Natural Learning, a 1

Running head: NATURAL LEARNING, A 21ST CENTURY LEARNING SYNTHESIS

NATURAL LEARNING, A 21ST CENTURY LEARNING SYNTHESIS

Mitchel Townsend

Doctoral Student

Inquiry and Technology

EDER 779.02-L60

Dr. Sharon Friesen

 Natural Learning, a 2

Natural Learning, a 21st Century Learning Synthesis

21st century challenges and opportunities call for innovative 21st century learning and

instructional theories (Fisher, 2009, p. 4). These theories are identified by a search for deeper

learning that’s anchored in collaboration, co-creation of knowledge, and authentic practices

supported by a synthesis of educational philosophies, history, science, and psychology (Sawyer,

2006). Natural Learning as defined by me is a synthesis of modern Brain Based Learning

Theory, Individual Augmented Consciousness, and Visual Data Analysis resting upon a robust

theoretical foundation of Constructivism. Natural Learning Synthesis potentially provides the

key to unlocking every learners latent potential by understanding the biochemistry of learning,

unlocking each individuals learning potential with augmented consciousness, and accurately

charting and assessing learning with newly emerging technologies based upon cutting edge

mathematical calculation theories expressed visually in the form of complex statistically

generated three dimensional models.

The human brain is the most sophisticated object in the universe; it creates more

electrical synaptic impulses each day than all of the mobile phones in the world combined

(Hobbs & Harrison, 2010). It weighs about three pounds and accounts for only 2% of the body’s

total weight yet consumes over 20% of the bodies total energy output. Neurological research

has strongly established and confirmed that multiple concrete and complex experiences are

essential for meaningful learning and teaching (Ornstein & Thompson, 1991, p. 12).

Understanding the processes that enable learning and memory, the effects of genetics,

environment, emotion, age and social interaction upon learning and teaching could potentially

transform educational theory and instructional strategies by enabling practitioners to design

 Natural Learning, a 3

environments that support and optimize learning for people of all ages, abilities and needs

(Blakemore, 2010).

Brain Based Learning Theory is an integrated approach to educational instruction using

modern research from Neuroscience to inform the understanding, design and implementation of

effective learning strategies and environments. Brain Based Learning Theory focuses upon how

the brain learns naturally at different stages of cognitive development. Using this information in

concert with modern imagining technologies like fMRI (Functional Magnetic Resonance

Imaging) , MEG ( Magnetoencephalography) , SPECT (Single Photon Emission Computed

tomography), and PET (Positron Emission Tomography) scans educators are able for the first

time to design, implement, and assess education instructional strategies that are biologically

driven (PDKI, 2007). These theories enable educators to closely connect with learner’s lives,

emotional experiences and individual histories in a manner that encourages and supports deeper,

multi-spectrum learning. Some of the areas that Brain Based Learning touches upon are

Cooperative Learning, Experiential Learning, Multiple Intelligences, Social Learning, Universal

Design for Learning, and Problem Based Learning (Wilson, 2010). Cognitive science has an

inclusive and diverse history within these theoretical constructs.

The recorded evolutionary history of Brain Based Learning began over 6000 years ago

with simple examinations and investigations (Aldridge, Carter, Page, & Parker, 2009, p. 193).

During the 1970’s brain based research focused upon ideas of left and right hemispheres. In

1983 Leslie Hart posited in her book “Human Brain, Human Learning”, that cognitive processes

were being stifled and impaired by current educational and classroom structures. She went

further to tie brain based theories of cognition to new models of educational instruction and

pedagogy (PDKI, 2007). By the 1990’s researchers began to more accurately understand the
 Natural Learning, a 4

physiology of the brain which revealed that it is characterized by a concept called

Neuroplasticity, or a lifelong continuous process of physiological adaptation and cognitive

development (Aldridge, Carter, Page, & Parker, 2009, p. 193). The last 20 years have illustrated

a very large increase in knowledge and understanding concerning the brains morphology and

operational structures and processes (Wilson, 2010). Currently, technological advances in

medical imagery and ongoing efforts from researchers and educators have enabled the distillation

of this biochemical evolutionary process information down into new theories of teaching and

learning that addresses educational practice as a holistic, multi-faceted, and integrated concept.

