Guest Post by David Stephen looking at Digital Education trends.
Learning, retention, understanding and creativity are operations of memory. Not knowing how the memory does often makes learning and education complicated across stages. There are several approaches to learning better, understanding and remembering, but they don’t work for everyone because they are subject to memory determinations.
Digital Education trends
So how does the memory pick, relay, place and give whatever comes in, per moment? What other factors aside the memory are involved? Why is something easier to learn for some but difficult for others? What is the role of interest, as a factor in learning anything? Why is it generally easier to learn, hold, pass a test, or learn by necessity then forget? Why is understanding difficult in some subjects? Why is retention of learning a second language difficult for many adults? Why do people explain what they understand differently, even when discussing the same things? What constants of memory make these decisions?
If the memory is a building, what goes on inside, if this is displayed, how does it change what it means to learn or influence the future of education, beyond remote and others?
Representation
First, how does the memory represent senses? Or whatever is heard, smelled, touched, tasted or seen, how does it become what the memory can use? Or in what form is it to memory?
In brain science, all senses converge at the thalamus, except for smell that does at the olfactory bulb. It is where they are processed or integrated, before relay to the cerebral cortex for interpretation.
This means that in class, or while studying with any method, all that sensory input from the eyes, ears, hands goes to the thalamus. It is where they are first processed, before relay for interpretation in the cerebral cortex. It happens so seamlessly that it looks like there are no stages but there are.
It is theorized that sensory processing or integration is into a uniform unit, or identity. This means that after senses get to the brain, they go into what can be described as a changing room, getting into a uniform, before proceeding or relaying to the field to play.
This uniform unit is postulated to be thought or its form. This means that any word, image, video, board, note, paper, pen, person, all exist in the brain in the form of thought. It is what they have to become before going to the cerebral cortex for interpretation.
Smell is different from sight, which is different from sound, taste and touch, getting into the brain in their differentiated forms.
Proceeding as differentiated could reduce efficiency for the brain, hence the integration into uniformity, albeit they still have their equivalent indexes—so to speak.
Interpretation in the cerebral cortex is theorized to be knowing, feeling and reaction. Knowing is memory. Sense to memory is so fast that sensing is almost a process to know. Or simply, see and know, or hear and know.
It is by knowing something—or not, that relation or interaction is made. The process, however, is not sense and know, because something comes in between [thought], or sense-thought-know.
This is how the brain creates the mind, where senses become thought, then proceed to memory.
Thought and memory are builds or constructs of cells and molecules of the brain, for mind. Thinking, memories, imagination, dreams, subvocalization, inner speech and others are all forms of thought.
Feelings follow knowing, since a smell, or sight or alarm can cause fear because what it is, is known, before reaction, which can be parallel or perpendicular.
Memory
Memory is where everything that is known is stored. It is what goes on in memory that holds the power to shape the future of learning and education, when displayed, as constants.
It is the quantity, thought that comes into memory, as the first stage of interpretation of any sense. Thought is picked up by a transient packet.
Conceptually, there are two kinds of store...
