natural learning, a 21st century learning synthesis
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Running head: NATURAL LEARNING, A 21ST CENTURY LEARNING SYNTHESIS
NATURAL LEARNING, A 21ST CENTURY LEARNING SYNTHESIS
Mitchel Townsend
Doctoral Student
Inquiry and Technology
EDER 779.02-L60
Dr. Sharon Friesen
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Natural Learning, a 21st Century Learning Synthesis
21st century challenges and opportunities call for innovative 21st century learning and
instructional theories (Fisher, 2009, p. 4). These theories are identified by a search for deeper
learning thats anchored in collaboration, co-creation of knowledge, and authentic practices
supported by a synthesis of educational philosophies, history, science, and psychology (Sawyer,
2006). Natural Learning as defined by me is a synthesis of modern Brain Based Learning
Theory, Individual Augmented Consciousness, and Visual Data Analysis resting upon a robust
theoretical foundation of Constructivism. Natural Learning Synthesis potentially provides the
key to unlocking every learners latent potential by understanding the biochemistry of learning,
unlocking each individuals learning potential with augmented consciousness, and accurately
charting and assessing learning with newly emerging technologies based upon cutting edge
mathematical calculation theories expressed visually in the form of complex statistically
generated three dimensional models.
The human brain is the most sophisticated object in the universe; it creates more
electrical synaptic impulses each day than all of the mobile phones in the world combined
(Hobbs & Harrison, 2010). It weighs about three pounds and accounts for only 2% of the bodys
total weight yet consumes over 20% of the bodies total energy output. Neurological research
has strongly established and confirmed that multiple concrete and complex experiences are
essential for meaningful learning and teaching (Ornstein & Thompson, 1991, p. 12).
Understanding the processes that enable learning and memory, the effects of genetics,
environment, emotion, age and social interaction upon learning and teaching could potentially
transform educational theory and instructional strategies by enabling practitioners to design
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environments that support and optimize learning for people of all ages, abilities and needs
(Blakemore, 2010).
Brain Based Learning Theory is an integrated approach to educational instruction using
modern research from Neuroscience to inform the understanding, design and implementation of
effective learning strategies and environments. Brain Based Learning Theory focuses upon how
the brain learns naturally at different stages of cognitive development. Using this information in
concert with modern imagining technologies like fMRI (Functional Magnetic Resonance
Imaging) , MEG ( Magnetoencephalography) , SPECT (Single Photon Emission Computed
tomography), and PET (Positron Emission Tomography) scans educators are able for the first
time to design, implement, and assess education instructional strategies that are biologically
driven (PDKI, 2007). These theories enable educators to closely connect with learners lives,
emotional experiences and individual histories in a manner that encourages and supports deeper,
multi-spectrum learning. Some of the areas that Brain Based Learning touches upon are
Cooperative Learning, Experiential Learning, Multiple Intelligences, Social Learning, Universal
Design for Learning, and Problem Based Learning (Wilson, 2010). Cognitive science has an
inclusive and diverse history within these theoretical constructs.
The recorded evolutionary history of Brain Based Learning began over 6000 years ago
with simple examinations and investigations (Aldridge, Carter, Page, & Parker, 2009, p. 193).
During the 1970s brain based research focused upon ideas of left and right hemispheres. In
1983 Leslie Hart posited in her book Human Brain, Human Learning, that cognitive processes
were being stifled and impaired by current educational and classroom structures. She went
further to tie brain based theories of cognition to new models of educational instruction and
pedagogy (PDKI, 2007). By the 1990s researchers began to more accurately understand the
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physiology of the brain which revealed that it is characterized by a concept called
Neuroplasticity, or a lifelong continuous process of physiological adaptation and cognitive
development (Aldridge, Carter, Page, & Parker, 2009, p. 193). The last 20 years have illustrated
a very large increase in knowledge and understanding concerning the brains morphology and
operational structures and processes (Wilson, 2010). Currently, technological advances in
medical imagery and ongoing efforts from researchers and educators have enabled the distillation
of this biochemical evolutionary process information down into new theories of teaching and
learning that addresses educational practice as a holistic, multi-faceted, and integrated concept.