There are twelve major foundational elements which provide the boundary framework for

Brain Based Learning Theory. Our brains are parallel processors that simultaneously process

informational stimuli interactively within multiple sections or locations during the same time

frame. Learning processes engage the entire physiology of the body and are closely related to

experience and perceptions. The search for meaning or understanding of our experiences is

innate and continuous, it can’t be stopped only directed and channeled. Emotions are

foundational to patterning because everything we learn is drawn through a filter of our biases,

fears, ideas of self, and the need for social interaction. Emotion and thoughts are literally

inseparable. The brain processes information individually and systems wide and the same time

because stimulus information is directed to the areas in the brain where it’s organized to separate

individual informational stimuli while comparing it within systems wide structures. Learning

consists of both focused attention and peripheral perceptions, thus it responds to the entire

stimuli environment in which learning occurs. Learning processes are a combination of

conscious and unconscious reception of stimuli. The brain has at least two methods for

organizing informational stimuli, Spatial and Rote, both of which have different storage
 Natural Learning, a 5

strategies. We understand and recall more effectively when our natural learning processes are

supported and augmented by social interaction situated in authenticity. Our learning process is

enhanced when we encourage and support risk taking however it slows down immensely when

threats are perceived. Finally, that every brain is uniquely constructed based upon genetics,

individual experiences, and differing environmental experiences. The Meta principles of modern

Brain Based Learning Theory posit that effective learning occurs when the brain searches for

meaning in multiple ways by engaging in authentic, situated, activity based learning

environments where the internalization of information is individualized according to a person’s

life experiences (Ozden & Gultekin, 2008). The above boundary framework elements have

definite implications for educators and instructional designers as we begin to design new

strategies and environments to address and support the needs of 21st century learners of all ages

and abilities.

When the brain is actively engaged it supports learning that is deeper, situated and more

expressional. Learning becomes deeper and more expressive when the brain searches for process

and meaning making strategies. This search for connective meaning among complex concepts

enables learners to internalize and individualize their learning experiences. Learning is a

dynamic process with activities and content designed to encourage participation with materials

that are individually applicable. Various teaching strategies and techniques should be utilizes to

assist and enrich learning processes. The elimination of classroom fears and the construction of

a safe and enabling learning environment is a fundamental precept practice.

In consolidation, modern Brain Based Learning Theory strives to practice authentic

contextually situated learning within environments that are characterized by individualized

applicability, engaging individual and group activity based participation, safe and nurturing
 Natural Learning, a 6

spaces, supported by effective communication practices (Wilson, 2010). Brained Based

Learning Theory is missing one very important element, an individualized methodology or

practice process for efficiently tapping into this natural latent potential. Every brain is a unique

product of our genetics, life experiences and learning processes and thus one type of educational

theory or instructional strategy does not adequately address the needs of all learners. The

theories of individually induced Augmented Consciousness or Auto Conscious Hypnosis are

concept practices that have been proven to unlock these pathways to accelerated learning and

meaning making potential for greatly increasing multi-spectrum learning and performance

productivity by focusing attention to the exclusion of other input stimuli (Blakemore & Frith,

2005).

Have you ever been engrossed in reading a book, working on a computer, passed an exit

on the Expressway through daydreaming or watched a movie to the point where you block out all

other stimuli like external sights and sounds, time change, or even biological functions? This is

called a state of self induced Augmented Consciousness or Auto Conscious Hypnosis (Goldberg,

2006, p. 15). Augmented Consciousness is another term for finding “Focus” or becoming

absorbed within an activity to the point where you have become totally immersed (Hobbs &

Harrison, 2010 p. 69). Augmented Consciousness enables and supports our own individual

ability to access cerebral super highways to our inner potential for multi-spectrum accelerated

learning and performance (Aldridge et al., 2009, p. 180).

