Invitation to Lunchtime Seminar with Dr. Harris
Redefining Learning: A Neuro-Cognitive Approach
Date: Monday, September 18th
Speaker: Dr. Phillip Harris (AECT Executive Director)
Place: 301, Bldg.1
Please bring your lunch with you.
Since we hosted the International Symposium in Gifu as a memorial event inviting presidents of the International Organization for ICT Education from China, Korea and the USA, JSET has established a relationship with AECT and the two organizations have enhanced the ties through exchanges of Memorandums of Understanding.
It is our great pleasure to welcome Dr. Harris, Executive Director of AECT as a special guest speaker of this Lunchtime Seminar, respecting the agreements in the memorandum.
We are looking forward to listening to Dr. Harris on the "Neuro-Cognitive Approach" as a new educational viewpoint and enhance our relationship with each other through a roundtable free-talk session.
Speaker: Dr. Phillip Harris
Executive Director, AECT
How learners, teachers, learning designers, instructional supervisors, education policy makers, and others involved with education institutions and educational enterprises define learning affects understandings about how and what is learned and to what extent learning is accomplished. Such understandings also have broad ramifications for fundamental operations, such as how schools are conceived, from their physical architecture to the organization of learners, classes, subject matter, and so forth, and how learning accomplishments as well as learners and their teachers are evaluated.
The purpose of this work is to explore and to encourage others to explore a new definition of learning a neuro-cognitive definition and its ramifications. In the use of neuro-cognitive, the authors link existing theories of cognition to new research emerging from neuroscience. When cognitivism was proposed in the 1950s, study of the brain was in its infancy. Now, however, scientific understanding of the brain is growing exponentially. Therefore, it is reasonable to explore the link between our growing knowledge of neuroscience and our understanding of cognition.