There are twelve major foundational elements which provide the boundary framework for
Brain Based Learning Theory. Our brains are parallel processors that simultaneously process
informational stimuli interactively within multiple sections or locations during the same time
frame. Learning processes engage the entire physiology of the body and are closely related to
experience and perceptions. The search for meaning or understanding of our experiences is
innate and continuous, it cant be stopped only directed and channeled. Emotions are
foundational to patterning because everything we learn is drawn through a filter of our biases,
fears, ideas of self, and the need for social interaction. Emotion and thoughts are literally
inseparable. The brain processes information individually and systems wide and the same time
because stimulus information is directed to the areas in the brain where its organized to separate
individual informational stimuli while comparing it within systems wide structures. Learning
consists of both focused attention and peripheral perceptions, thus it responds to the entire
stimuli environment in which learning occurs. Learning processes are a combination of
conscious and unconscious reception of stimuli. The brain has at least two methods for
organizing informational stimuli, Spatial and Rote, both of which have different storage
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strategies. We understand and recall more effectively when our natural learning processes are
supported and augmented by social interaction situated in authenticity. Our learning process is
enhanced when we encourage and support risk taking however it slows down immensely when
threats are perceived. Finally, that every brain is uniquely constructed based upon genetics,
individual experiences, and differing environmental experiences. The Meta principles of modern
Brain Based Learning Theory posit that effective learning occurs when the brain searches for
meaning in multiple ways by engaging in authentic, situated, activity based learning
environments where the internalization of information is individualized according to a persons
life experiences (Ozden & Gultekin, 2008). The above boundary framework elements have
definite implications for educators and instructional designers as we begin to design new
strategies and environments to address and support the needs of 21 st century learners of all ages
and abilities.
When the brain is actively engaged it supports learning that is deeper, situated and more
expressional. Learning becomes deeper and more expressive when the brain searches for process
and meaning making strategies. This search for connective meaning among complex concepts
enables learners to internalize and individualize their learning experiences. Learning is a
dynamic process with activities and content designed to encourage participation with materials
that are individually applicable. Various teaching strategies and techniques should be utilizes to
assist and enrich learning processes. The elimination of classroom fears and the construction of
a safe and enabling learning environment is a fundamental precept practice.
In consolidation, modern Brain Based Learning Theory strives to practice authentic
contextually situated learning within environments that are characterized by individualized
applicability, engaging individual and group activity based participation, safe and nurturing
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spaces, supported by effective communication practices (Wilson, 2010). Brained Based
Learning Theory is missing one very important element, an individualized methodology or
practice process for efficiently tapping into this natural latent potential. Every brain is a unique
product of our genetics, life experiences and learning processes and thus one type of educational
theory or instructional strategy does not adequately address the needs of all learners. The
theories of individually induced Augmented Consciousness or Auto Conscious Hypnosis are
concept practices that have been proven to unlock these pathways to accelerated learning and
meaning making potential for greatly increasing multi-spectrum learning and performance
productivity by focusing attention to the exclusion of other input stimuli (Blakemore & Frith,
2005).
Have you ever been engrossed in reading a book, working on a computer, passed an exit
on the Expressway through daydreaming or watched a movie to the point where you block out all
other stimuli like external sights and sounds, time change, or even biological functions? This is
called a state of self induced Augmented Consciousness or Auto Conscious Hypnosis (Goldberg,
2006, p. 15). Augmented Consciousness is another term for finding Focus or becoming
absorbed within an activity to the point where you have become totally immersed (Hobbs &
Harrison, 2010 p. 69). Augmented Consciousness enables and supports our own individual
ability to access cerebral super highways to our inner potential for multi-spectrum accelerated
learning and performance (Aldridge et al., 2009, p. 180).
Consciousness is one of those ethereal and as yet unexplained concepts that is extremely
difficult to define with any degree of specificity. It has been described as a thought, feeling or
idea that is somehow separated from physical structures that constitute the theoretical constructs
that make up the rest of the universe (Aldridge et al, 2009). Consciousness has different modes
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(emotions, sensations, thoughts, and perceptions) and types of awareness (awareness in the
moment, conscious awareness, and self consciousness) which when acting in cooperation
provide the structural blueprint for human consciousness. Research suggests separate yet inter-
relational realities or levels in which different organizational precepts apply simultaneously
(Aldridge et al, 2009, p. 178).