Consciousness is one of those ethereal and as yet unexplained concepts that is extremely

difficult to define with any degree of specificity. It has been described as a thought, feeling or

idea that is somehow separated from physical structures that constitute the theoretical constructs

that make up the rest of the universe (Aldridge et al, 2009). Consciousness has different modes
 Natural Learning, a 7

(emotions, sensations, thoughts, and perceptions) and types of awareness (awareness in the

moment, conscious awareness, and self consciousness) which when acting in cooperation

provide the structural blueprint for human consciousness. Research suggests separate yet inter-

relational realities or levels in which different organizational precepts apply simultaneously

(Aldridge et al, 2009, p. 178).

Our Subconscious mind is perpetually recording, classifying and making meaning of

everything our five senses provide it and this is the place that promises the greatest increase in

knowledge deposition, access and recall (Goldberg, 2006). It sorts all of our memories within

an organized structure that is accessible though Augmented Consciousness as an individual

deposition and recall enabling vehicle. Braine Based Learning Theory is uniquely suited to take

advantage of this knowledge by providing a potential framework for designing and creating the

types of learning environments that are filled with rich authentic concepts and multi-sensory

activities. With recent technological advances in medical imagery we are now able to

definitively identify, examine and chart each of the neurological processes described above.

PET scans of the brain have revealed that every level of consciousness has a specific pattern of

brain activity associated with it, and can be neurologically charted (Aldridge et al, p. 179).

SPECT images recently taken of meditating Buddhist monks’ synoptic activity have also

revealed that augmented consciousnesses stimulate and actuate increased neural activity

throughout additional locations within the brain. Even with the above information now at our

disposal we have remained somewhat unsure about how to proceed in designing accurate

assessment mechanisms in addition to standardized testing strategies and portfolio evidence until

Visual Data Analysis Theory had matured.

 Natural Learning, a 8

Visualization Data Analysis is a cutting edge technology trend that reorganizes vast

amounts of data to create computer generated representations which can yield visual

interpretations of complex scientific processes (Hansen, Johson, Pasucci, & Silva, 2007). As

massive amounts of data are collected it has becomes increasing possible to understand complex

processes and their concepts through re-organizing data sets in new and original ways (Horizon

Report, 2010). It blends highly advanced computational methods with very sophisticated

graphics engines to tap into human’s extraordinary natural ability to recognize complex visual

patterns (Horizon Report, 2010). Variables are introduced and their effects are charted through a

series of chronological iterations to ascertain complex graphical patters which are illuminated

through movement, color, or sound in 3 and 4 dimensional perspectives.

Scientific data analysis, visualization, and data management have evolved over the past

few decades as a result of research funding from the DOE, the National Science Foundation

(NSF), the Defense Advanced Research Projects Agency (DARPA), and other agencies. Today’s

ability to understand and explore spatial-temporal data and non-spatial data is the result of this

legacy. This science is an emerging field and is rapidly developing in many new and exciting

directions. Some of the current applications of this technology include Astrophysics, Climate

Change, Computational Fluid Dynamics, Geophysics, Medical Imaginary, Simulations, and

Social Networking Analysis, which are only a few applications of this synthesis across several

different disciplines (US Department of Energy, Office of Science Data Management Challenge,

2004). The most compelling aspect of these technologies is that they closely mimic the way our

brains naturally organize to make sense out of complex relationships. Visual Data Analysis

creates patterns of Neuronal units in a manner that enables the recognition of data across

theoretical space and thus Cluster in similarity (Horizon Report, 2010). Clustering is the
 Natural Learning, a 9

mathematical partitioning of a series of data sets into a smaller amount or group. The Clustered

data sets form mathematical structures that are then translated into graphical imagery which

enables our conscious and sub conscious minds to recognize complex visual process patterns.

While this is a complex mathematical and computer programming process recent

proprietary software offerings have made it possible for the general public to take advantage of

this technology trend. Data sets are being organized by individuals for the purpose of examining

their communication and social networking structures within technologies like Twitter,

Facebook, and Myspace. Additionally, private industry and governmental agencies have begun

adopting data visualization techniques on a mass scale. With the wide spread adoption and

ubiquitous usage of mobile devices the extraordinary power of data visualization analysis is

literally at our fingertips (Horizon Report, 2010). This technologies potential effect upon

educational theory and specifically modern Brain Based Learning Theory is quite extraordinary.

