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The Neuroscience of Social and Emotional Learning

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The Neuroscience of Social and Emotional Learning

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Mary Helen Immordino-Yang on "The Neuroscience of Social and Emotional Learning."

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The Six Principles That Move Mid, Brain, and Education, MBE

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The Six Principles That Move Mid, Brain, and Education, MBE

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Patricia Furstenberg, Writer of Historical Fiction, Children's Books - Travel via Stories

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The Six Principles That Move Mind, Brain, Education, MBE - Patricia Furstenberg, Writer of Historical Fiction, Children’s Books

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The Six Principles That Move Mind, Brain, Education, MBE, ITSI SA. Education, the limits of the human brain. What are the limits of the human brain? How do we learn best? How can we aid and support our children in reaching their full potential as students? Throughout the centuries, great teachers have been guided by

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Backward Design: Literature Review Parameters

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Backward Design: Literature Review Parameters

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International Mind, Brain and Education Society (IMBES)

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International Mind, Brain and Education Society (IMBES)

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Welcome to the International Mind, Brain and Education Society (IMBES) website.

Our mission is to facilitate cross-cultural collaboration in biology, education and the cognitive and developmental sciences. As an organization, our objectives are to:

Improve the state of knowledge in and dialogue between education, biology, and the developmental and cognitive sciences;

Create and develop resources for scientists, practitioners, public policy makers, and the public; and

Create and identify useful information, research directions, and promising educational practices.

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Welcome to the International Mind, Brain and Education Society (IMBES) website. Our mission is to facilitate cross-cultural collaboration in biology, education and the cognitive and developmental sciences.

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MindBrainEd Journal – Mind Brain Education

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Crossing Mind, Brain, And Education Boundaries

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Crossing Mind, Brain, And Education Boundaries

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Crossing Mind, Brain, and Education Boundaries - Cambridge Scholars Publishing

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Crossing Mind, Brain, and Education Boundaries - Cambridge Scholars Publishing

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IMBES provides this list of MBE Labs to help trainees and other interested parties. This list is not exhaustive or inclusive of all labs that conduct MBE work.

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How to Check Accessibility in a Microsoft Word Document

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A screen reader is software that enables people with sight loss to use computers. It reads the text on the screen in a computerized voice. People generally interact with the computer using a standard keyboard. Most screen readers can also convert text into braille if the user owns a braille display device. Screen readers hold the key to education and employment for many people with sight loss.

JAWS for Windows: JAWS for Windows is a popular screen reader produced by VFO Group (formerly Freedom Scientific). Available since the early 1990s, it has a large user base. Tech support is provided Monday through Friday. More info on JAWS can be found on the Freedom Scientific website.

Dolphin ScreenReader is a fast, reliable screen reading software that provides full auditory support to every function of a Windows desktop, laptop or tablet and integrates with hundreds of windows applications. More information can be found on the Dolphin Website.

Non-Visual Desktop Access (NVDA): NVDA is a free and open-source screen reader for Windows. It is updated on a regular basis and has a large user base around the world. Since the software is free, tech support options are limited and are mainly provided through online forums. More info about NVDA can be found on the NV Access website.

Microsoft Narrator: Microsoft Narrator is a screen reader built in since Windows XP. With Windows 10, Narrator has gained new capabilities, putting it on par with screen readers like JAWS and NVDA.For more info about Narrator, please visit the Microsoft website.

Apple Voiceover: Apple Voiceover is a screen reader built into Macintosh computers since MacOS 10.4. For more info about Voiceover, visit the Apple website.

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Learn about screen readers, software that enables people with sight loss to use computers.

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NV Access: Our Mission (Developers of free screen reader NVDA)

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NV Access: Our Mission (Developers of free screen reader NVDA)

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Dragon cloud solutions

Work where you need to be

Our "always latest," easy to deploy cloud-hosted speech recognition solutions integrate seamlessly into enterprise workflows and are optimized for thin-client and virtualized environments. Securely create mission-critical documentation wherever you are when you extend Dragon Professional Anywhere with Dragon Anywhere Mobile.

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Dragon Speech Recognition - Get More Done by Voice | Nuance

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Work faster and smarter and speed document creation and automate workflows with the world's best-selling speech recognition solution.

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Piaget's Developmental Theory: an Overview, a preview (Davidson FIlms, Inc.)

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John Dewey's Theories on Education and Learning: An Introduction to His Life and Work, a preview

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Vygotsky's Developmental Theory: An Introduction, a preview (Davidson Films, Inc.)