Our Subconscious mind is perpetually recording, classifying and making meaning of
everything our five senses provide it and this is the place that promises the greatest increase in
knowledge deposition, access and recall (Goldberg, 2006). It sorts all of our memories within
an organized structure that is accessible though Augmented Consciousness as an individual
deposition and recall enabling vehicle. Braine Based Learning Theory is uniquely suited to take
advantage of this knowledge by providing a potential framework for designing and creating the
types of learning environments that are filled with rich authentic concepts and multi-sensory
activities. With recent technological advances in medical imagery we are now able to
definitively identify, examine and chart each of the neurological processes described above.
PET scans of the brain have revealed that every level of consciousness has a specific pattern of
brain activity associated with it, and can be neurologically charted (Aldridge et al, p. 179).
SPECT images recently taken of meditating Buddhist monks synoptic activity have also
revealed that augmented consciousnesses stimulate and actuate increased neural activity
throughout additional locations within the brain. Even with the above information now at our
disposal we have remained somewhat unsure about how to proceed in designing accurate
assessment mechanisms in addition to standardized testing strategies and portfolio evidence until
Visual Data Analysis Theory had matured.
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Visualization Data Analysis is a cutting edge technology trend that reorganizes vast
amounts of data to create computer generated representations which can yield visual
interpretations of complex scientific processes (Hansen, Johson, Pasucci, & Silva, 2007). As
massive amounts of data are collected it has becomes increasing possible to understand complex
processes and their concepts through re-organizing data sets in new and original ways (Horizon
Report, 2010). It blends highly advanced computational methods with very sophisticated
graphics engines to tap into humans extraordinary natural ability to recognize complex visual
patterns (Horizon Report, 2010). Variables are introduced and their effects are charted through a
series of chronological iterations to ascertain complex graphical patters which are illuminated
through movement, color, or sound in 3 and 4 dimensional perspectives.
Scientific data analysis, visualization, and data management have evolved over the past
few decades as a result of research funding from the DOE, the National Science Foundation
(NSF), the Defense Advanced Research Projects Agency (DARPA), and other agencies. Todays
ability to understand and explore spatial-temporal data and non-spatial data is the result of this
legacy. This science is an emerging field and is rapidly developing in many new and exciting
directions. Some of the current applications of this technology include Astrophysics, Climate
Change, Computational Fluid Dynamics, Geophysics, Medical Imaginary, Simulations, and
Social Networking Analysis, which are only a few applications of this synthesis across several
different disciplines (US Department of Energy, Office of Science Data Management Challenge,
2004). The most compelling aspect of these technologies is that they closely mimic the way our
brains naturally organize to make sense out of complex relationships. Visual Data Analysis
creates patterns of Neuronal units in a manner that enables the recognition of data across
theoretical space and thus Cluster in similarity (Horizon Report, 2010). Clustering is the
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mathematical partitioning of a series of data sets into a smaller amount or group. The Clustered
data sets form mathematical structures that are then translated into graphical imagery which
enables our conscious and sub conscious minds to recognize complex visual process patterns.
While this is a complex mathematical and computer programming process recent
proprietary software offerings have made it possible for the general public to take advantage of
this technology trend. Data sets are being organized by individuals for the purpose of examining
their communication and social networking structures within technologies like Twitter,
Facebook, and Myspace. Additionally, private industry and governmental agencies have begun
adopting data visualization techniques on a mass scale. With the wide spread adoption and
ubiquitous usage of mobile devices the extraordinary power of data visualization analysis is
literally at our fingertips (Horizon Report, 2010). This technologies potential effect upon
educational theory and specifically modern Brain Based Learning Theory is quite extraordinary.
The integrated use of Visual Data Analysis provides a very important tool in supporting
21st century learning environment designs. It expands our understanding of learning
environments and learning theories by looking at a myriad of complex variables in new and
innovative ways (Horizon report, 2010). Data can be visually manipulated to provide
perspectives and patterns like Geophysics representations of earth strata layers miles under the
surface of the earth which is be extrapolated from drill boring samples (Clustered Data) and
graphically represented in the form of three dimensional models. Examining these types of
engaging visual representations of information can help bring data to life and draw it into the
reach of all learners (Horizon report, 2010). Until very recently this type of graphically based
complex mathematical analysis was simply unavailable in a form that was usable in educational
research.