The integrated use of Visual Data Analysis provides a very important tool in supporting

21st century learning environment designs. It expands our understanding of learning

environments and learning theories by looking at a myriad of complex variables in new and

innovative ways (Horizon report, 2010). Data can be visually manipulated to provide

perspectives and patterns like Geophysics representations of earth strata layers miles under the

surface of the earth which is be extrapolated from drill boring samples (Clustered Data) and

graphically represented in the form of three dimensional models. Examining these types of

engaging visual representations of information can help bring data to life and draw it into the

reach of all learners (Horizon report, 2010). Until very recently this type of graphically based

complex mathematical analysis was simply unavailable in a form that was usable in educational

research.
 Natural Learning, a 10

Visual Data Analysis supports the practice of creative inquiry by providing another series

of very interesting and visually stimulating tools that have recently become free and increasingly

user friendly. Mobile applications have enabled the widespread use of this technology by

providing a tool for analyzing individual’s processes and practices within social networking

structures and learning communities. This technology can also potentially provide complex 21st

century assessment mechanisms for analyzing student achievement against predetermined

performance proficiencies. In addition to adding significant value by making both meaning and

data accessible, visualization tools allow end users to personalize or take ownership of data by

enabling personalization of the graphic modeling representations (Educause Learning Initiative,

p. 2, 2009). When you take the recent advances in Brained Based Learning Theory, the potential

of Augmented Consciousness as an individual access key and ground them within a conceptual

assessment and design framework of Visual Data Analysis Theory you have effectively

synthesized a new form of 21st century integrated learning philosophy, which I have termed

Natural Learning Synthesis.

The theoretical foundations that Natural Learning Synthesis rest upon include Experiential

Learning, Multiple Intelligences, Practical Simulations, Social Learning, Universal Design for

Learning, and Problem Based Learning. These sub theories all reside under the comprehensive

umbrella of Constructivism. The elements included in this list are by no means the only ones,

but have been identified as the most applicable and relevant to our assigned course materials.

Experiential Learning is a four stage cyclical theory of learning and is commonly credited

to David L. Kolb (1984). Kolb describes this theory as “learning is the process whereby

knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). It rests
 Natural Learning, a 11

upon the earlier theoretical works of John Dewey and Kurt Levin (Learning Theories,

Knowledge Base and Webliograpghy, n.d., ¶ 1).

The four elements of Experiential Learning are Concrete Experience, Observation and

Reflection, Forming Abstract Concepts, and Testing in New Situations. The learner styles that

respond well to Experiential Learning are Assimilators who learn better presented with logical

theories, Convergers who learn better when presented with practical applications of concepts,

and Divergers who learn better when allowed to examine and collect a wide variety of

informational sources (Kolb, Boyatkzis, & Mainemelis, 1999). Experiential Learning theory is

in alignment with Natural Learning Synthesis.

Multiple Intelligences theory describes seven different intelligences and is credited to

Howard Gardner (1983). These intelligences include Musical, Bodily-Kinesthetic, Logical-

Mathematical, Linguistic, Spatial, Interpersonal and Intrapersonal. Gardner describes these

intelligences as a set of abilities, talents or mental skills (Gardner, 2006, p. 7). The theory of

Multiple Intelligences is closely framed within the origins of biological problems solving skills.

This concept is a synthesis of brain research, human development, evolution, and cross-cultural

comparison. Finally that assessment is a multi- stage process of examination within the seven

intelligences previously listed (Gardner, 2006).

Social Learning Theory posits that people learn from each another, by observing,

imitating, and modeling and is generally credited to Albert Bandera (1963). It focuses upon

factors that increase or decrease attention, retention strategies, reproducing mental and physical

images, and motivational strategies (Learning-Theories: Knowledge Base and Webliography,

n.d., ¶ 1). Social Learning theory has often been described as a theoretical bridge between

behaviorist and cognitive learning theories because it stresses attention, memory, and motivation
 Natural Learning, a 12

as primary elements (Ormond, 1999, ¶ 2). This theory is closely related to Lev Vygotsky’s

Theory of Social Development (1930) and Jean Lave’s Theory of Situated Learning (1991).

