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A Pedagogical Framework For Digital Tools

A Pedagogical Framework For Digital Tools | Learning & Mind & Brain | Scoop.it
We've needed a strong pedagogical framework for digital tools since the introduction of technology into education. Hopefully this helps.

Via Ana Cristina Pratas, Louise Robinson-Lay, Ken Morrison, Lynnette Van Dyke, Rui Guimarães Lima
Miloš Bajčetić's insight:

The monological form of teaching – Learning is the student's acquisition of this knowledge.Tools – distributing and intermediary tools.

 

The dialogical form of teaching – Learning is seen as the student's development of this inherent basis of knowledge. Tools that support students' problem oriented; simulations and more advanced learning games.

 

The polyphonic form of teaching – Learning is the student's participation in exchange of many different individuals' perception of the world.

Tools that support equal collaboration

 

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Louise Robinson-Lay's comment, December 23, 2012 5:26 PM
Thank you, we all need to move between frameworks.
Dolly Bhasin 's curator insight, December 27, 2012 12:10 AM

The framework is based on a distinction between a monological, a dialogical, and a polyphonic form of teaching. The three forms of teaching can be distinguished by their different perceptions of how learning takes place, and by their different perceptions of the relations between subject matter, teacher and student. By considering which form of teaching one wants to practice, one may, on the basis of the pedagogical framework, assess whether it would be appropriate to use a specific tool in teaching.

Alfredo Corell's curator insight, December 27, 2012 3:44 PM

changing among 4 different frameworks - interesting and short reading

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Ken Robinson: How to escape education's death valley | Video on TED.com

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

 

Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence

 

 

Miloš Bajčetić's insight:

“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”

 

Great Talk!

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Tatiana Kuzmina's curator insight, September 7, 2013 11:58 AM

Worth watching..

Laurent Picard's curator insight, January 22, 9:22 AM

Une vidéo trés intéressante (et amusante) où Ken Robinson parle du système éducatif américain. Mais ses propos s'appliquent aussi au notre...

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Google Maps Has Been Tracking Your Every Move, And There’s A Website To Prove It -

Google Maps Has Been Tracking Your Every Move, And There’s A Website To Prove It - | Learning & Mind & Brain | Scoop.it

Remember that scene in Minority Report, where Tom Cruise is on the run from the law, but is unable to avoid detection because everywhere he goes there are constant retina scans feeding his location back to a central database? That’s tomorrow. Today, Google is tracking wherever your smartphone goes, and putting a neat red dot on a map to mark the occasion.

 

You can find that map here. All you need to do is log in with the same account you use on your phone, and the record of everywhere you’ve been for the last day to month will erupt across your screen like chicken pox.

....

But! Before you worry too much, we can tell you this: There is a way to disable it now and even erase your past history map. So all is not lost. We are all about solutions here at natural cures, we weren’t about to let you walk away upset without a solution!

 

 

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Welcome to eLearning Guidelines | eLearning Guidelines

Welcome to eLearning Guidelines | eLearning Guidelines | Learning & Mind & Brain | Scoop.it

 

 

 

 

The eLearning guidelines (eLg) have been developed to assist the tertiary sector in its engagement with eLearning. The guidelines offer prompts for reflection from five perspectives - the learner, teacher, manager, organisational leader and quality assurance body.  When considering one of these perspectives in the eLearning and eTeaching process, the guidelines assist the designing, implementing and enhancing of your practice to ensure thoughtful and intentional eLearning provision.

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The Online Education Bubble | aconventional

The Online Education Bubble | aconventional | Learning & Mind & Brain | Scoop.it

I felt I ought to write this piece, after reading today that investment in e-learning is due to grow to 107 billion in 2015 & this Andreessen Horrowitz podcast on the ‘software eats the world’ theme – referencing education. Yes, I know I said it’s a zombie conversation, but with headlines as big as these, I just can’t resist taking another stab at it.

Why is there a problem with online education?

Because we’re throwing money at something that is broken. It’s broken for two main reasons: we don’t really understand learning – i.e. we don’t actually have a solid theoretical framework on which to answer simple questions like ‘what is good learning?’ ‘How do people learn?’ and secondly it’s broken because in the absence of a foundation, all manner of dysfunctional conventions which arose in the Victorian era are now being carried into the digital approach.

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SURF: Special edition on didactics of Open and Online Education

SURF: Special edition on didactics of Open and Online Education | Learning & Mind & Brain | Scoop.it

with Download ...