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Brain Health in Alzheimer's and Other Dementias

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Brain Health in Alzheimer's and Other Dementias

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Brain Health in Alzheimer's and Other Dementias

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Center for BrainHealth is now enrolling participants for a 6-month, online research study. This study is for individuals with a diagnosis of Alzheimer's or other dementia AND a care partner. You will learn about how to promote brain health in Alzheimer's via video training, testimonials from families, and online peer-to-peer discussions.

If you are ready to see if the study is a good fit for you and your family member, just click on the "Interest Form" and complete a few questions. Interest Form

THE SAME PROCESS APPLIES TO CARE PARTNERS AND PEOPLE WITH A DIAGNOSIS.

Individuals with a recent diagnosis of Alzheimer's or other dementia

Spouse or family member available to participate in the study

Able to participate for up to 6 months

Interested in learning ways to enhance brain health following diagnosis

English-speaking with access to the internet

Eligible participants with a diagnosis of Alzheimer's or other dementia AND a family member will complete online assessments at baseline and every 2 months following until the end of the study. All participants will have the opportunity to participate in the training.

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Brain Health in Alzheimer's and Other Dementias

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Join a research study for individuals with a diagnosis of Alzheimer's or other dementia AND a care partner.

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Center for BrainHealth at The University of Texas at Dallas is leading a study called the BrainHealthy College Program. This study aims to find effective ways to measure, track, and improve brain health for college students and faculty/staff at UT Dallas as well as Dallas College.See If You're Eligible For more information or if you have questions, email Olivia Guerra.

UT Dallas and Dallas College

Students and staff/faculty at UTD and Dallas College

With internet access and a device

Other criteria may apply.

Participant Experience - Fully Virtual (+ optional in-person learning experiences)

Participate online through the BrainHealth App or desktop.

Complete a BrainHealth Index (online assessments and questionnaires) every 3 months for 1 year.

Access online training, coaching, and habit-building tools as well as available on-campus learning experiences.

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The BrainHealthy College Program aims to find effective ways to measure, track, and improve brain health for college students and faculty/staff at UT Dallas as well as Dallas College.

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Cognition Study Using Neurostimulation and EEG

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Cognition Study Using Neurostimulation and EEG

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Cognition Study Using Neurostimulation and EEG

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Cognition Study Using Neurostimulation and EEG

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The Filbey Lab at Center for BrainHealth is conducting a new study on cognition using neurostimulation and EEG. Participants will be compensated for their time, or students can choose SONA credits.

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Researchers at the Center for BrainHealth and The University of Texas at Dallas are recruiting participants for a study investigating the impact of focus training and relaxation techniques.

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Researchers at the Center for BrainHealth and UT Southwestern Medical Center are recruiting participants for a new study assessing healthy brain aging.

To see if you qualify or for more information, please call:

Ages 20-35 and ages 55-70

No neurological, cardiovascular, or respiratory conditions

Participants will earn $100 compensation for their time

Participants will receive a CD copy of brain imaging

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Researchers at the Center for BrainHealth and UT Southwestern Medical Center are recruiting participants for a new study assessing healthy brain aging.

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This study is open to healthy individuals or individuals diagnosed with relapsing-remitting multiple sclerosis.

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Study recruiting participants to explore how mindfulness meditation and psychoeducation training may alter how one is affected by external stimuli.

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Dr John Sweller | Education needs to embrace the science of learning

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Paulo Freire’s Life, Work and Pedagogical Philosophy

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Transformative Learning Theory: Strategies and Applications

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Kolb's Learning Cycle Explained with Example

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Skinner’s Theory of Behaviorism: Key Concepts

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Pavlov’s Theory of Behaviorism: Key Concepts

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A Conversation with Pooja Agarwal on Retrieval Practice

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A Conversation with Pooja Agarwal on Interleaving

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Retrieval practice is a powerful research-based strategy that boosts learning by pulling information out of students' heads, rather than cramming information into students heads. It's a no-stakes learning opportunity that is flexible and quick, with a huge impact on long-term student achievement.

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Retrieval Practice: A Powerful Strategy for Learning - Retrieval Practice

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With retrieval practice, focus on getting information OUT of students' heads. Challenging learning creates powerful long-term learning.

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We are cognitive psychological scientists interested in research on education. Our main research focus is on the science of learning. (Hence, "The Learning Scientists"!). Our Vision is to make scientific research on learning more accessible to students, teachers, and other educators.

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Downloadable Materials - The Learning Scientists

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Please use our materials and pass them along to others for educational purposes! We ask that you attribute us when you use the materials, and that you do not use portions of the materials or remove information from the materials. The materials may not be used commercially.