This theory is also closely aligned with the principles of Natural Learning Synthesis.

Problem Based Learning is a learning theory that is primarily student centered where

students set goals and act as practitioners and is generally credited to Case Western Reserve

University in the late 1950’s (Center for Creative Inquiry San Francisco University, n.d., ¶ 2).

PBL is authentically contextualized by presenting learners with real world challenges they would

naturally encounter and requiring them to act as practitioners in the process of problem

examination and solution seeking (University of California at Irvine, n.d.). PBL is additionally

defined by teaching content through skills acquisition. PBL is inductive in that students engage

and learn content as they examine problems or tasks. PBL is experiential because it enables

learners to experience what it’s like to examine issues as a practitioner. PBL effectively

addresses writing and verbal skills, problem solving skills, and collaborative skills. Again PBL

theory is in alignment with the foundational ideas behind Natural Learning Synthesis.

Universal Design for Learning is a learning theory that was conceived out of an

architectural movement called Universal Design and is generally credited to Ron Mace from

North Carolina University. The term Universal Design for Learning was coined by the Center

for Applied Technology or CAST in the early 1990’s to describe learning technologies that

helped to provide content access to leaner’s with or without disabilities (Center Applied Special

Technology, n.d.). UDL is characterized by three different learner cognitive networks

Recognition Networks, Strategic Networks, and Affective Networks which are enabled and

supported by Multiple Means of Representation, Multiple Means of Action and Expression, and

Multiple Means of Engagement(National Association for Special Education Technologies

 Natural Learning, a 13

(NASOSE, 2003, ¶ 3). UDL is closely aligned with neurological science and brain based

learning theories (Center for Applied Special Technology, n.d., ¶ 12). Finally, that UDL helps

instructor’s meet the needs of a diverse learning population by removing barriers to the learning

process. This is done by adhering to the needs of the three different Cognitive networks within a

presentation structure of multiple representations, assumptions and assessments (Center for

Teaching and Faculty Development, n.d., ¶ 6).

Constructivism as a theory can generally be credited to J. Bruner (1966) and is described

as an active learning process of engagement that enables learners to construct their own

knowledge ideas or concepts based upon personal knowledge of past events or concepts.

Leaners engage in the co-creation of knowledge by transforming information, constructing

knowledge and hypothesis’s, making choices and relying upon cognitive model structures to

provide negotiated meaning which allows individuals to go beyond simple didactic instruction to

co-create knowledge (TIP Psychology, n.d., ¶ 1). The three scholars that have brought

Constructivist Learning Theory to prominence were Jean Piaget, John Dewey and Seymour

Papert. Constructivist learning theory provides the macro level Meta theory umbrella that covers

the sub theories of Experiential Learning, Multiple Intelligences, Social Learning, Universal

Design for Learning and Problem Based Learning (Wilson, 2010). The careful examination of

the above sub theories within a Constructivist philosophical framework suggests a close

alignment with Natural Learning Synthesis. Natural Learning Synthesis assimilates and

consolidates the most effective elements of the Constructivist inspired sub theories of learning

and instruction that we’ve examined in this essay. This realization illuminates the strong

possibility of using the principles of Natural Learning Synthesis as an integrated learning and
 Natural Learning, a 14

instructional strategy to augment and compliment existing Constructivist Theories of learning

and teaching.

In the previous paragraphs I have tried to demonstrate the links between what I have

termed Natural Learning Synthesis and several of the most current Constructivists inspired

learning methodologies, strategies and theories. Now I will begin to examine how Natural

Learning Synthesis as a philosophy augments and potentially compliments current 21st century

learning theory directions. Natural Learning Theory is part of a long history of evolutionary

advancement in educational theory development. Rather than discarding or tossing out old

theories we should re-examine them and retain those elements that remain effective by retooling

them into synthesized hybrids that meet the needs of learners of all ages and abilities (Sontang,

2009, ¶ 5). This is what I am attempting to do in the case of Natural Learning Synthesis.