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Visual Data Analysis supports the practice of creative inquiry by providing another series
of very interesting and visually stimulating tools that have recently become free and increasingly
user friendly. Mobile applications have enabled the widespread use of this technology by
providing a tool for analyzing individuals processes and practices within social networking
structures and learning communities. This technology can also potentially provide complex 21st
century assessment mechanisms for analyzing student achievement against predetermined
performance proficiencies. In addition to adding significant value by making both meaning and
data accessible, visualization tools allow end users to personalize or take ownership of data by
enabling personalization of the graphic modeling representations (Educause Learning Initiative,
p. 2, 2009). When you take the recent advances in Brained Based Learning Theory, the potential
of Augmented Consciousness as an individual access key and ground them within a conceptual
assessment and design framework of Visual Data Analysis Theory you have effectively
synthesized a new form of 21st
century integrated learning philosophy, which I have termed
Natural Learning Synthesis.
The theoretical foundations that Natural Learning Synthesis rest upon include Experiential
Learning, Multiple Intelligences, Practical Simulations, Social Learning, Universal Design for
Learning, and Problem Based Learning. These sub theories all reside under the comprehensive
umbrella of Constructivism. The elements included in this list are by no means the only ones,
but have been identified as the most applicable and relevant to our assigned course materials.
Experiential Learning is a four stage cyclical theory of learning and is commonly credited
to David L. Kolb (1984). Kolb describes this theory as learning is the process whereby
knowledge is created through the transformation of experience (Kolb, 1984, p. 38). It rests
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upon the earlier theoretical works of John Dewey and Kurt Levin (Learning Theories,
Knowledge Base and Webliograpghy, n.d., 1).
The four elements of Experiential Learning are Concrete Experience, Observation and
Reflection, Forming Abstract Concepts, and Testing in New Situations. The learner styles that
respond well to Experiential Learning are Assimilators who learn better presented with logical
theories, Convergers who learn better when presented with practical applications of concepts,
and Divergers who learn better when allowed to examine and collect a wide variety of
informational sources (Kolb, Boyatkzis, & Mainemelis, 1999). Experiential Learning theory is
in alignment with Natural Learning Synthesis.
Multiple Intelligences theory describes seven different intelligences and is credited to
Howard Gardner (1983). These intelligences include Musical, Bodily-Kinesthetic, Logical-
Mathematical, Linguistic, Spatial, Interpersonal and Intrapersonal. Gardner describes these
intelligences as a set of abilities, talents or mental skills (Gardner, 2006, p. 7). The theory of
Multiple Intelligences is closely framed within the origins of biological problems solving skills.
This concept is a synthesis of brain research, human development, evolution, and cross-cultural
comparison. Finally that assessment is a multi- stage process of examination within the seven
intelligences previously listed (Gardner, 2006).
Social Learning Theory posits that people learn from each another, by observing,
imitating, and modeling and is generally credited to Albert Bandera (1963). It focuses upon
factors that increase or decrease attention, retention strategies, reproducing mental and physical
images, and motivational strategies (Learning-Theories: Knowledge Base and Webliography,
n.d., 1). Social Learning theory has often been described as a theoretical bridge between
behaviorist and cognitive learning theories because it stresses attention, memory, and motivation
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as primary elements (Ormond, 1999, 2). This theory is closely related to Lev Vygotskys
Theory of Social Development (1930) and Jean Laves Theory of Situated Learning (1991).
This theory is also closely aligned with the principles of Natural Learning Synthesis.
Problem Based Learning is a learning theory that is primarily student centered where
students set goals and act as practitioners and is generally credited to Case Western Reserve
University in the late 1950s (Centerfor Creative Inquiry San Francisco University, n.d., 2).
PBL is authentically contextualized by presenting learners with real world challenges they would
naturally encounter and requiring them to act as practitioners in the process of problem
examination and solution seeking (University of California at Irvine, n.d.). PBL is additionally
defined by teaching content through skills acquisition. PBL is inductive in that students engage
and learn content as they examine problems or tasks. PBL is experiential because it enables
learners to experience what its like to examine issues as a practitioner. PBL effectively
addresses writing and verbal skills, problem solving skills, and collaborative skills. Again PBL
theory is in alignment with the foundational ideas behind Natural Learning Synthesis.
