, brainsare always active.

Some areas are more active atany one time than others, butbarring brain damage, there isno part of the brain that isabsolutely not functioning.


7/145

No Adequate EvidenceBehind LearnStyles

there is no adequate evidencebase to justify incorporatinglearning styles assessments intogeneral educationalpractice

(Pashler et al, 2009:105)


8/145

No Adequate Evidence Behind LearStyles

Professor John Hattie , author ofVisible Learning in 2012produced a synthesis of years ofeducational research trying tofigure out what has the biggestimpact upon student learningstates that,

One of the more fruitlesspursuits is labeling students withlearning styles.


9/145

Visual and Auditory LearnersEvolution Made Sure of It

Human survival depended of theability to learnthe senses thatplayed the most significant rolein survival were sight andhearing.

See-predators

See- food

See- a mate

See- protected areas for sleep


10/145

Multitasking is not Possible


11/145

Multitasking does not Exist

Multitasking does not exist.

You're not actually doing four orfive things at once.

(Levitin,2014)


12/145

The Brain Cant Multitask

Our brains engage in sequentialtasking or unitasking shiftingrapidly from one thing to anotherwithout realizing it.

The brain is actually fracturingtime into ever smaller parts andfocusing on each thingindividually.(Levitin,2014)


13/145

Multitasking = Less Productive

People often think they are beingmore productive when they try to

juggle tasks.

Not only is sequential unitaskingdetrimental to productivity,but itproduces less creative work aswell.

Levitin, 2014


14/145

Multitasking Burns Energy andCan Cause Stress

When people try to do severalthings at once, like text andlisten to a lecture, the brainuses up oxygenated glucose ata much faster rate andreleases the stress hormonecortisol.

(Levitin,2014)


15/145

Multitasking Burns Energy andCan Cause Stress

Cortisol is something that makesyou feel mentally cloudy and edgyand unhappy.

(Levitin,2014)


16/145

Why do (Especially) Younger College StudentsMultitask?They are Responding to Rewards

Some behaviors, such as textingor using social media, trigger thebrains reward system.

Once the brain has linked abehavior to that reward, it

continues to seek the rewardagain and again.

Roper, 2014


17/145

Why do (Especially) Younger College Students MultitaskThey are Responding to Rewards

Thats why students are likely toopt for the reward of socialmedia when they should bestudying.

Or why they respond to textswhile driving

Roper, 2014


18/145

Studies on Multitasking

92% of college students multitask

while in class.

Students reported using theirdevices for non-class purposes anaverage of 11 times during class

each day.

(McCoy, 2013 Journal of Media Education)

777 students on 6 campuses

across USA


19/145

Multitasking and Attention

Text messaging,specifically, dominated asthe students top activitywith 86 percent ofstudents admitting totexting throughout class

times.

(McCoy, 2013)


20/145


2011 study explored the perception onhow often a person thinks they aremultitasking in a 30 minute period

Subjects guessed 15

(Brasel and Gips, 2011)


21/145


The students actually looked away123 times.


22/145


Multitasking decreases mental resourcesneeded for new learning and study( Newman Kellert and Just 2007)

The amount of brain activation in theareas needed for new learning is much

less then when a single task is beinglearned.

(Just, Carpenter Keller, Emery, Zajac and Thulborm 2001),


23/145


Heavy multitasking shortensattention spans.

(Ophir, Nass and Wagner, 2009)


24/145


It gives value to all stimuli sodistractibility increases.

(Ophir, Nass and Wagner 2009)


25/145

Reducing Multitasking

How can someone overcome theirbrains attempts to distract?

Best solution-- physically removingdistractions whenever possible.

Shut down the phone whendriving or disconnect from Wi-Fiwhile doing homework.


26/145

Rewards are the best way to motivastudents?? Neuroscience findings suggest

that learning is improved whenthe reward for success isuncertain.

Evidence suggests that not being

sure of a reward increasesdopamine levels in the brain andengagement in learning.

Jones, Bristol University, 2104If the Reward is Uncertain Learn

Improves


27/145

Games that PromoteUncertain Rewards In this game students will need a

combination of luck and learningto win.

Current research suggests this ismore motivating and effectivefor students' learning.

Jones, Bristol University ,2014


28/145

The Human Brain

The human brain weighs aboutthree (3) pounds

Contains 86 billion neurons

These neurons can make 40quadrillion connections

(Ratey, 2001, Goldberg, 2009)


29/145

We are Born to Learn

The brain was meant to explore and learn


30/145

The Definition of Learning

Learning is a change in theneuron-patterns of the

brain.

(Goldberg, 2009) www.virtualgalen.com/.../ neurons-small.jpg


31/145

Definition of Learning

Learning is the ability to use information aftersignificant periods of disuse

and

it is the ability to use the information to solveproblems that arise in a context different (if onlyslightly) from the context in which the informationwas originally taught.

(Robert Bjork, Memories and Metamemories, 1994)

The New Paradigm for Student


32/145

The New Paradigm for StudentLearningBe Prepared to Learn

1. Students need to prepare theirbrains for learning each day.


33/145

Preparing to Learn

The simple but important shift inour understanding is ---that ifthe brain is prepared to learngreater success occurs.

Preparation for Learning Means Students


34/145

Preparation for Learning Means StudentsHave Addressed these Five Areas

The brain needs to function

effectively:1. Sleep

2. Exercise

3. Oxygen

4. Hydration

5. Diet (glucose)

How Sleep Effects


35/145

GOOD SLEEP HYGIENE?

p

Learning and Memory


36/145

Studying School Start Times

31,800 pupils from 106 schools

across England will move theirhigh school start times to 10amfor 10th and 11thgraders.

The main trial will take placeover two years and students willalso be given lessons on theimportance of sleep for learning.


37/145

Studying School Start Times

Professor Russell Foster, Directorof the Oxford University Sleepand Circadian NeuroscienceInstitute said: Recent advancesin our understanding of the

neuroscience of sleep has shownthat the body clock of teenagersis delayed.

How Much Sleep do College


38/145

How Much Sleep do CollegeStudents Need? While sleep requirements vary

slightly from person toperson, most healthy adultsneed between seven and a halfto nine hours of sleep per nightto function at their best.

Dement,1999--

National Sleep Foundation


39/145

Sleep Deprivation

Sleep Deprivation results in:

Poor Attention

Cognitive Impairment

Irritability

Difficulty with Memory

Increased Risk Taking and Impulsivity

Slowed Reaction Time

(Breus, Web MD)
http://www.webmd.com/michael-j-breus


40/145

Memories are Made During Sleep

Most memory researchers nowagree that sleep plays animportant role in the formationof long term memories .

(Stickgold, 2005).


41/145

Learning Readiness and Sleep

During sleep electricalimpulses help to shift

memories from the brain'shippocampus -- which haslimited storagespace -- tothe nearly limitlessprefrontal cortex's.