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Retrieval Practice - The Learning Agency Lab

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RETRIEVAL PRACTICE The Five Things You Need to Know About Retrieval Practice When it comes to learning, people are often focused on getting facts into their heads. But experts argue that people should be more focused on getting information out of their heads via brain dumps, summaries, and quizzes. These types of active learning strategies […]

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Open Learning: Spaced and Interleaved Practice

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Open Learning: Spaced and Interleaved Practice

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Practicing problems over sessions that are spaced increases learning | Open Learning

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Studying or practicing problems over sessions that are spaced in time can help students learn better than if the sessions were grouped together in a single session. Also, performing different problems in the same session leads to higher learning gains, than practicing the same types of problems cons…

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The Center for Transformative Teaching and Learning

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The Center for Transformative Teaching and Learning

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The Center for Transformative Teaching and Learning

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Home - The Center for Transformative Teaching and Learning

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Our vision is a world where every teacher understands how every student's brain learns.

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Mind, Brain, & Education Science | Crimsonbridge Foundation

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The Crimsonbridge Foundation is a social investment platform dedicated to promoting education, developing leadership, and building bridges of collaboration…

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Education Conferences, Professional Development For Teachers, Teacher Conferences

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Organizers of education conferences and professional development for teachers through continuing education teacher workshops. Specializing in neuroeducation and brain based teaching.

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The Cognitive Neuroscience Society (CNS) is committed to the development of mind and brain research aimed at investigating the psychological, computational, and neuroscientific bases of cognition.

The term cognitive neuroscience has now been with us for almost three decades, and identifies an interdisciplinary approach to understanding the nature of thought.

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The Cognitive Neuroscience Society (CNS) is committed to the development of mind and brain research aimed at investigating the psychological, computational, and neuroscientific bases of cognition. The term cognitive neuroscience has now been with us for almost three decades, and identifies an interdisciplinary approach to understanding the nature of thought.

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Education today faces numerous challenges, many of which require innovation to update and, sometimes, move on from traditional teaching processes such as expository classes and exercises that fail to trigger metacognitive processes in students. This is a space in which neuroeducation can be combined with teaching practice to help create positive cognitive structures in students' brains and to help improve the teaching and learning process.

Neuroeducation's key task is working out what happens in the brain when it learns and, thus, how to best stimulate its development in educational environments. Neuroeducation can be useful when thinking about how to turn teaching and learning processes into something innovative, creative, critical and proactive (active learning). This, in turn, should awaken students' curiosity, increase their attention levels and intensify their creative, executive and emotional development (promotion of metacognitive processes).

If a teacher can achieve this, it can spur students towards becoming autonomous, independent and self-regulated - both within and outside learning spaces. Here, I present five recommendations that should be useful when trying to incorporate the above into your practice.

Link experience to emotions

Neuroeducation tells us that learning takes place when experience is linked to emotions. So make use of strategies that promote active learning, such as problem-based, project-based and/or cooperative learning. These strategies, in addition to putting the student at the centre of the teaching and learning process, promote "learning by doing", generating first-hand appropriation of knowledge, which, in turn, triggers positive emotions in the individual such as gratitude, interest, hope and pride, among others.

In short, these types of strategies and emotions facilitate learning while giving memorable experiences to the student; their brains are stimulated and generate neural connections and long-term (positive) memories in addition to taking advantage of brain plasticity that will allow them to apply the knowledge acquired at different times and in different contexts, both professional and personal. Some educational technologies that can be used to enrich this type of learning experience are simulators (virtual and live action), collaborative work tools (Google suite), extended realities and more.

Teach using anecdotes and other conversational signposts

We have learned from neuroeducation that starting a didactic sequence with something provocative helps to motivate students and to contextualise the teaching and learning process. That provocative something could be a phrase, an image, a reflection or just an interesting problem that affects and connects with the lives of your students.

Choose strategies based on student interests and context, which will allow you to trigger reflective conversations and analysis. Some of the strategies that can be useful for this are the use of metaphors, analogies and trigger questions that serve as a gateway for discussion and thus help students to acquire knowledge through the generation of their own conclusions rather than relying on learned or pre-conceptualised knowledge.

Stimulate creativity to reduce tension and improve concentration

Neuroeducation shows that stimulating creativity through artistic activities helps to reduce feelings of internal tension and to improve students' concentration and, therefore, learning. To achieve this, there are a couple of particularly useful strategies, namely role-playing and simulations. These strategies invite the student to place themself in a fictitious but at the same time real environment where they can experience how to be, how to do and how to be in someone else's shoes (thus promoting active learning and placing the student at the centre of the teaching and learning process).

