Introduction

Recent advances in the neurosciences in the last ten years have revealed the extraordinary complexities and fundamental effects of emotions on brain plasticity, learning, and living. These theories highlight more than the cognitive element, they explore the DOMINANT power of emotions and intentions on learning.

The Learning Orientation research integrates the biology of learning with the more traditional psychological and educational aspects. It discusses the theoretical foundations for understanding sources for individual differences in learning. It specifically explores the important impact of emotions, values, intentions, and social factors on measuring and improving learning skills.

This research provides a foundation for multiple purposes, including personalizing or adapting learning, providing a blueprint for sequencing learning objects, predicting, monitoring, and assessing progress, and developing social relationships. It contributes to rules, guidelines, and templates for organizing content to accomplish particular instructional and performance objective--with more individualized instruction.

Additionally, working within the current (and future) SCORM specification for adaptive learning, this research captures psychological and biologic influences to contribute greater pedagogical value for improved technology use -- between learning objects, content presentation, and relevant learning relationships. The current cognitive emphasis is not enough.

More information at: http://www.trainingplace.com/source/research/overview.htm