Why Learning science?

As Clark Quinn Asked

Why Learning science?

Why should we understand the underlying cognitive mechanisms, the artifacts and limitations of our mental architecture, and the associated elements?

Can’t we just follow the resulting precepts of instructional design? “

With a resounding “No” as his answers

He explained it being a professional imperative because Instructional design is applied learning science.

And

Can someone look at your design decisions and understand why you made them?

And for me the answer is still yet another re-sounding “No” (at least for me i couldn’t tell why)

And So during my years of practice in the educational space, I’ve been known for making learning experiences with students engaging.

Having taught students spanning across various industries and age group or educational level successfully, I was known as the guy “who brings an unexpected world into learning” allowing my learners to connect the dots.

And although it worked for me, I never knew the science behind it so I assumed it was my art of teaching that made this possible for me.

But my pain was, I noticed that I was the only one who could do this in an exceptional way amongst my peers.

I brought the least expected worlds into the classrooms some of which are:

Using a “Love story between two couples ” to teach “Meiosis Cell Division”

Using “A School, Headmaster, Teacher, students and sweets” to teach “Rediscounting and Refinancing Facility “ to Interns and contract staff.

Using a “ Seesaw and fulcrum” to explain cognitive load Theory.

Using A Chocolate Factory to explaining a “Stocking facility”

And how can my peers also be able to do this , because most wondered how i could do it and i also on the other hand couldn’t explain i was able to “at least with scientific backing”

Not until recently that I’m finding my answers in “Learning Science”
And now I'm “Taking a Walk in Quinn’s Mind”

Stay Tuned

Day 17 of Instructional Design