This frees up thehippocampus to take in freshdata (new learning)the nextday.

(Walker, 2010)Sleep is the key to havi

brain that is ready to le
http://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htmhttp://www.sciencedaily.com/releases/2011/03/110308124748.htm


42/145


43/145

Rehearsal of Learning before Sleep

A 2012 study out of theUniversity of Notre Dameconfirms that sleeping directlyafter learning something new isbeneficial for memory.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )


44/145

Rehearsal of Learning before Sleep

it would be a good thing torehearse any information youneed to remember just prior togoing to bed.

(Payne, Tucker, Ellenbogen, Wamsley, 2012 )


45/145

Sleep, Creativity and Problem Solvi

Sleep also seems to reorganize

memories, extracting theemotional details andreconfiguring the memory tohelp us produce new andcreative ideas.

(Wagner, U., Gais, S., Haider, H., Verleger, R., & Born, J. (2004).


46/145

Awake but Off Line

New findings suggest that whenthe brain is sleep deprived eventhough the person is fully awakethe neurons used for importantmental task switch off.

(Chiara Corelli,2011 Nature)


47/145

Awake but Off Line

This is likely to have

consequences on mentalperformance and we likelyfunction less well the longerweve been awake.

(Chiara Corelli,2011, Nature)

S G


48/145

Less Sleep Equals Lower GPA

2012 study from the University of

Arkansas Sleep and Learning Labconcluded that students thatconsistently got less than therecommended 7-8 hours of sleep eachnight had lower GPAs than studentswith 7-8 hours of sleep.

N Ei ht O l k Cl


49/145

No Eight Oclock Classes

The University of Arkansas studywent so far as to recommendthat colleges and universitiesconsider not offering 8 amclasses.

C b k l ?


50/145

Can we bank sleep?

Bank sleepnot really

But when sleep deprived youcan catch up with recoverysleep.

When you know you will have tobe sleep deprived it is valuableto sleep well the day before.

Ni htti Li ht d Sl


51/145

Nighttime Light and Sleep

Nighttime light exposure

especially to the blue light of TV,computers, cellphones and iPadssuppresses melatonin thehormone that controls our wakeand sleep cycles

Ni htti Li ht d Sl


52/145

Nighttime Light and Sleep

One hour of normal room lighting (

1000 lux) is enough to suppressmelatonin.

(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinology andMetabolism

St d R lt


53/145

Study Results

Compared with dim light,

exposure to room light beforebedtime suppressed melatonin,resulting in a later melatoninonset in 99.0% of individuals andshortening melatonin durationby about 90 min.

(Gooley, Chamberlain, and Lockley in Journal of Clinical Endocrinologyand Metabolism

P ibl l ti ?


54/145

Possible solutions?

1. a computer program

called f.lux

The program that makes the colorof your computers display adaptto the time of day

Possible Solutions?


55/145

Possible Solutions?

Wearing a pair of amber lensedgoogles.

These blue-blocking lenses are highlyeffective in reducing the effects ofblue light exposure.

Wood B1, Rea MS, Plitnick B, Figueiro MG, 2013

Naps Help Learning
http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Figueiro%20MG[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Plitnick%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Rea%20MS[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed?term=Wood%20B[Author]&cauthor=true&cauthor_uid=22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476http://www.ncbi.nlm.nih.gov/pubmed/22850476


56/145

Naps Help Learning

Humans are supposed to napdaily.

(Dement, 2009)

Dinges,D.(

Naps Can Improve Learning Readin


57/145

Naps Can Improve Learning Readin

The newest research suggest a

nap of 90 minutes is ideal fortrue refreshment and improvedcognitive readiness for learning.

LOEB, 2014

Rest ( Spaced Learning) after New


58/145

( p g)Learning Improves Recall

Neuroscientist Lila Davachi

of NYU found that duringrest periods following newlearning the areas of thebrain used during newlearning were just as activeas they were when they

were learning the task

Dr Lila Davachi, NYU's Department of Psychology and Centerfor Neural Science.

Spaced Learning Research


59/145

Spaced Learning Research

Previous spaced learning studieshave shown that regular gaps,which allow the mind time toencode learning, have helpedeveryone from primary schoolchildren read more effectively toimproving surgical skills of medicalstudents.

Brain scans have suggested thatconnections between neuronsincreases if stimulus is repeatedseveral times with intervals ofinactivity.

Time Off after Learning Study


60/145

Time Off after Learning Study

Spaced learning, Queens

University Belfast 2,250 pupils around Sheffield,

England will be given regulargaps between learning beforethe subject is repeated.

Lesson gaps will begin at just 10minutes long, and extend to afull day or more.


61/145

Significance of this Finding


62/145

Dont Take Classes Back to BackThe greater the correlation

between rest and learning thegreater the chance ofremembering the task in latertests.

Taking a (coffee) break afterclass can actually help you retainthe information you justlearned." Dr Lila Davachi

Exercise Learning and Memory


63/145

Exercise, Learning and Memory

Exercise and Learning


64/145


Exercise has a direct impact on the brain.

Thats because exercise works directly onbrain tissue

1.improving the connections between

nerve cells

2.creating new synapses

3. growing new neurons and blood vessels

4. improving cell energy efficiency.

(Gordon, 2014)



65/145


Recent research examining bothchildrenand older adultsshows that thebrain's white matter--becomes morefibrous and compact with physicalexercise.

Rhodes, et al.,2013

White matteris composed ofbundles of myelinated nerve cell

processes, which connect various

grey matterareas of the brainto

each other, and carry nerve

impulses between neurons..

http://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0917whitematter_Burzynska_Kramer_McAuley.htmlhttp://news.illinois.edu/news/14/0917whitematter_Burzynska_Kramer_McAuley.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.htmlhttp://news.illinois.edu/news/14/0819whitematter_LauraChaddockHeyman_CharlesHillman_ArthurKramer.html


66/145


The more streamlined andcompact your white matter is,the faster and more efficientlyyour brain functions.

Rhodes, 2013

BEEFING UP YOUR BRAIN'SINFORMATION HIGHWAY


67/145

INFORMATION HIGHWAY

The real enemy is sedentarism.

Just a little bit of movementevery day helps preserve theintegrity of your brains whitematter."

Bergland, 2014

We Interrupt this Presentation for aP bli S i A t
http://www.fastcompany.com/person/christopher-berglandhttp://www.fastcompany.com/person/christopher-bergland


68/145

Public Service Announcement

National Institute on Aging and

the National Institutes of

Health

Exercise Benefits for those Over 50


69/145

This research shows the

tremendous benefit of aerobicexercise on a persons memoryand demonstrates that aerobicexercise can reduce both thebiological and cognitiveconsequences of aging.

