How to Design Inclusive and Brain-Friendly Learning Experiences (2024)

Greetings to you all! Welcome to the exciting universe of instructional design! As you know, in this newsletter we deal with a variety of topics related to instructional design. Before we dive into today's topic, I want you to know that I strive to keep up with the latest studies. Therefore, you may come across similar topics, but rest assured that you will read up-to-date information.

Those who know me well know that I am committed to designing brain-friendly learning experiences. Recently, I had the pleasure of hosting a webinar for the L&D Shakers ThoughtLab where we explored the topic of creating brain-friendly learning experiences. The discussion that developed after my presentation was really insightful. I wondered what further insights and information I could share with others to support my belief in the importance of brain-appropriate learning experiences. So today we are going to look at how we can create inclusive and brain-friendly learning experiences to meet the diverse needs of our learners. So grab your favourite cup of tea or coffee, and let's get started!

Introduction

To create brain-friendly learning experiences, it is important to understand how our brain works. Our brains are made up of tiny cells called neurons that are responsible for processing sensory information, issuing motor commands, and transmitting electrical signals throughout the body. One of the most important functions of neurons is to make new connections and develop new knowledge.

One theory that helps explain this is the "Infotropic Model" by David Eagleman. He explains that the brain is "infotropic", meaning that it naturally seeks out and moves toward sources of information. This is comparable to the way a plant moves toward light. This theory also highlights the flexibility and ability of the brain to change and adapt, which is called neuroplasticity.

With this understanding of how the brain works, we can focus on creating learning experiences that harness the brain's natural tendencies. One such framework that can help is the AGES model, which stands for Attention, Generation, Emotion, and Spacing. The AGES model uses principles such as Active Processing, Self-explanation, The Affective Filter Hypothesis, and the Spacing Effect to create effective and engaging learning experiences. Let’s dive into it!

The AGES Model

The AGES model is a framework for creating brain-friendly learning experiences and stands for Attention, Generation, Emotion, and Spacing. It is based on the principles of cognitive psychology and neuroscience and helps improve learning and memory by harnessing the brain's natural abilities.

Attention

To learn effectively, it is important to be able to concentrate fully on the subject matter. According to neuroscientific findings, the hippocampus, which is responsible for transferring knowledge from short-term memory to long-term memory, becomes active and releases the neurotransmitter dopamine when a learner can concentrate without distraction. The hippocampus is able to shop memories/information in long-term memory if the material is sufficiently interesting and meaningful. To keep learners engaged, break lessons into smaller sections, highlight key points and present new information in blocks of no more than 20 minutes. Normally, a learner's ability to concentrate lasts for about 20 minutes before being interrupted, intentionally or unintentionally. It is important to give learners breaks and opportunities to practise recalling information to maintain their concentration and avoid overloading their cognitive abilities, which can reduce motivation and attention.

💭 To improve this component of AGES, I recommend reviewing The Principle of Active Processing.

The principle of active processing emphasises the importance of actively engaging with the material in order to process and retain the information, rather than just passively absorbing it. This active engagement can help focus attention on the relevant information and improve the absorption of that information into memory. This can include strategies such as elaboration, self-explanation, summarisation, and other forms of active engagement with the material. These strategies can help focus attention on the most relevant information and improve the absorption of that information into memory. When learners are actively processing the information, they are also more likely to be in a state of focused attention, which is important for storing information in long-term memory.

Generation

For adult learners to retain new information effectively, it is important that they relate it to their own personal experiences and perspectives. This can be achieved through generation, i.e. by relating the material to their professional or personal role. By presenting the information in different formats such as texts, videos, self-directed activities, and practical presentations, learners can better connect the new knowledge to what they already know and build on their previous experiences. This teaching approach goes beyond the traditional lecture-style delivery of information by the teacher.

💭 To improve this component of AGES, I recommend looking at The Self-explanation Effect.

The self-explanation effect is a learning strategy that involves explaining how new information relates to what one already knows. This process of self-explanation helps learners to actively generate new information based on their existing knowledge, which helps them to better understand and retain the new information. Generation is a cognitive process of creating new information from existing knowledge. It is an active process that requires learners to actively engage with the material to create new information. The self-explanation effect is an example of a generation strategy where learners actively create new information by explaining how the new information relates to what they already know. Other examples of generation strategies include brainstorming, concept mapping, and summarising.

Emotion

The right level of emotional engagement is crucial for a successful learning experience. Emotions that generate excitement can lead to a long-term recall. For example, you may remember vivid details of a joyful or challenging moment in your life because you felt intense emotion at the time, regardless of the details of the situation. To replicate this in learning activities, creative exercises, social connections, and games can help to create a sense of euphoria and positivity. The emotional impact of the way information is delivered can play an important role in helping learners retain it longer.

💭 To improve this component of AGES, I recommend looking at The Affective Filter Hypothesis.

The affective filter hypothesis states that a person's emotional state can influence their ability to absorb and process new information. According to this theory, a person who is in a positive emotional state or whose "affective filter" is low is more likely to be open to new information and more receptive to learning. On the other hand, if a person is in a negative emotional state or if their "affective filter" is high, they may find it harder to learn and retain new information. Therefore, it is important to create a positive emotional environment for learning in order to facilitate the learning process.

💡 Instructional designers often use gamification and storytelling in corporate training to create a strong emotional connection with learners and enhance their learning experience. By tapping into learners' emotions, they can help improve knowledge retention and make training more engaging and memorable.

Spacing

Most traditional corporate training methods are ineffective in promoting long-term learning and retention. To achieve better learning outcomes, it is recommended to spread the delivery of information over a longer period of time. In doing so, information is delivered gradually and learners are given the opportunity to review and consolidate their knowledge. By gradually building connections in the brain, information is better encoded and retained. To improve retention, it is recommended that information be repeated at least three times after initial learning.

💭 To improve this component of AGES, I recommend looking at the Spacing Effect.

The spacing effect states that spacing learning over time improves retention. According to this theory, a person is more likely to remember new information in the long term if they absorb it several times over a longer period of time. This is in contrast to cramming, where a person tries to learn a large amount of information in a short time. By spacing the learning units, the brain has time to process the new information and consolidate the memory. The spacing effect is therefore an effective technique to improve learning and memory.

💡 Consider exploring the Cognitive Load Theory to gain insight into the workings of short-term memory and the benefits of spacing in learning.

Taken together, these theories and the AGES model help to create a more sensible and effective approach to learning by emphasising the importance of attention, generation, emotion, and spacing in the learning process. By using The Principle of Active Processing, Self-Explanation, The Affective Filter Hypothesis, and the Spacing Effect, we can create more brain-friendly and effective learning experiences.

If you want to improve your learning game, you have come to the right place. I have lots of tips and tricks to help you retain information better and get the most out of your learning sessions. So, what do you say? Let's work together and supercharge your learning journey!

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