Natural Learning Synthesis is a recognition that Brain Based Educational Theory is

coming of age with the development of advanced neural synaptic mapping technologies like

PET, fMRI, MEG, and SPECT scans. We are close to bridging the bio-chemical link between

what we think we know and what we now know for sure. Cognitive processes are being mapped

from the initial sensory stimuli input through the brain’s vast array of interconnected pathways.

Scan based graphical representations can be organized and compared in the process of trying to

determine how learning takes place and more importantly under what conditions. In essence as

educational researchers we now potentially have access to a very powerful advanced diagnostics

tool for charting and measuring every learner’s individual synoptic patterns to customize

learning environments for their specific needs. This cognitive charting process can be examined

within the framework of the 21st century learning theories and philosophies in order to

potentially determine their singular or synthesized effectiveness. Assessment strategies have

 Natural Learning, a 15

been potentially augmented with an additional triangulation tool that provides different

perspectives into learning processes and practices. Designing learning environments that are

based upon science and that are rich and engaging on every level enables the mind to flourish

and engage on all levels of consciousness. In order to access the absolute full potential of what

we store in our conscious and subconscious minds we need some form of access key or ability.

Augmented Consciousness Theory potentially provides a method that every individual can

access to tap this unlimited resource.

Every mind like a fingerprint is intricately different and determined by an unlimited

amount of variables (Aldridge et al., 2009, p. 194). This is what makes the search for an

effective learning theory or strategy so difficult. One size can’t possibly fit all minds and

learners styles or intelligences as Howard Gardner’s theory of Multiple Intelligences clearly

illuminates (Gardner, 2006, p. 6). Current 21st century learning theories and instructional

methodologies have came the closest to creating an engagement process that tries to address

learning as a holistic concept rather than a didactic process of instructional force feeding.

Encouraging ourselves to consciously engage in augmented consciousness as a learning access

tool is something that’s not a new concept. Athletes, musicians, monks, performance artists and

others have engaged in visual subconscious imagery training for decades. According to the latest

neuroscience over 75% of our current learning process is conducted visually (Hobbs & Harrison,

2010, p. 18). Subconscious visualization for performance improvement is based upon this

biological reality. Every level of consciousness can be individually identified and charted and

thus the synaptic impulses of Augmented Consciousness can as well.

What is so important is that each individual has the natural innate ability to condition

themselves consciously and subconsciously to supercharge their learning processes through

 Natural Learning, a 16

increasingly focused attention. As I have demonstrated in the proceeding pages, every individual

easily engages in this focusing behavior on many different levels throughout each and every day.

Understanding the power of this individual ability and harnessing it towards improving our

learning processes has been proven to be extremely effective. Increased educational competency

comes from understanding and harnessing this natural process in the search for deeper and more

authentic learning.

The final element in Natural learning Synthesis is the use of Visual Data Analysis

technologies to provide a systems level understanding of the complex process and variability’s

involved in synthesized constructivist inspired 21st century learning strategies and theories.

Visual Data Analysis or VDA takes advantage of the way the brain naturally processes

information by representing complex mathematical computations graphically (Horizon Report,

2010). According to the 2010 Horizon Report VDA may provide clues into how complex social

processes function “Visual data analysis may help expand our understanding of learning itself.

Learning is one of the most complex of social processes, with a myriad of variables interacting in

ways that are not well understood, making it an ideal focus for the search for patterns” (Horizon

Report, 2010, p. 29). The formation of learning communities and communities of practice are

additional areas where VDA may provide some systems level perspectives.