Universal Design for Learning is a learning theory that was conceived out of an
architectural movement called Universal Design and is generally credited to Ron Mace from
North Carolina University. The term Universal Design for Learning was coined by the Center
for Applied Technology or CAST in the early 1990s to describe learning technologies that
helped to provide content access to leaners with or without disabilities (Center Applied Special
Technology, n.d.). UDL is characterized by three different learner cognitive networks
Recognition Networks, Strategic Networks, and Affective Networks which are enabled and
supported by Multiple Means of Representation, Multiple Means of Action and Expression, and
Multiple Means of Engagement(National Association for Special Education Technologies
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(NASOSE, 2003, 3). UDL is closely aligned with neurological science and brain based
learning theories (Center for Applied Special Technology, n.d., 12). Finally, that UDL helps
instructors meet the needs of a diverse learning population by removing barriers to the learning
process. This is done by adhering to the needs of the three different Cognitive networks within a
presentation structure of multiple representations, assumptions and assessments (Center for
Teaching and Faculty Development, n.d., 6).
Constructivism as a theory can generally be credited to J. Bruner (1966) and is described
as an active learning process of engagement that enables learners to construct their own
knowledge ideas or concepts based upon personal knowledge of past events or concepts.
Leaners engage in the co-creation of knowledge by transforming information, constructing
knowledge and hypothesiss, making choices and relying upon cognitive model structures to
provide negotiated meaning which allows individuals to go beyond simple didactic instruction to
co-create knowledge (TIP Psychology, n.d., 1). The three scholars that have brought
Constructivist Learning Theory to prominence were Jean Piaget, John Dewey and Seymour
Papert. Constructivist learning theory provides the macro level Meta theory umbrella that covers
the sub theories of Experiential Learning, Multiple Intelligences, Social Learning, Universal
Design for Learning and Problem Based Learning (Wilson, 2010). The careful examination of
the above sub theories within a Constructivist philosophical framework suggests a close
alignment with Natural Learning Synthesis. Natural Learning Synthesis assimilates and
consolidates the most effective elements of the Constructivist inspired sub theories of learning
and instruction that weve examined in this essay. This realization illuminates the strong
possibility of using the principles of Natural Learning Synthesis as an integrated learning and
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instructional strategy to augment and compliment existing Constructivist Theories of learning
and teaching.
In the previous paragraphs I have tried to demonstrate the links between what I have
termed Natural Learning Synthesis and several of the most current Constructivists inspired
learning methodologies, strategies and theories. Now I will begin to examine how Natural
Learning Synthesis as a philosophy augments and potentially compliments current 21st
century
learning theory directions. Natural Learning Theory is part of a long history of evolutionary
advancement in educational theory development. Rather than discarding or tossing out old
theories we should re-examine them and retain those elements that remain effective by retooling
them into synthesized hybrids that meet the needs of learners of all ages and abilities (Sontang,
2009, 5). This is what I am attempting to do in the case of Natural Learning Synthesis.
Natural Learning Synthesis is a recognition that Brain Based Educational Theory is
coming of age with the development of advanced neural synaptic mapping technologies like
PET, fMRI, MEG, and SPECT scans. We are close to bridging the bio-chemical link between
what we think we know and what we now know for sure. Cognitive processes are being mapped
from the initial sensory stimuli input through the brains vast array of interconnected pathways.
Scan based graphical representations can be organized and compared in the process of trying to
determine how learning takes place and more importantly under what conditions. In essence as
educational researchers we now potentially have access to a very powerful advanced diagnostics
tool for charting and measuring every learners individual synoptic patterns to customize
learning environments for their specific needs. This cognitive charting process can be examined
within the framework of the 21st
century learning theories and philosophies in order to
potentially determine their singular or synthesized effectiveness. Assessment strategies have
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been potentially augmented with an additional triangulation tool that provides different
perspectives into learning processes and practices. Designing learning environments that are
based upon science and that are rich and engaging on every level enables the mind to flourish
and engage on all levels of consciousness. In order to access the absolute full potential of what
we store in our conscious and subconscious minds we need some form of access key or ability.
Augmented Consciousness Theory potentially provides a method that every individual can
access to tap this unlimited resource.
Every mind like a fingerprint is intricately different and determined by an unlimited
amount of variables (Aldridge et al., 2009, p. 194). This is what makes the search for an
effective learning theory or strategy so difficult. One size cant possibly fit all minds and
learners styles or intelligences as Howard Gardners theory of Multiple Intelligences clearly
illuminates (Gardner, 2006, p. 6). Current 21st
century learning theories and instructional
methodologies have came the closest to creating an engagement process that tries to address
learning as a holistic concept rather than a didactic process of instructional force feeding.