Wyly, 2013



70/145


Physical exercise may be one of themost beneficial and cost-effectivetherapies widely available toeveryone to elevate memoryperformance.

These findings should motivateadults of all ages to start exercisingaerobically.

Chapman, 2013

Exercise and Memory


71/145

Exercise and Memory

Other recent work indicates that

aerobic exercise can actuallyreverse hippocampal shrinkage,which occurs naturally with age,and consequently boost memoryin older adults.

Erickson, et.al., 2011

Humans have two hippocampi, one i

side of the brain. It belongs to the lim

systemand plays important roles in t

consolidation of information from sh

term memoryto long-term memory

spatial navigation.

Physical and Mental Exercise
http://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Navigationhttp://en.wikipedia.org/wiki/Navigationhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Long-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Short-term_memoryhttp://en.wikipedia.org/wiki/Limbic_systemhttp://en.wikipedia.org/wiki/Limbic_system


72/145

y

The combination of physical andmental exercise may be the besthealth measures to improve overallcognitive brain health.

To think we can alter and improvethe basic structure of the maturebrain through aerobic exercise andcomplex thinking should inspire usto challenge our thinking and getmoving at any age.

Chapman, 2103

Exercise and Mental Health


73/145

People who exercise regularly are50% less likely to developdementia.

Postal 2014

Now we Return You to Your RegularLILLY Presentation


74/145

LILLY Presentation



75/145

g

Inactive Brain Active Brain

Movement and Learning


76/145

g

Natural selection developed a

human brain to solve problemsof survival in outdoor, unstableenvironments while in almostconstant motion.

(Medina, 2008)

Moving to Learn


77/145

g

A growing body of evidencesuggests we think and learn betterwhen we walk or do other formsof exercise.

Rhodes, 2013

Movement and Learning


78/145

g

Our brains were shaped and

sharpened by movement.

We continue to require regularphysical activity in order for ourbrains to function optimally.

(Raichlen and Polk, 2013)



79/145

There is a course at New YorkUniversity in which studentsperform aerobic exercises forone hour followed by one hourof lecture.

(Suzuki, 2010)



80/145

Exercise is the single most

important thing a person can doto improve their learning.

(John Ratey, 2008, Spark, The Revolutionary New

Science of Exercise and the Brain)

Study of Exercise And Learning inSchools


81/145

Schools Professor Heidi Johansen-Berg

from the University of Oxford willlead a trial to look at the effect ofmedium-to-high cardiovascularactivity on academic attainment,using brain imaging to investigatethe correlation between them.

It will involve around 10,000 pupilsin 8 schools in Oxfordshire, England

Exercise Stimulates NewCell Production


82/145

Cell Production

When we exercise, new brain cellsare born in the hippocampus- thebrain's gateway to new memories.

Postal, 2014http://www.karenpostal.com/exercise-think-better/



83/145

It is thought that the cells thatare born may die within a fewdays unless the brain ischallenged to learn newinformation.

That is, it appears that the cells

are born just in case they areneeded. .

Postal, 2014

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4


84/145

When you both exercise anduseyour memory, the cells becomepermanent.

Postal, 2014

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T0F-4PCXGMJ-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=4c77dc6769de15bae0e37e909a65c8b4


85/145

High fat diets have been shown toblock new brain cell growth.

Exercise Increases Attentionand Concentration


86/145

and Concentration

Exercise directly stimulates thedorsolateral prefronal cortices- thebrain regions responsible for focus,concentration, organization, andplanning.

Postal, 2014

Exercise Boost the BrainsAbility to Learn


87/145

Ability to Learn

Exercise increases production ofneurotransmitters that help:

1.Concentration

2. Attention

3. Motivation

4. Patience5. Mood (more optimistic)

(Ratey, 2008)

EnergyC


88/145

http://www.youtube.com/watch?v=ho9s6Wg1xMY

Dopamine

Exercise can Enhance Learning
http://www.youtube.com/watch?v=ho9s6Wg1xMYhttp://www.youtube.com/watch?v=ho9s6Wg1xMYhttp://www.youtube.com/watch?v=ho9s6Wg1xMY


89/145

Studies also show that followingexercise, problem solving,memory, and attention improve.

Postal, 2014

Exercise Increases Production of BD


90/145

BDNF(Brain-derived neurotrophic factor )

Enhances the wiring of neurons.

(Ratey, 2008)Miracle Gro for the

Brain

Exercise Increases Production of BD


91/145

BDNF (brain derivedneurotrophic factor) leadsdirectly to brain cells binding toone another.

Synapses, or connections

between cells become moredense.

Postal, 2014

Exercise Produces BDNF


92/145

Improves brain health

Is a stress inoculator

Makes the brain cells

more resilient

(Ratey, 2008)

Cognitive Benefits in a Pill


93/145

Researchers from the Dana-Farber CancerInstitute at Harvard Medical School (HMS)have also discovered that it may be

possible to capture these BDNF benefitsin a pill.

The same protein that stimulates braingrowth via exercise could potentially bebottled and given to patientsexperiencing cognitive decline, includingthose in the beginning stages of

Alzheimers and Parkinsons.

(Bruce Spiegelman of Dana-Farber and HMS and MichaelE. Greenberg, PhD, chair of neurobiology at HMS.)

Exercise, Stress and Learning
https://cellbio.med.harvard.edu/people/faculty/spiegelman


94/145

Students rarely know that toxiclevels of stress erode theconnections between thebillions of nerve cells in the brainor that chronic depressionshrinks certain areas of the

brain.

(Jesper Mogensen , Department of Psychology,

University of Copenhagen.

Stress-HPA Axis


95/145

Stress and Learning-HPA Axis


96/145

Amygdala send a message

Hypothalamus releases CRH hormone

Pituitary releases ACTH hormone

Adrenal glands release cortisol and adrenalin(Herman and Cullinan, 1997

HPA Axis and Stress


97/145

Adrenaline which is converted into epinephrine tells the amygdalaactive so the HPA LOOP continues.

The cortisol goes right to the brain and has a deactivating or inhibon neurons( Lyons, Lopez, Yang, Sobatzberg 2000

Long term cortisol kills cells through cell suicide or dependency toreduces new born cells needed for normal memory processing.

( Fuchs and Steller 2011)

(Deng, Aimone and Gage 2010)

Exercise, Stress and Learning


98/145

Conversely exercise unleashes acascade of neurochemicals andgrowth factors that can reversethis stress process, physicallybolstering the brain'sinfrastructure.

(Jesper Mogensen , Department of Psychology, Universityof Copenhagen.

Exercise and Stress


99/145

"In fact, the brain responds likemuscles do, growing with useand withering with inactivity.

Exercise causes neurons(dendrites) to grow and bloom,thus enhancing brain function ata fundamental level."