VDA’s greatest contribution to augmenting existing or a newly synthesized educational

theory may lie in the area of assessment. Collecting, organizing, and developing an effective

assessment protocol for biochemical and traditional assessment mechanisms that are mutually

informing and supportive would be a drastic improvement over current stand alone standardized

testing strategies. The ability to match performance outcomes with biochemical imagery in the

process of triangulation of standardized assessment strategies may potentially provide a much

 Natural Learning, a 17

clearer picture of what is happening under the thin surface of learning in the most complicated of

all entities, the human brain. VDA, Brain Based Learning and Augmented Consciousness are

all organized along natural social and biochemical processes and when embedded within current

21st century constructivist inspired educational theories and strategies potentially provides a

synthesized process for super charging our individual abilities to excel and co-create deeper and

more meaningful educational experiences for ourselves and all of our leaner’s. After examining

how Natural Learning Synthesis fits together within current 21st century education efforts I

would like to suggest some future directions.

The first thing that needs to be accomplished is a well funded and exhaustive research

effort concerning the potential synthesis of modern Brain Based Educational Theory and current

21st century Constructivist instructional strategies and methodologies. This area holds the most

potential in my opinion for immediate results. Augmented Consciousness as a focusing tool has

already been examined in great detail at various kinesiology laboratories around the world in

relation to performance based augmentation. A similar effort needs to be initiated to examine the

possibilities that this simple focusing tool may be an access and deposition tool that enables

individuals to access their latent potential for super efficient learning. Visual Data Analysis

provides the systems level technology tools and visual organization theories to enable

researchers to begin to understand in intimate details how learning processes work, and thus how

they can be improved. Finally, we as education theorists need to continue to examine old

theories, new theories and new technologies within an informed environment in the never ending

effort to meet the needs of 21st century learners of all ages and abilities.

Natural Learning Synthesis is a blend of modern Brain Based Learning Theory,

Individual Augmented Consciousness, and Visual Data Analysis Theory situated firmly within
 Natural Learning, a 18

Constructivist theoretical framework. Each of these theories is described as a natural or common

to the human experience. When you synthesis Natural Learning with existing 21st century

learning methodologies strategies and theories the potential result is an extremely powerful

combination of science, practice, and wisdom residing in an information repository from which

to draw upon in the design and creation of effective and engaging 21st century learning

environments. When I look around and see the classrooms of the future taking shape I keep

asking myself when will the learning theories catch up to the technology”? Today, I am

beginning to understand the potential of theoretical synthesis and naturalistic learning

environment design philosophies as potential vehicles for bridging the gap between where we

currently are in education and where we want to be in the 21st century.

 Natural Learning, a 19

References

Aldridge, S., Carter, R., Page, M., & Parker, S. (2009). The human brain book (1 ed.). New

York: DK Publishing.

Blakemore, S. J. (2010). The developing social brain: implications for education. Cel Press:

Neuron View. Retrieved July 25, 2010, from http://3696433852970992671-a-

1802744773732722657-s-

sites.googlegroups.com/site/blakemorelab/Articles/Blakemore_Neuron10.pdf?attachauth

=ANoY7cqc-EUa0vlx7AgVOj7f-

0iLI_i1rI9CVP7fzyQCVEsfPg4ep1Nf4_V57Whwow4wiWMxYyR_1W5n6ohGI4Zrph9

2dX29HGxOAzmxhZXP6kN3trH20btWIwz2m50OHkSuj3-28lU7j-

fswSKRJV07fnLGaOeeGl5dYla8g7ZrlK5j8aJUqSQjZyvqVkrJE4lMfE3sKwrSALRJlfr

Y1epXgeD5phreoReosvdUyTkCK5jp7s-qkv4%3D&attredirects=0

Blakemore, S. J., & Frith, U. (2005). The learning brain lessons for education. Malden, MA:

Blackwell Publishing.

Center for Applied Special Technology (n.d.). Teaching and learning with the udl framework.

