(experimenteel prototype met video)

Door Marjolein Winterink, Tjeerd Berlo, Hilde Staal en Joost Fortkamp
(samenstelling Rik Min)

Op deze pagina zie je een patient en een monitor. Deze patient is Maurice. Maurice wordt plotseling ziek. Dat ziet u op een gegeven moment op de monitor.

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Dubbelklik hier en luister naar het verhaal van deze site.

De tijd loopt in minuten. Zie het tellertje met de tijd, rechtsonder.

An interesting discussion - just in time? - in the IFETS-DISCUSSION-list; digest 339, just tells us:

This will be a short (relatively) posting as my thoughts on learning as biological brain change were published in an article with that title in Change, Nov/Dec 2000, pp. 34-40. (A barely readable scan can be found at Click on faculty, then Leamnson).
This note is primarily cautionary against seeing what isn't there. Nothing I said in a previous posting or anywhere else suggests any use whatever of students' "learning styles." Trying to learn any subject whatever using an inappropriate learning style can only lead to frustration. Learning styles map onto subjects and not onto people. Learning to learn is often primarily a matter of developing the learning style that is appropriate to given content, and not forcing the content into one's preferred learning style.
Neither did I suggest, nor do I believe, that mnemonics is the same as learning. I consider something to have been learned when it is both understood and remembered. Remembering how to spell mnemonic is not high level learning. Knowing precisely what it means and how it should be used would be. I deny the assertion that a mnemonic is what I intend by the expression "learning to learn."
There is great danger in trying to reduce something as complex as learning how a subject is learned to something simplistic. Having said that, I'll nonetheless try. Learning how a neuron transmits a signal (as an example) would entail knowing, functionally, the meanings of all the terms used to describe the structure and its components. One then needs to understand a long sequence of causalities and rehearse these until every sub-function makes sense, i.e. why it has to work that way. Finally, the drawings, definitions, and functions have to be practiced until the desired neural circuitry is stabilized. After that the student can reconstruct both the components and a rationale for why they need to be there and do what they do.
I vigorously suggest that this difficult and time-consuming process cannot be reduced to anything simpler, either in practice or in description.

Bob Leamnson

Scott Walker has raised a very important issue about self-regulation, which is a extremely important aspect of learning in online learning environment. In addition, we can never over-emphasize developing students' metacognitive skills even in a face-to-face classroom for adult learners, especially in a graduate-level course. I appreciate Scott sharing some of his learning-to-learn activities with the list. Des Wilsmore pointed out the role of motivation in the learning process, and I can see the relationship between the motivation and self-regulation. A learner with strong self-regulation skills may likely to succeed, which may help to enhance his/her self-esteem, which may further motivate the learner intrinsically.

Xun Ge, Prof. PhD.; University of Oklahoma; e-mail:

  • "Neither did I suggest, nor do I believe, that mnemonics is the same as learning." R. Leamnson
  • "He (Sid Jacobson) gives a much stronger strategy for teaching spelling than Mnemonics." G. Miller.

    Recall that I only mentioned the use of mnemonics as an aid to remember how to spell certain words and allow me to clarify that I did not state that mnemonics were a primary form of learning spelling or any other subject. I was and still am interested in how the use of mnemonics could be explained by the sophisticated analyses associated with brain-based learning.
    The most common applications of "brain learning" in the public schools are related to special education students who are often mentally retarded or autistic. At low levels of mental capacity, the reduction of learning to brain functions becomes useful, because the special education students often suffer from reduced brain functioning and some compensation for deficiencies can be achieved by related analyses. Are there existing applications of brain-learning applications for other kinds of students? Gifted and talented students, for example, or students who have high IQ's, aren't currently involved in brain-learning applications in anything more than a hypothetical, ex post facto, sense.
    I think it is untrue to imply, as some brain learning theorists do, that brain learning will lead to something akin to the Genome Project. The Genome Project deals with a finite set of genetic possibilities that are clearly defined and for which very tangible outcomes exist. Contrarily, brain cell functions and the quasi-electrical passages of sense impulses, along purported paths in identifiable yet general locations in a brain composed of billions of cells, do not hold comparable potential. Ironically enough, I see "brain learning" as reductionist!


    Enschede, 22 dec. 2001.