Jesper Mogensen ,Department of Psychology, Universityof Copenhagen

Short Term Stress


100/145

Acute stress activates selectiveCRH molecules (corticotropin)releasing hormones, whichdisrupt the process by which thebrain collects and storesmemories. (Baram,2010)


101/145

Oxygen Use by the Brain

Alth h th b i


102/145

Although the brainrepresents only 2% of

the body weight, itreceives 15% of thecardiac output and 20%of total body oxygenconsumption.

( Magistretti,Pellerin andMartin,2008 )

Blood Flow and Oxygen


103/145

Research shows that when weexercise, blood pressure and

blood flow increase everywherein the body, including the brain.

More blood means more energyand oxygen, which makes our

brain perform better.

Rhodes, 2013

Blood Flow to the Brain


104/145

Exercisers also showed greaterincrease in brain blood flow to thehippocampus and the anteriorcingulate which are key brainregion in new learning andmemory.

Wyly, 2013

Movement Adds Oxygen to the Bloo


105/145

Walking is particularly good foryour brain and increases blood

flow, oxygen levels and yourbrains supply of glucose.

Franklin Institute

Proper Breathing


106/145

Breathing practice for increasingoxygen to the brain?

1) Breathe easily and normally withyour belly in a relaxed way.

2) Breathe in through your nose andunder normal conditions out through

your lips .

Cleveland Clinic , 2014

Breathing Properly


107/145

When we breathe normally anddeeply into our belly, we move

air and oxygen down to areas ofour lungs where most of thecirculation of blood is.

This is where most oxygen andcarbon dioxide exchange takesplace.

Breathing Properly


108/145

If we dont breath correctly wedo not get the proper amount of

oxygen into our blood to becarried to our brain and bodyparts.

Oxygen Use by the Brain


109/145

Every breath you take converts toenergy. Human cells use nutrients

from food and oxygento createAdenosine Tri-Phosphate (ATP), theenergy source that fuels cellfunction.

Too little oxygen = less energy.

( Magistretti,Pellerin andMartin )

Hydration and the Brain


110/145

One of the most fascinatingaspects of neurons is that they

store water in tiny balloon-likestructures called vacuoles.

Water is essential for optimalbrain health and function

(Norman ,2012)



111/145

Water is needed for the brain'sproduction of the hormones and

neurotransmitters which key thebrains communication system.

Nerve transmission requiresone-half of all the brains energy.

(Allen, Advanced Learning and Development Institute)



112/145

When you lose too much wateryour brain cells lose efficiency.

(Gowin2010)

Why the Brain Needs Water


113/145

Dehydration can impair short-term memory function and therecall of long-term memory.

(Gowin, 2010)



114/145

Even mild levels ofdehydration can impactschool performance.

( Norman, 2012)

Symptoms of Dehydration

1 Thirsty


115/145

1. Thirsty

2. Dry mouth

3. Weakness4. Dizziness

5. Heart pounding

6. Fainting

7. Less or dark yellow urine

8. No tears9. Muscle cramps

10. Tired

Easy Solutions

1 Understand you lose 2 lbs of


116/145

1. Understand you lose 2 lbs ofwater while you sleep so you

need to hydrate when youwake up.

2. Water is bestdrinkthroughout the day.

3. Soda, iced tea, coffee or otherdrinks like Gatorade are 2ndbest.

Diet and Learning

Glucose is the form of sugar that


117/145

Glucose is the form of sugar thattravels in your bloodstream to

fuel the mitochondrial furnacesresponsible for your brainpower.

(The Franklin Institute)

Brain Energy and Learning

Neurons are living cells with a


118/145

Neurons are living cells with ametabolism and they need

glucose in order to function.

Glucose is the fuel of the brainjust like gasoline is the fuel ofyour car.

Levitin, 2014


119/145

The Brains Energy Source


120/145

Because neurons cannot storeglucose, they depend on thebloodstream to deliver a constantsupply of this precious fuel.

(The Franklin Institute)

Diet and Learning

This blood sugar is obtained


121/145

This blood sugar is obtainedfrom a balanced diet and regular

food consumption throughoutthe day.

Diet and Learning

Too much sugar or refined


122/145

Too much sugar or refinedcarbohydrates at one time,

however, can actually depriveyour brain of glucosedepletingits energy supply andcompromising your brain's powerto concentrate, remember, andlearn.(The Franklin Institute)

Diet and Learning


123/145

For learners, this research on dietimplies that the contents andtiming of meals may need to becoordinated to have the mostbeneficial cognitive effects thatenhance learning.

Web MD Food Recommendations foHealthy Brain Function Blueberries


124/145

Blueberries

Avocadoes

Dark Chocolate

Nuts and seeds

Beans

Fresh brewed Tea

Whole Grains

Wild Salmon

References

REFERENCES

htt // b i d / All C i (W t d B i h lth


125/145

http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objeYork, New York: Longman.

Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2,130-163. Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity.Trends in Cogn

Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhto-raising-smartkids/

Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.

Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one areyou? by Michael Graham Richard. Retrieved May 5, 2010 frhttp://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.

Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticot

Journal of Neuroscience, 28,2903-11.

Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf

Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html

Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).

Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing,J. Metcalfe and205. Cambridge, Massachusetts: MIT Press.

Bjork, D. (2001). How to succeed in college: Learn how to learn.APS Observer, 14(3), 9.

References

Bligh, D. A. (2000). Whats the use of lectures?San Francisco, California: Jossey-Bass.

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York, New York: Longmans.
http://www.educationworld.com/a_curr/curr218.shtmlhttp://www.educationworld.com/a_curr/curr218.shtmlhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://www.educationworld.com/a_curr/curr218.shtml


126/145

Bohn, R., & Short, J. E. ( 2009). How much information? 2009 report on American consumers. Retrieved October 15, 2010 from http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf

Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learning more. Princeton, New Jersey: Princeton University Press.

Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities.Journal of Special Education, 41,31-49.

Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 from http://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi-

Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retrieved December 12, 2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/

Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Council, & Committee on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experienceD.C.: National Academy Press.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000).How people learn:Brain, mind, experience, and school (Expanded ed.). Washington, D.C.: The National Academies Press.

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.) . San Francisco, California: Jossey-Bass.

Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.

Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 10, 12-21.

Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Brown, J. S. (1999). Learning, working & playing in the digital age: A speech given at the 1999 Conference on Higher Education of the American Association for Higher Education.Retrieved October 18, 2010 from http://www.ntlf.com/htm

Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Baltimore, Maryland: Johns Hopkins University Press.

Bruffee, K. (1984). Collaborative learning and the conversation of mankind. College English.46(7), 635-652.

Caine, G., & Caine, R. (2006). Meaningful learning and the executive functions of the human brain. In Johnson, S., & Taylor, K. (eds.), The Neuroscience of Adult Learning , 53-62. San Francisco, California: Jossey-Bass.