Students should be encouraged to express their feelings creatively through a dialogue, musical melody, dance or other type of performance. This will help you to understand the student's learning and metacognitive processes and how they might achieve both disciplinary and transversal competencies. Some technologies that can be used to enrich this type of learning are virtual worlds where you can generate avatars to put students in the shoes of their favourite character or a custom-made character; you could also create a gamified scenario where the student plays a specific role.

Encourage exercise to impact brain plasticity and aid learning

Neuroeducation tells us that doing physical exercise and/or brain gymnastics helps to keep the body in balance with the mind, which, in turn, makes the brain function better. So mental challenges, physical challenges or both can be implemented at the beginning of a class or other work session, which will help the generation of neurotransmitters such as dopamine, serotonin, acetylcholine and endorphins. These can serve as triggers for concentration as well as agents that help to reduce stress and therefore aid assimilation of knowledge by students. Some challenges/exercises that might work here could be solving a Rubik's cube, puzzles, meditation, physical or mental stretching routines (such as a word search or sudoku).

Impact brain areas through the inclusion of games

Neuroeducation has shown that when games, fun and social interaction are made part of the teaching and learning process, they foster curiosity, excitement and the pleasure of obtaining rewards in the student. This facilitates changes in the brain, such as the forging of new neural connections, which translate into new learning and cognitive structures.

It is important to mention here that the use of gamification strategies may or may not be accompanied by educational technologies. Some useful activities might be escape rooms (face to face, virtual or online), hangman or Jeopardy. You can also pepper your course with elements of game design in contexts that are not games. For example, awarding badges, awards, anointing supposed "superpowers" to students who have performed to an outstanding level in certain activities. The important thing when including these types of strategies is to ensure that the learning objective is well defined and clearly stated so that the student will be able to appropriate and transform the acquired knowledge.

Conclusion

Neuroeducation can be put into practice to encourage pedagogical innovation, but to achieve this it is necessary to understand the transformation that must take place in the brains of both the teacher and the student. And this transformation must be in the way of seeing things. Teachers need to understand that through their class planning, attitudes, words and emotions, they have a huge influence on the development of their students' brains and, therefore, on the way they learn.
José Alberto Herrera Bernal is leader of pedagogical design solutions at Monterrey Institute of Technology, Mexico. If you found this interesting and want advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the THE Campus newsletter.

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Five ways to use neuroeducation to improve student learning

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Education today faces numerous challenges, many of which require innovation to update and, sometimes, move on from traditional teaching processes such as expository classes and exercises that fail to trigger metacognitive processes in students. This is a space in which neuroeducation can be combined with teaching practice to help create positive cognitive structures in students' brains and to help improve the teaching and learning process.

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Neuroeducation: How Understanding the Brain Can Revolutionize Learning - Tactyqal

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Neuroeducation is an emerging interdisciplinary field seeking to translate revelations about brain function into classroom practice.

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Meaning → Learning designs informed by brain science to boost effectiveness, especially for sustainability. → Term

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Let's Demystify the Brain Through NeuroEducation

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Let's Demystify the Brain Through NeuroEducation

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Let’s Demystify the Brain Through NeuroEducation | Amadi Ihunwo | TEDxJohannesburgSalon

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How Brain-based Education Can Change the World

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How Brain-based Education Can Change the World

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How Brain-based Education Can Change the World | Tammy-Anne Caldwell | TEDxKinjarling

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Howard Gardner on Mind, Brain, and Education

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Howard Gardner on Mind, Brain, and Education

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Howard Gardner on Mind, Brain, and Education

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Tenets of Mind, Brain, and Education Science

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Tenets of Mind, Brain, and Education Science

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Tenets of Mind, Brain, and Education Science

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Share your videos with friends, family, and the world

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Mind, Brain and Education

Mind, Brain, and Education (MBE) science is a trans-disciplinary field that "unifies research from psychology, neuroscience, and pedagogy to enhance human teaching and learning process using transdisciplinary research (Hinton, Fischer & Glennon, 2012; as cited in Tokuhama-Espinosa, 2017)", as seen in the graph on the left.

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Mind, Brain and Education Mind, Brain, and Education (MBE) science is a trans-disciplinary field that "unifies research from psychology, neuroscience, and pedagogy to enhance human teaching and learning process using transdisciplinary research (Hinton, Fischer & Glennon, 2012; as cited in Tokuhama-Espinosa, 2017)", as seen in the graph on the left.

