Critical Periods for Learning?
I am curious if one’s ability to learn becomes slower as an adult. This is why I liked the section in Branford et. al. (2006) article about critical periods of learning. This section focused on implicit learning or acquiring knowledge effortlessly without knowing that it is happening. During this process the brain creates networked patterns of knowledge. I was relieved to read the statement below that supported the idea that critical periods for learning do not exist.
“Brain research shows that the timing of critical periods differ significantly depending on whether one is discussing the visual, auditory, or language systems. Even within different systems, there is emerging evidence that the brain is much more plastic than heretofore assumed, and that the idea of rigid “critical periods” does not hold” (Branford, et. al. 2006, p. 213)
However, as I read further I realized that the statement meant that learning can occur at any age, but as you get older it is more difficult to learn new knowledge that replaces old knowledge. Brains with established neural connections are committed to those connections, called neural commitments, and more difficult to “re-wire.” A classmate shared a YouTube video to me (thanks Zach!) that illustrated this concept perfectly. The video shows a man trying to learn how to ride a bicycle that was engineered backwards. He successfully rode the bike after 8 months. His six year old son, however, was able to ride the backwards bike in two weeks, showing the son’s higher level of neural plasticity. Watch at timestamp 3:10 to 4:48,
In relating this concept to mobile learning, I can see that young children can benefit in using mobile learning to help expand knowledge while their neural plasticity is high. I also see mobile learning in providing additional activities for adult learners to overcome neural commitments. This makes mobile learning valuable to all ages for life-long learning. Do you think mobile technology can assist in helping adult learners maintain their neural plasticity?
“Designing Mobile Learning across Contexts”
Designing mobile learning seems like a relatively new concept, since mobile technology was recently developed. Therefore, there are challenges in innovating practices that integrate mobile technology that support academic conservations in a seamless flow across contexts. Sharples et. al (2009) stated that “ A central task in the design of technology for mobile learning is to promote enriching conversations within and across contexts.” So what is considered a context? Bransford (2006) clarifies the meaning of context in two related senses:
The first sense of context has been a setting-based one, with settings such as “work,” “play,” “school,” and “street” forming the bases for comparative analysis. A second sense of context is more analytically fine-grained and is often embedded within the first, with comparisons being made across activities, forms of participation, and types of interaction in the respective settings. (p. 219)
I see mobile learning as contributing and enhancing classroom instruction. The use of mobile technology should enable the student to absorb, collect, and connect information in ways that simplify interactions and increase accessibility to resources. Design principles that align with this objective include making interactions simple, prepare flexible materials that can be easily accessed, consider affordances given by mobile devices, and use mobile technology to facilitate learning (Sharples et. al, 2009 p. 237). Overall students would use mobile technology to interact with each other and learning material that is not afforded in traditional methods.
At first this made me think that I had no need for mobile learning in my classroom. Since I instruct laboratories, students are capable of interacting each other by simply talking to each other. They also have notebook computers that would allow them to access collaborative software. However, I realized that mobile technology could help students learn across contexts outside the classroom. Students could access information, connect with each other, and contribute to activities outside the classroom through mobile applications. They could do this through a computer, but I think having simple activities accessed through mobile devices may help students stay connected. How can you use mobile learning within your context as an educator?
Reference
Bransford, J., et al. Learning theories and education: Toward a decade of synergy. Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.
Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 233-249). Dordrecht: Springer Netherlands. doi:10.1007/978-1-4020-9827-7
Dana – Thanks for sharing the bike-riding neural plasticity video. That was a great visual example. You asked, “Do you think mobile technology can assist in helping adult learners maintain their neural plasticity?”
I do not think the use of a mobile device alone will motivate the learning, but when coupled with well-structured activities, it could. Sharples (2009) gives examples of reasons why people have been excited to learn on a mobile one page 240:
“the high affective value of mobile learning is influenced by factors such as control over goals, ownership, fun, communication, learning-in-context and continuity between contexts.”
If mobile can do these things better than any other medium, than it could help learners more easily learn – and maintain their neural plasticity.
Also, mobile presents a new tool that may not have to compete with existing neural commitments. For example, consumers may be more willing to try new apps without clinging too loyally to their old apps, but they may not be willing to try a new word processor when they are used to composing in WORD. That makes our design job easier because we can choose to introduce new apps without too much resistance.
Reference:
Sharples, M., Arnedillo-Sanchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues. In N. Balacheff, S. Ludvigsen, T. Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning (pp. 233-249). Dordrecht: Springer Netherlands. doi:10.1007/978-1-4020-9827-7
Hi Dana!
Sorry I am so late in commenting this week, but we had some water damage issues. It’s under control now, but it was a rough few days!
That video was great! It was an excellent way to exemplify neuroplasiticity in children versus adults. You stated: “…learning can occur at any age, but as you get older it is more difficult to learn new knowledge that replaces old knowledge. Brains with established neural connections are committed to those connections, called neural commitments, and more difficult to ‘re-wire’.” Bransford (2006, page 214) supports this idea when commenting about infants vs. adults: “In adulthood, second language learners have to work with committed brains to develop new networks…Infants’ systems are not yet thoroughly committed and are therefore capable of developing more than one ‘mental filter’.” Although the reading was referring to neural commitment and language in infants, I am sure it is similar to the neural commitment of learning to ride a bike during adolescence. At the end of the video, Destin showed that it took him about 20 minutes to “re-learn” riding a traditional bicycle. I’m wondering if his son was able to swap back and forth with more ease between the backward bike and regular bike? What do you think?
In your section regarding mobile learning and uses in your classroom, you stated: “Students could access information, connect with each other, and contribute to activities outside the classroom through mobile applications.” The use of mobile devices could also allow them to connect to experts in the field or perhaps another class in another state (or country) conducting the same labs. How cool would that be?
Reference
Bransford, J., et al. Learning theories and education: Toward a decade of synergy. Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.