Caine, G., McClintic, C., & Klimek, K. (2009). 12 Brain/Mind learning principles in action. Thousand Oaks, California: Corwin Press.

Caine, R., & Caine, G. (1991). Making connections: Teaching and the human brain . Alexandria, Virginia: Association for Supervision and Curriculum Development.

Carles, S. Jr., Curnier, D., Pathak, A., Roncalli, J. , Bousquet, M., Garcia, J., . . . Senard, J. (2007). Cardiac rehabilitation: Brief report effects of short-term exercise and exercise training on cognitive function among patients with cardiac diseaRehabilitation & Prevention, 27(6), 395-399. doi:10.1097/01.HCR.0000300268.00140.e6.

Carmichael, M. (2007). Stronger, faster, smarter. Newsweek, March 26.

Carnegie Mellon Learning Principles. Retrieved January 24, 2011, from http://www.cmu.edu/teaching/principles/learning.html

Cashman, T. G. (2007). I ssues-centered projects for classrooms in the United States and Mexico borderlands.Journal of Authentic Learning, 4(1), 9-24.

Cassady, J. C., & Johnson, R. (2002).Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.

References

REFERENCES

http://www brainadvance org/ Allen Corinne (Water and Brain health
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://www.aahe.org/welcome.htmhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.sciencedirect.com/science/journal/0361476Xhttp://www.cmu.edu/teaching/principles/learning.htmlhttp://www.ntlf.com/html/sf/jsbrown.pdfhttp://www.aahe.org/welcome.htmhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


127/145

http://www.brainadvance.org/ Allen, Corinne (Water and Brain health,

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001).A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objeYork, New York: Longman.

Andrews, J. D. (1980). The verbal structure of teacher questions: Its impact on class discussion. POD Quarterly, 2,130-163. Arnsten, A. F. T., Paspalas, C. D., Gamo, N. J., Yang, Y., & Wang, M. (2010). Dynamic network connectivity: A new form of neuroplasticity.Trends in Cogn

Aronson, J. (2007). In The secret to raising smart kids by Carol Dweck. Scientific American. 29 Jul. Retrieved November 5, 2010 from http://homeworkhto-raising-smartkids/

Arum, R., & Roksa, J. (2011).Academically adrift: Limited learning on college campuses. Chicago, Illinois: University of Chicago Press.

Atkins, D. (2010). Response to the article Fixed mindset vs. growth mindset: Which one areyou? by Michael Graham Richard. Retrieved May 5, 2010 frhttp://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

Banaszynski, J. (2000). Teaching the American revolution: Scaffolding to success. Education World: The Educators Best Friend. Retrieved November 1, 2http://www.educationworld.com/a_curr/curr218.shtml

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, New York: W.H. Freeman.

Baram, T. Z., Chen, Y., Dub, C. M., & Rice, C. J. (2008). Rapid loss of dendritic spines after stress involves derangement of spine dynamics by corticot

Journal of Neuroscience, 28,2903-11.

Barrett, N. F. Cognitive styles and strategies. Unpublished. Retrieved January 22, 2011 from http://barrett-evaluations.com/_pdfs/cogstrategies.pdf

Barton, J., Heilker, P., & Rutkowsk, D. (2008). Fostering effective classroom discussions. Retrieved February 12, 2011 fromhttp://www.utoledo.edu/centers/ctl/teaching_resources/Fostering_Effective_Classroom_Discussions.html

Bibb, J. A., Mayford, M. R., Tsien, J. Z., & Alberini, C. M. (2010). Cognition enhancement strategies.The Journal of Neuroscience, 10 November,30(45), 1doi:10.1523/JNEUROSCI.4419 -1.

Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8(2).

Bjork, D. R. (1994). Memory and metamemory: Considerations in the training of human beings. Metacognition: Knowing about knowing,J. Metcalfe and205. Cambridge, Massachusetts: MIT Press.

Bjork, D. (2001). How to succeed in college: Learn how to learn.APS Observer, 14(3), 9.

References

Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work.Assessment & Evaluation in Higher Education, 32(5), 571-581.

Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.
http://www.educationworld.com/a_curr/curr218.shtmlhttp://www.educationworld.com/a_curr/curr218.shtmlhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://barrett-evaluations.com/_pdfs/cogstrategies.pdfhttp://www.educationworld.com/a_curr/curr218.shtml


128/145

Customer Service Training. McDonalds developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/

Schacter, D. (2001).The seven sins of memory. Boston, Massachusetts: Houghton Mifflin.

Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill.

Damasio, A. R. (2001). Fundamental feelings. Nature,413,781.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam.

Davachi, L., & Bernhard, P. S., (2009).Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron,63(2), 267-276. doi:10.1016/j.neuron.2009.06.024.

Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280290.

De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June.Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2

De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij.

Deheane, S. (2009). Reading in the brain . New York, New York: Penguin Publishing.

Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf

Dewey, J. (1933). How we think:A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath.

Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 AmAnnual Conference & Exposition.American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf

Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2

Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.

Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education . Sterling, Virginia: Stylus.

Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49,784-787.

Duncan, N. (2007). Feed-forward: Improving students use of tutor comments.Assessment & Evaluation in Higher Education, 32(3), 271-283.

Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI .Neuron,52(6), 1109-1120.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House.

Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html

Dweck, C. S. (2009). Mindset: Powerful insightsfrom interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx

References

Bligh, D. A. (2000). Whats the use of lectures?San Francisco, California: Jossey-Bass.

Bloom B S & Krathwohl D R (1956) Taxonomy of educational objectives: The classification of educational goals by a
http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2


129/145

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, by acollege and university examiners.Handbook 1: Cognitive domain. New York, New York: Longmans.

Bohn, R., & Short, J. E. (2009). How much information? 2009 report on American consumers. Retrieved October 15, 201

http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf Bok, D. (2006). Our underachieving colleges: A candid look at how much students learn and why they should be learnin

New Jersey: Princeton University Press.

Bottge, B. A., Rueda, E., Serlin, R., Hung, Y. H., & Kwon, J. (2007). Shrinking achievement differences with anchored mathChallenges and possibilities.Journal of Special Education, 41,31-49.

Brain seeks patterns where none exist. (2008). Scientific American. Retrieved November 13, 2010 fromhttp://www.scientificamerican.com/podcast/episode.cfm?id=brain-seeks-patterns-where-none-exi-

Brainard, J., & Fuller, A. (2010). Graduation rates fall at one-third of 4-year colleges. Chronicle of Higher Education. Retr2010 from http://chronicle.com/article/Graduation-Rates-Fall-at/125614/

Bransford, J., National Research Council, Committee on Developments in the Science of Learning, National Research Co

on Learning Research and Educational Practice. (2000). How people learn: Brain, mind, experience, and school(ExpandeD.C.: National Academy Press.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (ed.). (2000).How people learn:Brain, mind, experience, and school (ExpaWashington, D.C.: The National Academies Press.

Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms Francisco, California: Jossey-Bass.

Brown, G., & Atkins, M. (1988). Effective teaching in higher education. London: Methuen.

Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly Journal of Experimental Psychology, 1

Brown, J. S., Collins , A., & Duguid, P. (1989.) Situated cognition and the culture of learning. Educational Researcher, 18(

References

Crisp, B. (2007). Is it worth the effort? How feedback influences students subsequent submission of assessable work.Assessment & Evaluation in Higher Education, 32(5), 571-581.

Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14, 215-235.
http://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdfhttp://hmi.ucsd.edu/pdf/HMI_2009_ConsumerReport_Dec9_2009.pdf


130/145

Customer Service Training. McDonalds developed by 3dsolve.com. Retrieved December 12, 2010 from http://www.3dsolve.com/

Schacter, D. (2001).The seven sins of memory. Boston, Massachusetts: Houghton Mifflin.

Dale, E. (1969). Cone of experience, in educational media: Theory into practice. Wiman, R.V. (ed). Columbus, Ohio: Charles Merrill.

Damasio, A. R. (2001). Fundamental feelings. Nature,413,781.

Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York, New York: Grosset/Putnam.

Davachi, L., & Bernhard, P. S., (2009).Mind the gap: Binding experiences across space and time in the human hippocampus. Neuron,63(2), 267-276. doi:10.1016/j.neuron.2009.06.024.

Davachi. L., Tambini, A. & Ketz, N. (2010). Enhanced brain correlations during rest are related to memory for recent experiences. Neuron, 65(2), 280290.

De Byl, P. (2009). Is there an augmented reality future for e-learning? Proceedings of the IADIS International Conference on e-Learning Algarve, Portugal 17-20 June.Retrieved March 12, 2011 from http://www.iadisportal.org/e-learning-2

De Groot, A. D. (1965). Thought and choice in chess. Amsterdam: Noord-Hollandsche Uitgeversmaatschappij.

Deheane, S. (2009). Reading in the brain . New York, New York: Penguin Publishing.

Devlin, K. (2002). In PBS literacy links program synopses, p.12. Retrieved February 12, 2011 from http://www.ketadultlearning.org/pdf/ged_synopses.pdf

Dewey, J. (1933). How we think:A restatement of the relation of reflective thinking to the educative process. Boston, Massachusetts: D.C. Heath.

Diefes-Dux, H., Follman, D., Imbrie, P.K., Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model eliciting activities: An in-class approach to improving interest and persistence of women in engineering. Proceedings of the 2004 AmAnnual Conference & Exposition.American Society for Engineering. Retrieved October 29, 2010 from http://www.iwitts.com/html/022diefes-dux.pdf

Diekelmann, S., & Born, J. (2010). Slow-wave sleep takes the leading role in memory reorganization. Nature Reviews Neuroscience, 11, 218. doi:10.1038/nrn2762-c2

Dondlinger, M. J. (2007). About serious games. Journal of Applied Educational Technology, 4(1). Retrieved January 17, 2011 from http://www.abfirstresponse.co.uk/Aybee/serious%20games.html

Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.). (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.

Doyle, T. (2008). Helping students learn in a learner centered environment: A guide to teaching in higher education . Sterling, Virginia: Stylus.

Duclukovic, N. M., & Wagner, A. D. (2006). Attending to remember and remembering to attend. Neuron, 49,784-787.

Duncan, N. (2007). Feed-forward: Improving students use of tutor comments.Assessment & Evaluation in Higher Education, 32(3), 271-283.

Dux, P. E., Ivanoff, J., Asplund, C. L. O., & Marois, R. (2006). Isolation of a central bottleneck of information processing with time-resolved fMRI .Neuron,52(6), 1109-1120.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, New York: Random House.

Dweck, C. S. (2007). Interview in Stanford News. Retrieved March 11, 2011 from http://news.stanford.edu/news/2007/february7/videos/179_flash.html

Dweck, C. S. (2009). Mindset: Powerful insightsfrom interview on the Positive Coaching Alliance website. Retrieved October 28, 2010 from http://www.positivecoach.org/carol-dweck.aspx

References

Ebbinghaus, H. (1913). A contribution to experimental psychology. New York, New York: Teachers College, Columbia Uni
http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.abfirstresponse.co.uk/Aybee/serious%20games.htmlhttp://www.cell.com/neuron/abstract/S0896-6273(10)00006-1http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2http://www.cell.com/neuron/issue?pii=S0896-6273(09)X0015-2


131/145

Ebbinghaus, H. (1913).A contribution to experimental psychology. New York, New York: Teachers College, Columbia Uni

Edwards, J., & Fraser, K. (1983). Concept maps as reflections of conceptual understanding. Research in Science Educatio

E-Health MD. (2011). What is AIDS?Retrieved October 15, 2010 from http://ehealthmd.com/library/aidswomen/AID_w

Eriksson, P., Perfilieva, E., Bjork-Eriksson, T., Alborn, A. M., Nordborg, C., Peterson, D., & Gage, F. H. (1998). Neurogeneshuman hippocampus. Nature Medicine, 4(11), 1313-1317.

Ewell, P. T. (1997). Organizing for learning: A point of entry. Discussion proceedings at the 1997 AAHE Summer AcademyNational Center for Higher Education Management Systems (NCHEMS).

Examples of Authentic Assessment. Northern Illinois University. Retrieved October 5, 2010 fromjove.geol.niu.edu/faculty/kitts/GEOL401/inquiryassessment401.pp

Farah, M. (2011).Analyzing successful ways to build better brains and improve cognitive performance. Retrieved Januarhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.html

Ferris, S. (2003.) Insufficient memory: Can a pill boost your brains ability to hold information? Newsday.com.Retrievedfrom http://www.cognitiveliberty.org/dll/memory_drugs_newsday.html

Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generatioICT: Providing choices for learners and learning.Proceedings ASCILITE Conference, Singapore. Retrieved October 11, 201http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdf

Ferry, B., Kervin, L., Carrington, L., & Prcevich, K. (2007). The need for choice and control: Preparing the digital generatioICT: Providing choices for learners and learning. Proceedings ASCILITE Conference, Singapore. Retrieved January 12, 201htt : www.ascilite.or .au conferences sin a ore07 rocs ferr . df

References

Hart, P. (2006). How should colleges prepare students to succeed in todays global economy?Retrieved April 24, 2010, from http://www.aacu.org/advocacy/leap/documents/Re8097abco

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://www.newsday.com/http://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.ascilite.org.au/conferences/singapore07/procs/ferry.pdfhttp://www.newsday.com/http://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.htmlhttp://nextbigfuture.com/2011/01/analyzing-successful-ways-to-build.html


132/145

Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 5971. Retrievehttp://www.ascilite.org.au/ajet/ajet19/herrington.html

Heuer, F., & Reisberg, D. (1990). Vivid memories of emotional events: The accuracy of remembered minutiae. Memory & Cognition, 18,49650.