Retrieved July 12, 2010, from

http://www.nercomp.org/data/media/Learning%20and%20Teaching%20with%20UDL.p

df

Center for Applied Special Technology (n.d.). What is universal design for learning. Retrieved

July 28, 2010, from http://www.cast.org/research/udl/index.html

Center for Creative Inquiry (n.d.). Problem based learning. Retrieved July 14, 2010, from

http://online.sfsu.edu/~rpurser/revised/pages/problem.htm
 Natural Learning, a 20

Center for Teaching and Faculty Development (n.d.). Universal design for learning. Retrieved

July30, 2010, from http://ctfd.sfsu.edu/udl.htm

Educause Learning Initiative (2009). Data visualization II. Retrieved July 25, 2010, from

http://net.educause.edu/ir/library/pdf/ELI7052.pdf

Fisher, K. W. (2009). Mind, brain, and education: building a scientific groundwork for learning

and teaching. Retrieved July 28, 2010, from

http://gseweb.harvard.edu/~ddl/articlesCopy/FischerGroundwork.MBE2009.3.1.pdf

Gardner, H. (2006). Multiple intelligences new horizons (2 ed.). USA: Basic Books.

Goldberg, B. (2006). Self hypnosis easy ways to hynotize your problems away. Franklin Lakes

NJ: New Page Books.

Hansen, C., Johson, C., Pasucci, V., & Silva, C. (2007). Visualization for data intensive science.

Scientific Infrastructure. Retrieved July 5, 2010, from http://research.microsoft.com/en-

us/collaboration/fourthparadigm/4th_paradigm_book_part3_hansen_johnson.pdf

Hobbs, M., & Harrison, J. (2010). Brain training boost memory, maximize agility, and awaken

your inner genius. London: D K Publishers.

Kolb, D. A. (1983). Experiential Learning: experience as the source of learning and

development . Englewood Cliffs, NJ: Prentice-Hall Inc.

Kolb, D. A., Boyatkzis, R. E., & Mainemelis, C. (1999). Experiential learning theory: previous

research and new directions. Retrieved July 26, 2010, from

http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-

theory.pdf

Learning Theories, Knowledge Base and Webliograpghy (n.d.). Experiential Learning. Retrieved

July 28, 2010, from

 Natural Learning, a 21

Learning-Theories: Knowledge base and Webliography (n.d.). Social learning theory. Retrieved

July 29, 2010, from http://www.learning-theories.com/social-learning-theory-

bandura.html

National Association for Special Education Technologies (2003). Universal design For learning;

four state initiatives. Retrieved July29, 2010, from

Ormond, J. (1999). Social learning theory. Retrieved July 29, 2010, from

http://teachnet.edb.utexas.edu/~lynda_abbott/social.html

Orstein, R., & Thompson, R. (1991). What is brain based learning. Retrieved July15, 2010, from

http://eric.ed.gov/PDFS/ED335141.pdf

Ozden, M., & Gultekin, M. (2008). The effects of brain-based learning on academic achievement

and retention of knowledge in science course. Retrieved July 25, 2010, from

http://ejse.southwestern.edu/volumes/v12n1/articles/art1-ozden.pdf

Phi Delta Kappa International (2007). A fresh look at brain based education. Retrieved July 27,

2010, from http://www.pdkintl.org/kappan/k_v89/k0802jen.htm

Rose, D., Meyer, A., Strangman, N., & Rappolt, G. (2002). Teaching every student in the digital

age universal design for learning. Alexandria, VA: Association for Supervision and

Curriculum Development.

Sawyer, R. K. (2006). The cambridge handbook of learning sciences (3 ed.). New York:

Cambridge University Press.

Sontag, M. (2009). A learning theory for 21st century students. Retrieved July 29, 2010, from

Sontang, M. (2009n.d.). A learning theory for 21st century students. Retrieved JUly 29, 2010,

from
 Natural Learning, a 22

TIP Psychology (n.d.). Constructivist theory j. bruner. Retrieved July30, 2010, from

http://tip.psychology.org/bruner.html

US Department of Energy, Office of Science Data Management Challenge (2004). The office of

science data-management challenge. Retrieved July 28, 2010, from

http://science.doe.gov/ascr/ProgramDocuments/Docs/Final-report-v26.pdf

University of California at Irvine (n.d.). Problem based learning: what is itprblem based

learning. Retrieved JUly 15, 2010, from http://www.pbl.uci.edu/whatispbl.html

Wilson, L. O. (2010). Overview of brain based education. Retrieved July 27, 2010, from

http://www.uwsp.edu/education/lwilson/brain/bboverview.htm