Encouraging ourselves to consciously engage in augmented consciousness as a learning access
tool is something thats not a new concept. Athletes, musicians, monks, performance artists and
others have engaged in visual subconscious imagery training for decades. According to the latest
neuroscience over 75% of our current learning process is conducted visually (Hobbs & Harrison,
2010, p. 18). Subconscious visualization for performance improvement is based upon this
biological reality. Every level of consciousness can be individually identified and charted and
thus the synaptic impulses of Augmented Consciousness can as well.
What is so important is that each individual has the natural innate ability to condition
themselves consciously and subconsciously to supercharge their learning processes through
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increasingly focused attention. As I have demonstrated in the proceeding pages, every individual
easily engages in this focusing behavior on many different levels throughout each and every day.
Understanding the power of this individual ability and harnessing it towards improving our
learning processes has been proven to be extremely effective. Increased educational competency
comes from understanding and harnessing this natural process in the search for deeper and more
authentic learning.
The final element in Natural learning Synthesis is the use of Visual Data Analysis
technologies to provide a systems level understanding of the complex process and variabilitys
involved in synthesized constructivist inspired 21
st
century learning strategies and theories.
Visual Data Analysis or VDA takes advantage of the way the brain naturally processes
information by representing complex mathematical computations graphically (Horizon Report,
2010). According to the 2010 Horizon Report VDA may provide clues into how complex social
processes function Visual data analysis may help expand our understanding of learning itself.
Learning is one of the most complex of social processes, with a myriad of variables interacting in
ways that are not well understood, making it an ideal focus for the search for patterns (Horizon
Report, 2010, p. 29). The formation of learning communities and communities of practice are
additional areas where VDA may provide some systems level perspectives.
VDAs greatest contribution to augmenting existing or a newly synthesized educational
theory may lie in the area of assessment. Collecting, organizing, and developing an effective
assessment protocol for biochemical and traditional assessment mechanisms that are mutually
informing and supportive would be a drastic improvement over current stand alone standardized
testing strategies. The ability to match performance outcomes with biochemical imagery in the
process of triangulation of standardized assessment strategies may potentially provide a much
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clearer picture of what is happening under the thin surface of learning in the most complicated of
all entities, the human brain. VDA, Brain Based Learning and Augmented Consciousness are
all organized along natural social and biochemical processes and when embedded within current
21st century constructivist inspired educational theories and strategies potentially provides a
synthesized process for super charging our individual abilities to excel and co-create deeper and
more meaningful educational experiences for ourselves and all of our leaners. After examining
how Natural Learning Synthesis fits together within current 21st century education efforts I
would like to suggest some future directions.
The first thing that needs to be accomplished is a well funded and exhaustive research
effort concerning the potential synthesis of modern Brain Based Educational Theory and current
21st century Constructivist instructional strategies and methodologies. This area holds the most
potential in my opinion for immediate results. Augmented Consciousness as a focusing tool has
already been examined in great detail at various kinesiology laboratories around the world in
relation to performance based augmentation. A similar effort needs to be initiated to examine the
possibilities that this simple focusing tool may be an access and deposition tool that enables
individuals to access their latent potential for super efficient learning. Visual Data Analysis
provides the systems level technology tools and visual organization theories to enable
researchers to begin to understand in intimate details how learning processes work, and thus how
they can be improved. Finally, we as education theorists need to continue to examine old
theories, new theories and new technologies within an informed environment in the never ending
effort to meet the needs of 21st century learners of all ages and abilities.
Natural Learning Synthesis is a blend of modern Brain Based Learning Theory,
Individual Augmented Consciousness, and Visual Data Analysis Theory situated firmly within
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Constructivist theoretical framework. Each of these theories is described as a natural or common
to the human experience. When you synthesis Natural Learning with existing 21st century
learning methodologies strategies and theories the potential result is an extremely powerful
combination of science, practice, and wisdom residing in an information repository from which
to draw upon in the design and creation of effective and engaging 21st
century learning
environments. When I look around and see the classrooms of the future taking shape I keep
asking myself when will the learning theories catch up to the technology? Today, I am
beginning to understand the potential of theoretical synthesis and naturalistic learning
environment design philosophies as potential vehicles for bridging the gap between where we
currently are in education and where we want to be in the 21st
century.
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