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Virtual Lab - Learn Medical Neuroscience

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Medical Neuroscience Virtual Lab: links to websites on: Neuroanatomy. Neural Signalling, Sensory Systems, Motor Systems, Brain Development, Cognition

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EdNeuroLab | Home | Linking Education and Neuroscience

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Welcome to the official website of the Educational Neuroscience Lab at UW-Madison! In this lab, we research structures and properties of the brain in order to develop and improve educational practices. We conduct critical research on a variety of topics, ranging from numerical cognition to multi-sensory integration. Head to the Our Research or Our Publications tab to learn more about the studies that we have conducted over the past few years.

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Information Pickup Theory (J.J. Gibson) Information Processing Theory (G.A. Miller) Lateral Thinking (E. DeBono) Levels of Processing (Craik & Lockhart) Mathematical Learning Theory (R.C. Atkinson) Mathematical Problem Solving (A. Schoenfeld) Minimalism (J. M. Carroll) Model Centered Instruction and Design Layering (Andrew Gibbons) Modes of Learning (D. Rumelhart & D.

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I strongly believe that a classroom or learning environment should be student centered, authentic, interactive and collaborative as this will result in students being more…

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Generative AI for Course Design: The Basics

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Generative AI for Course Design: The Basics

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Generative AI for Course Design: The Basics | Online Teaching

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Generative AI: Course Design, Teaching, and Learning

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Generative AI: Course Design, Teaching, and Learning

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When designing a course, instructors and instructional designers have always tried to figure out questions like: “What do we want the student(s) to be able to do?”, “How do we know that a student has learned?” (the process question), “Did the student get the right answer?” (the product question), and “What instructional strategies will support learning?” (Hodges & Kirscher, 2023). The advent of generative AI (GenAI) tools, like ChatGPT, CoPilot, and Bard, have now made these questions more difficult to address especially in online courses.

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How Organizations can Leverage Generative AI for Efficiency and Help Employees Thrive

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How Organizations can Leverage Generative AI for Efficiency and Help Employees Thrive

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How organizations can leverage generative AI for efficiency and help employees thrive | Penn LPS Online

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In spring 2018, MinnaLearn and the University of Helsinki came together with the aim of helping people to be empowered, not threatened, by artificial intelligence. Together, they built the Elements of AI to teach the basics of AI to people from a wide range of backgrounds.

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A free online introduction to artificial intelligence for non-experts

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Learn more about MinnaLearn's and the University of Helsinki's AI course - no programming or complicated math required.

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Offered by DeepLearning.AI. AI is not only for engineers. If you want your organization to become better at using AI, this is the course to ... Enroll for free.

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Machine Learning Crash Course | Google Developers

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Learn and apply fundamental machine learning concepts with the Crash Course, get real-world experience with the companion Kaggle competition, or visit Learn with Google AI to explore the full library of training resources.

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A free, open-source screen reader for Linux and Unix-like systems, providing access via speech and braille.

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Orca is a free, open source, flexible, and extensible screen reader that provides access to the graphical desktop via user-customizable combinations of speech and/or braille.

Orca works with applications and toolkits that support the Assistive Technology Service Provider Interface (AT-SPI), which is the primary assistive technology infrastructure for free and open desktops.

Contributing

Orca is Free Software and is developed in the open, to learn how you can get involved visit the links below.

As a part of the GNOME Project, it can be useful to first look at the GNOME Handbook and the documentation below first.

Documentation

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Orca is a free, open source, flexible, and extensible screen reader for open desktops.

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A typeface designed to mitigate some common reading errors caused by dyslexia, available for free download

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OpenDyslexic is a typeface designed against some common symptoms of dyslexia.
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For a comprehensive list of accessibility evaluation tools, you can refer to the Web Accessibility Evaluation Tools List provided by W3C:

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Help improve this page

Tools list

Disclaimer

Information on this page is provided by vendors. W3C does not endorse specific products.

W3C does not endorse specific vendor products. Inclusion of products in this list does not indicate endorsement by W3C. Products and search criteria are listed with no quality rating.

Tool descriptions, search criteria, and other information in this database is provided by tool developers, vendors, or others. W3C does not verify the accuracy of the information.

The list is not a review of evaluation tools, nor a complete or definitive list of all tools. The information can change at any time.

Please share your ideas, suggestions, or comments via e-mail to the publicly-archived list wai-eo-editors@w3.org or via GitHub.

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Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).