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Gaining the most out of education through digital instruction is possible by incorporating the science of learning. Are educators listening?
FREMONT, CA: To make learning more effective, there have always been many thumb rules. With changing times, the requirement or outcomes from learning have changed as the world is getting digitalized. Sometimes application of knowledge is necessary, while in a few cases, retention of information is essential. The science of learning helps understand what the factors behind excellent performance are and thereby, allows educators to design better learning models.
Problem-solving abilities and decision-making abilities are one of the most sought after skills that students have to learn no matter what the course of study is. This area pertains to the ‘thinking’ aspect. The digital instructions or activities that can engage a student’s brain in a way that promotes reflection and evaluation of situations and problems do well to improve thinking abilities.
The thinking criterion is only the beginning to realize goals and strategies. As per the science of learning, the next most crucial aspect is sensing. Activities that can stimulate sensing capabilities among students make the learning process engaging and hence, more effective. Employing digital tools like audio, video or interactive tasks makes the learning becomes active and collaborative.
Engaging and associating with a topic can enhance the learning outcomes. Tools that can let students relate to whatever they are learning, give rise to a feeling of involvement. Good experience during the learning process generates connections between the information and the learner, leading to higher and better knowledge acceptance by a student.
Apart from the basic criteria, digital instructions should also focus on ways to encourage recollection and recall of all the knowledge imparted regularly. Unless students reinforce what they have learned, the process remains incomplete. A comprehensive digital model of instruction can do well by incorporating inputs from the science of learning.