Hillman, C. H., Castelli, D. M., Buck, S. M., & Erwin, H. (2007). Physical fitness and academic achievement in 3rd & 5th Grade Students. Journal of Sport & Exercise Psychology, 29, 239-252

Hillman, C. H., Pontifex, M. B., Raine, L. B., Castelli, D. M., Hall, E. E., & Kramer, A. F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in pread31; 159(3), 1044-54.

Hillman, C. H.,& Castelli D. M. (2007). Physical education performance outcome and cognitive function . Journal of Sportand Exercise Psychology, 19, 249-277.

Hillman, C. H., Erickson, K., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9,58-65. doi:10.1038/nrn2298.

Hillman, C., & Castelli, D. M. (2007). Physically fit children appear to do better in classroom. Research Quarterly for Exercise and Sport, 64, 178-188.

Hillman, C., Motl, R. W., Pontifex, M. B., Iversiteit, V., Boomsma,D., De Geus, E. J. C., Posthuma, D., & Stubbe, J. (2006). Exercise appears to improve brain function among younger people13, 2011, from http://www.sciencedaily.com /releases/2006/12/061219122200.htm

Institute of Education Sciences. (2007). Organizing instruction and study to improve student learning. Washington, DC: National Center for Education Research.

Isaac, J. T., Buchanan, K. A., Muller, R. U., & Mellor, J. R. (2009). Hippocampal place cell firing patterns can induce long-term synaptic p lasticity in vitro.Journal of Neuroscience,May 27; 2

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.Cambridge, UK: Cambridge University Press.

Jha, A. (2011). Meditation improves brain anatomy and function. Psychiatry Research: Neuroimaging on Science Direct, 191(1), 1-86. RetrievedJanuary 30, 2011 from www.sciencedirect

Jukes, I., & Dosa, A. J. (2003). The InfoSavvy Group, as quoted on www.apple.com. Retrieved November 15, 20 10 from /au/education/digitalkids/disconnect/landscape.html

Kempton KJ, et al. Dehydration affects brain structure and function in healthy adolescents. Human Brain Mapping 24 March 2010

Kaner, S., Lind, L., Toldi, C., Fisk, S., & Berger, D. (2007).Facilitator's guide to participatory decision-making. San Francisco, California: Jossey-Bass.

Karp, D. A., & Yoels, W. C. (1976). The college classroom: Some observation on the meaning of student participation. Sociology and Social Research, 60, 421-39.

Kensinger, E. A. (2004). Remembering emotional experiences: The contribution of valence and arousal. Reviews in the Neurosciences, 15,241-251.

References

Kerr, N.L. (1989). Illusions of efficacy: The effects of group size on perceived efficacy in social dilemmas.Journal of Experimental Social Psychology, 25,287-313.

Khatri, P., Blumenthal, J. A., Babyak, M. A., Craighead, W. E., Herman, S., Baldewicz, T., Madden, D. J., . . . Krishnan, K. R. (2001). Effects of exercise training on cognitive functioning among depressed older men and women.Journal of Agin

ilb (2009) Sh i h i d h h i i b ll h i i i i l i d O b 12 2010 f b lld i / h/ 123 990661 df
http://www.ncbi.nlm.nih.gov/pubmed?term=%22Isaac%20JT%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buchanan%20KA%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Muller%20RU%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Mellor%20JR%22[Author]http://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.communityatwork.com/book.htmlhttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Mellor%20JR%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Muller%20RU%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Buchanan%20KA%22[Author]http://www.ncbi.nlm.nih.gov/pubmed?term=%22Isaac%20JT%22[Author]http://www.balldynamics.com/research/a1237990661.pdfhttp://www.balldynamics.com/research/a1237990661.pdf


133/145

Kilbourne, J. (2009). Sharpening the mind through movement: Using exercise balls as chairs in a university class. Retrieved October 12, 2010 from www.balldynamics.com/research/a1237990661.pdf

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psycholo

Klopfer, E. (2008).Augmented learning research and design of mobile educational games. London, England:The MIT Press Cambridge.

Kohn, A. (1993).Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston, Massachusetts: Houghton Mifflin.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning in C. Cooper (ed.). Theories of Group Process. London, England: John Wiley.

Krakovsky, M. ( 2007). The effort effect. Stanford Magazine, March/April, (Quote by Dweck came from this article). Retrieved September 14, 2010 from http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htm

Kramer, A. F., Hahn, S., Cohen, N. J., Banich, M. T., McAuley, E., Harrison, C. R., . . . Colcombe, A. (1999). Ageing, fitness and neurocognitive function. Nature,400,418419.

Kramer, A. F., Voss, M. W., Ericjson, K. I., Prakash, R. S., Chaddock, L., Malkowski, E., . . . McAuley, E.. (2010). Functional connectivity: A source of variance in the association between cardiorespiratory fitness and cognition? Neuropsycholo

LaBar, K. S. , & Phelps, E. A. (1998). Arousal-mediated memory consolidation: Role of the medial temporal lobe in humans. Psychological Science, 9,490-493.

Larson, B. E. (2000).Classroom discussion: A method of instruction and a curriculum outcome. Teaching and Teacher Education, 16(5-6), 661-677.

Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personal Sociology and Psychology, 37, 822-832.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, Massachusetts: Cambridge University Press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, Massachusetts: Cambridge University Press.

Lepper, M. R., Woolverton, M., Mumme, D. L., & Gurtner, J. L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools , 75

Lesh, R. (1998). The development of representational abilities in middle school mathematics: The development of student's representations during model eliciting activities.In I.E. Sigel (Ed.), Representations and Student Learning. Mahwa

Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education . Ma

Levy, F., & Murnane, R. (2005). The new division of labor: How computers are creating the next job market. Princeton, New Jersey: Princeton University Press.

Loftus, E. (2010). Explanations for forgetting: Reasons why we forget. Inabout.com Psychology. Retrieved December 13, 2010 from http://psychology.about.com/od/cognitivepsychology/tp/explanations-for-forgetting.htm

References

Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. ELI Paper 1. Retrieved November 5, 2010 from http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769

Lowinson, J., Ruiz, P., Millman, R., & Langrod, J. (1997). Substance abuse: A comprehensive textbook (3rded.). Baltimore, Maryland: Williams & Wilkens.