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Specialized Magazines For Apps

Specialized Magazines For Apps | Learning & Mind & Brain | Scoop.it

Why Is It Important To Read Specialized Magazines? There are masses of Apps from any kind of Topics and from anywhere around from the world, difficult to know WHAT choice to make, as well as th...

 

Learn more:

 

http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free

 


Via Gust MEES
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Gust MEES's curator insight, September 15, 6:02 PM

Why Is It Important To Read Specialized Magazines? There are masses of Apps from any kind of Topics and from anywhere around from the world, difficult to know WHAT choice to make, as well as th...


Learn more:


http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free


Gust MEES's curator insight, September 15, 6:07 PM

Why Is It Important To Read Specialized Magazines? There are masses of Apps from any kind of Topics and from anywhere around from the world, difficult to know WHAT choice to make, as well as th...


Learn more:


http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free


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The Successful eLearning Professionals [Infographic]

The Successful eLearning Professionals [Infographic] | Learning & Mind & Brain | Scoop.it

The Successful eLearning Professionals Infographic 10 Things Successful eLearning Professionals Do Differently They Make it a Goal to Learn About Their Audience. Successful eLearning professionals know what motivates their learners to take online courses instead of spending their time on other ...

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Great+Teachers

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator

 


Via elearninginfographic, Suvi Salo, Gust MEES
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Gust MEES's curator insight, September 15, 2:19 PM

The Successful eLearning Professionals Infographic 10 Things Successful eLearning Professionals Do Differently They Make it a Goal to Learn About Their Audience. Successful eLearning professionals know what motivates their learners to take online courses instead of spending their time on other ...


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Great+Teachers


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Rise+of+the+Professional+Educator


Maria Serrano Correia's curator insight, September 16, 9:39 AM

1st things 1st - get to know your audience

ManufacturingStories's curator insight, September 16, 2:50 PM

For more resources on STEM Education visit http://bit.ly/1640Tbl

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Transforming university teaching and learning: UBC’s strategy for flexible learning

Transforming university teaching and learning: UBC’s strategy for flexible learning | Learning & Mind & Brain | Scoop.it

Flexible Learning Implementation Team (2014) Flexible Learning – Charting a Strategic Vision for UBC (Vancouver Campus. Vancouver BC: Office of the Provost, University of British Columbia

The University of British Columbia is one of Canada’s premier research universities with almost 60,000 students. It usually features within the top 30 universities worldwide in university rankings.

For the last 18 months, UBC has been developing a comprehensive strategy for teaching and learning for the future, and last week issued a report on its vision and how it plans to implement that vision. Although Flexible Learning is the term UBC has chosen to describe this strategy, it is in fact far more comprehensive and wide ranging than just blended or fully online learning. It is really about the transformation of teaching and learning in response to local, regional and global changes and challenges, based on a substantial amount of prior research, internal discussion, and input from external consultants (declaration of interest: I played a very small part in some of the early discussions of strategy).

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Enrico De Angelis's curator insight, September 16, 2:56 AM

flexibility is useful everywhere and everywhen!

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Top universities 'are the richest'

Top universities 'are the richest' | Learning & Mind & Brain | Scoop.it

Money is key to being a top university, suggests analysis by Times Higher Education magazine, ahead of its 2014 world university rankings.

The UK had 31 universities in the top 200 last year but the leading 20 were dominated by wealthy US institutions.

The magazine says the average top-200 university has plenty of money and strong international links.

The Million+ group, funded by newer UK universities, said the "perspective" of the rankings was "very limited".

Times Higher says its analysis will help universities and countries that are aiming to reach the global peak of higher education.

Its top 200 ranking, due at the beginning of October, aims to identify the world's best 1% of universities

The analysis found the average top 200 university has 19% international students, hires 20% of staff from abroad and has at least one international co-author on 43% of published research papers.

 

On average they have just under 12 students to one member of academic staff.

 

Their annual income - from government grants, student fees, investments and commercial fees - is worth worth some $750,000 per academic, says Times Higher.

 

Around a third of this is generated from research contracts in the form of government grants and fees from industry and commerce.

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MindMeister for Education: Teaching and Studying with Online Mind Mapping

Try a live demo on http://www.mindmeister.com/ We offer great discounts for students, educators and academic institutions. Sign up for one of our education p...

