On 28 Jan 2013 Dr Paul Howard-Jones, a renowned neuroscientist from Bristol University spoke on the CIPDMembers LinkedIn group webinar about the impact of current neuroscience, some myths and the importance of understanding research To watch the recording go to rapidbi.com/store/

1. Neuroscience
Neuroscience &
N i &
Learning and Development
g p
for the LinkedIn members group
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2. Today's Speakers
Mike Morrison
RapidBI.com
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3. Today's Speakers
Dr Paul Howard Jones
University of Bristol
University of Bristol
John McGurk
John McGurk
Adviser: Learning and talent
Development
CIPD
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4. Q A
Martin Couzins Type question here
Editor
Learnpatch.com
Q&A Support
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5. Today's Speakers
John McGurk
Adviser: Learning and talent Development
CIPD
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6. Steady State ready State:
Expert Insight Neuroscience
Dr Paul Howard Jones
Reader in Neuroscience and Education
University of Bristol
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7. Concepts
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8. The explosion in neuro‐education
• Decade of the Brain
• Proliferation of brain
Proliferation of brain Nineties
based learning
• Training and Learning
Programme (TLRP) Study Early
• Dutch Studies
utc Stud es Naughties
• Development of new
centres at UCL and Bristol
centres at UCL and Bristol Late
naughties
• Development of new
journals and resources
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9. Neuroscience and learning: Timeline
Cross
Decade of national Blakemore
1990 s
1990’s the brain
the brain 1999 OECD study
OECD study 2000 and Frith
and Frith
neuromyths on learning TLR
sciences
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10. Neuroscience and learning Timeline 2
TLRP seminar
on collaborative Launch of Royal Society
learning Brain, Mind report on
2005 networks in
networks in 2007 and
Education
2011 Neuroscience
and
neuroscience
and education Journal Education
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11. Our brains build learning:
Learning builds our brains
b ld b
• Dynamic nature of learning
y a c a u e o ea g
A first explored by psychology
• But minds are embodied
– a plastic brain supports
potential to learn
– without clearly defined limit
without clearly defined limit
B • Economists now understand
– No fixed ability
y
– Learning can enhance
C performance and capability
to learn more
to learn more
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12. The Knowledge:
How Plasticity and learning connects
l dl
• London cabbies
•Bigger posterior hippocampus
• Linked to navigating London Lovden et al. (2010)
Brains more
i
flexible when
younger
Learning changes
L i h
the connections
• Juggling
• Changes in brain structure Specialist skills
• Grey matter increase can be trained in
can be trained in
later life
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13. New frontiers
Number sense
• Identification of number sense – key to
mathematical development in the intraparietal
sulcus
• Infants use number sense to “bootstrap“ formal
mathematical abilities
Dyslexia
• New insights give promising results
• Brain images help understand problem mapping
spelling to sound
spelling to sound
• Education, can be tailored to reduce the neural &
behavioural impacts
Exercise
• Exercise improves cognitive function
p g
• Changes in hormone levels and proteins
influencing brain function
#CIPDLRN • Effects from short exercise bouts to fitness #CIPDLRN

14. The innovating brain
Creativity A brief neuroscience of ideas
A brief neuroscience of ideas
• NS research is
showing the brain
processes taking place
when people have
ideas Random
R d Improved
I d
Creativity: Innovation in
stimulus can performanc
teams
Combining improve the e when we
suppresses ability to know what
old to create
new
new brain have new
have new our brain is
our brain is
fixation ideas up to
Creativity and cognition
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15. Coffee and Cognition
Learning stimulus or suppressant?
Caffeine interrupts the action of our
sleep/wake chemical adenosine
p/
The effect is to keep us more awake –body
quickly counter‐regulates
Coffee lovers perform less well ‐ until they
have their dose.
Constant consumers operate below their
baseline most of the time
Caffeine consumption linked to sleepiness
Caffeine consumption linked to sleepiness
‐abstaining can make us more alert and
receptive for learning.
Poor quality sleep also disrupts memory
consolidation
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16. Sleeping to learn
Sleep gives our brains:
• The energy and wakefulness to learn
• The ability to retain learning
• Enables reflection and gain understanding
BUT
• Sleep cycles depend on production of
melatonin,
• Late working on bright screens can inhibit
Sleep like a baby? melatonin production.
• Sleep deprivation reduces ability to make
Sleep deprivation reduces ability to make
effective decisions
Few of us get enough sleep and many are
sleep deprived
Sleep is vital rest for the brain and body
#CIPDLRN and helps us learn

17. Simulating learning: The Gamer’s Brain
Game for learning
Laboratory‐devised games show
improved working memory ability and
improved working memory ability and
ability to solve novel problems
(fluid intelligence)
Cadet combat pilots who had 10 hours
Cadet combat pilots who had 10 hours
of non related video training had better
flying skills than those who had no video
gaming experience.
Surgeons with history Off‐the‐shelf video games provide
of playing video games rapid schedule of uncertain rewards
made 37% less errors
d 37% l ‐ greatly stimulate by the brain’s
l i l b h b i ’
in tests of their reward system
surgical skills – known to increase rate of learning
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18. Stimulating learning (continued)
Bristol University research
Confirmed children’s
preference for
uncertain reward in a
learning task
Study with adults,
demonstrated how this
d t t d h thi
same factor increased the
emotional response to
learning
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19. Stimulating learning (continued)
Top up the dopamine
Studying recall of
information,
information,
it was found that an
estimate of
dopamine levels
(not the amount of
points at stake)
points at stake)
predicted recall of
y
newly learnt
information
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20. But: beware of “neurononscience”
Bennett et al. (2010):
• Neuroscience has an allure
that can help mislead
• Even scientists must
communicate provisional
communicate “provisional
truth”, journalists
frequently over‐simplify and Weisberg et al. (2008):
exaggerate
• Beware of fishy brain‐based
explanations
http://rapid.bi/VaughanBell
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21. Summary
Concepts from neuroscience will increasingly impact on approaches taken to L&TD.
Concepts from neuroscience will increasingly impact on approaches taken to L&TD
A basic understanding of NS can help protect against proliferating neuromyths that
undermine the effectiveness of L&TD.
Neuroscience is producing many insights with genuine relevance for L&TD. Rather
directly applying these to L&TD programmes, they are an exciting new source of
evidence to be used alongside other perspectives in the ongoing development and
evaluation of new approaches to L&TD.
l i f h L&TD
In the future, the greatest impact of advances in neuroscience on L&TD may arise in
combination with advances in digital technology ‐ but beware of neurononscience
combination with advances in digital technology ‐ but beware of “neurononscience”
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22. Over to you...
Over to you...
Your Questions....
Y Q ti
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