Lowman J (1995) Mastering the techniques of teaching (2nd ed ) San Francisco California: Jossey Bass
http://www.balldynamics.com/research/a1237990661.pdfhttp://mitpress.mit.edu/catalog/author/default.asp?aid=35321http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htmlhttp://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.htmlhttp://mitpress.mit.edu/catalog/author/default.asp?aid=35321http://www.balldynamics.com/research/a1237990661.pdfhttp://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769http://www.educause.edu/ELI/AuthenticLearningforthe21stCen/156769


134/145

Lowman, J. (1995). Mastering the techniques of teaching (2nded.). San Francisco, California: Jossey-Bass.

Lwin, M. O., Morrin, W., & Krishna, A. (2010). Exploring the superadditive effects of scent and pictures on verbal recall: An extension of dual coding theory. Journal of Consumer Psychology, 20,317326.

MacKay, W. A. (2010). Neuro 101, neurophysiology without tears(6thed.). Toronto, Ontario: Sefalotek.

Marra, T. (2010).Authentic learning environments. Retrieved November 10, 2010 from

?

Mattson, M. P., Duan, W., Wan, R., & Guo, Z. (2004). Prophylactic activation of neuroprotective

stress response pathways by dietary and behavioral manipulations. NeuroRx, 111-116, online.

Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis.Journal of Educational Psychology, 83,484-490.

Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational84(4), 444-452.

Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words?Journal of Educational Psychology, 82,715-726.

Mayer, R. E., & Moreno, R. (2001). A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory. Journal of Educational Psychology,90, 000-000.

Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning.Journal of Educational Psychology, 86, 389-401.

Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text.Journal of Educational Psychology, 81, 240-246.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction.American Psychologist, 59(1), 14-19.

Mayer, R. E. (2009). Multimedia learning(2nded.). New York, New York: Cambridge University Press.

Mayer, R. E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43,31-44.

McAleese, R. R. (1994). A theoretical view on concept mapping.ALT, 2(2), 38-48.

McCabe, S. E., Knight, J. R., Teter, C. J., & Wechsler, H. (2005). Nonmedical use of prescription stimulants among U.S. college students: Prevalence and correlates from a national survey.Addiction,99, 96 106.

McDaniel, M. A., Roediger, H. L. III, & McDermo, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.

McFarlene, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Technical Report, TEEM. Retrieved October 19, 2010 from www.teem.org.uk/publications/teem_gamesined_full.pdf

References

McKeachie, W. (1994). Teaching tips: Strategies, research, and theory for college and university teachers (9thed.). Lexington, Massachusetts: DC Heath.

McKeachie, W. J. (1978). Teaching tips: A guidebook for the beginning college teacher, (7thed.). Lexington, Massachusetts: Heath.

McKenzie J (1999) Scaffolding for success From now on: The Educational Journal (9) 4 Retrieved November 1 2010 from http://www fno org/dec99/scaffold html
http://www.librarything.com/author/mackaywilliamandrewhttp://www.teem.org.uk/publications/teem_gamesined_full.pdfhttp://www.teem.org.uk/publications/teem_gamesined_full.pdfhttp://www.librarything.com/author/mackaywilliamandrewhttp://www.librarything.com/author/mackaywilliamandrewhttp://www.fno.org/dec99/scaffold.htmlhttp://www.fno.org/dec99/scaffold.html


135/145

McKenzie, J. (1999). Scaffolding for success. From now on: The Educational Journal, (9),4. Retrieved November 1, 2010, from http://www.fno.org/dec99/scaffold.html

McKone, E. (1998). The decay of short-term implicit memory: Unpacking lag. Memory and Cognition,26(6), 117386.

Medina, J. (2008). Brain rules. Seattle, Washington: Pear Press.

Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked-out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73, 449-471.

Michigan State University Career Services Network. 12 Essentials for success.Retrieved October 12, 2010 from http://careernetwork.msu.edu/pdf/Competencies.pdf

Microsoft Training. (2010). How a good smell can induce a better learning environment with PowerPoint.Retrieved September 12, 2010 from http://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-env

Middendorf, J., & Kalish, A. (1996). The "Change-Up" in lectures. Teaching Resources Center, Indiana University. Retrieved March 1, 2011 from http://www.ntlf.com/html/pi/9601/article1.htm

Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2000). Assessing science understanding: A human constructivist view. San Diego: Academic Press.

Modie, J. (2003). ' Good' chemical: Neurons in brain elevated among exercise addicts.Oregon Health & Science University (September 29). ScienceDaily. Retrieved March 13, 2011, from http://www.sciencedaily.com /releases/2003/09/03

Mohs, R. C.(2010).How human memory works . Retrieved January 11, 2011 from

http://health.howstuffworks.com/human-body/systems/nervous-system/human-memory4.htm

Muller, J.Authentic tool box. Retrieved January 15, 2011 from http://jfmueller.faculty.noctrl.edu/toolbox

Najjar, L. J. (1998). Principles of educational multimedia user interface design. Human Factors, 40(2): 311 323

National Library of Medicine. Visible human project. RetrievedDecember 12, 2010 fromhttp://www.nlm.nih.gov/research/visible/visible_human.html

Nellis, B. (2006). Mayo clinic obesity researchers test classroom of the future. Pediatrics/Children's Health, Retrieved Ochttp://www.medicalnewstoday.com/articles/39630.php

New Horizons for Learning. Johns Hopkins University School of Education, Definition of Authentic Learning. Retrieved Fhttp://education.jhu.edu/newhorizons/strategies/topics/index.html

Newell, F., Bulthoff, H. H., & Ernst, M. (2003). Cross-modal perception of actively explored objects. Proceedings EuroHa

Nicol, D., & Draper, S. (2008). Redesigning written feedback to students when class sizes are large. Paper presented at thUniversit Teachers Con erence Jul Glas ow.

References

North Central Regional Education Laboratory. (2011). Traits of Authentic Education. Retrieved October 14, 2010 from www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm

Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools for science and mathematics education. Instructional Science, 19, 29-52.
http://www.fno.org/dec99/scaffold.htmlhttp://careernetwork.msu.edu/pdf/Competencies.pdfhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.ohsu.edu/news/2003/092603bdnf.htmlhttp://jfmueller.faculty.noctrl.edu/toolboxhttp://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://www.medicalnewstoday.com/articles/39630.phphttp://www.medicalnewstoday.com/sections/pediatrics/http://www.medicalnewstoday.com/articles/39630.phphttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://education.jhu.edu/newhorizons/strategies/topics/index.htmlhttp://www.medicalnewstoday.com/articles/39630.phphttp://www.medicalnewstoday.com/sections/pediatrics/http://www.nlm.nih.gov/research/visible/visible_human.htmlhttp://jfmueller.faculty.noctrl.edu/toolboxhttp://www.ohsu.edu/news/2003/092603bdnf.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsofttraining.net/article-924-how-good-smell-can-induce-better-learning-environment-with-powerpoint.htmlhttp://www.microsof

lilly conference 2014 be prepared to learn

Documents