Via Yashy Tohsaku, Juergen Wagner
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Vittorio Canavese's curator insight, September 14, 1:17 PM

Il mio strumento di mind mapping preferito e come lo si può utilizzare per l'educazione, molto interessante soprattutto la seconda parte per gli educatori, mentre la prima è di interesse generale

Vittorio Canavese's curator insight, September 14, 1:26 PM

Il mio strumento di mind mapping preferito e come lo si può utilizzare per l'educazione, molto interessante soprattutto la seconda parte per gli educatori, mentre la prima è di interesse generale

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QUODL - Quality of Online & Distance Education

QUODL - Quality of Online & Distance Education | Learning & Mind & Brain | Scoop.it

From Peter Condon's blogThe Rules of e-Learning: Never Compromise on Quality I have seen numerous questions and comments on Linkedin from Instructional Designers, L&D professionals, Trainers, Teachers and others about the diminishing quality of e-learning.  We have a multitude of quality standards for e-learning - sometimes I think there are too many! There seem to be equally large numbers of organisations that propose, support and champion e-learning quality.  Yet so many discussions, blogs and other comments bring up the poor quality of e-learning, I have to wonder about the efficacy of the current provision and support for quality in e-learning.


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With Tech Tools, How Should Teachers Tackle Multitasking In Class?

With Tech Tools, How Should Teachers Tackle Multitasking In Class? | Learning & Mind & Brain | Scoop.it

Important research compiled on the effects of students multitasking while learning shows that they are losing depth of learning, getting mentally fatigued, and are weakening their ability to transfer what they have learned to other subjects and situations.

 

Educators as well as students have noticed how schoolwork suffers when attention is split between homework and a buzzing smartphone. Many students, like Alex Sifuentes, who admit to multitasking while studying, know the consequences well. “When I was grounded for a couple of months and didn’t have my phone, I got done extra early with homework,” Sifuentes wrote in response to Annie Murphy Paul’s article, “How Does Multitasking Change the Way Kids Learn?”

 

 

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Working with Cognitive Load | B Online Learning Blog

Working with Cognitive Load | B Online Learning Blog | Learning & Mind & Brain | Scoop.it

In our brains, we have two types of memory. One is our working memory, which we use to process new information. The capacity of our working memory is quite limited so it can only handle so much before it becomes overloaded. The second is our long-term memory, which is where we store information from our working memory and where we retrieve that information from later. Within our long-term memory, information is organised into schemas, which are organisational frameworks of storage (like filing cabinets). Not exceeding working memory capacity will result in greater transfer of information into long-term memory.

 

CLT proposes that there are three types of cognitive load:


- Intrinsic: this is the level of complexity inherent in the material being studied. There isn’t much that we can do about intrinsic cognitive load; some tasks are more complex than others so will have different levels of intrinsic cognitive load.


- Extraneous: this is cognitive load imposed by non-relevant elements that require extra mental processing e.g. decorative pictures, animations etc. that add nothing to the learning experience.


-  Germane: these are elements that allow cognitive resources to be put towards learning i.e. assist with information processing.

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Opening Up the LMS Walled Garden

Opening Up the LMS Walled Garden | Learning & Mind & Brain | Scoop.it
In yesterday’s post I described where I (and many others) see the LMS market heading in terms of interoperability. At the same time, the LMS does a very poor job at providing a lot of the learning technologies desired by … Continue reading →

Via Ana Cristina Pratas
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For top universities, students come second - Telegraph

For top universities, students come second - Telegraph | Learning & Mind & Brain | Scoop.it
Universities are increasingly complex, multibillion-pound organisations in which teaching comes a distant second on the priority list

 

Even those compiling the university rankings do not hide the fact that undergraduates matter little in the great scheme of things. QS’s listings, for example, are weighted heavily towards “reputation” (50 per cent of which is derived from a large-scale survey of academics and employers). The only gesture towards the undergraduate experience is the “faculty/student ratio”. But that simple measure tells us nothing about the quality of the experience, the value of the degree – or your chances of getting a job afterwards. QS admitted as much in a report accompanying the tables, saying that “genuine measures of teaching quality on a global scale are almost certainly unobtainable”.

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Inside the Brain of a Struggling Reader | Infographic | Scientific Learning

Inside the Brain of a Struggling Reader | Infographic | Scientific Learning | Learning & Mind & Brain | Scoop.it
When a student struggles to read, we look to factors such as socioeconomic status or access to books. But brain differences are also part of the equation and should not be overlooked.

Via Beth Dichter
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Beth Dichter's curator insight, September 16, 5:30 PM

This infographic looks at the brain and how we learn. As more is learned about the brain it is clear that education is not a one-size-fits all.

* Learn how the occipital lobe, Wernicke's area, Broca's area and auditory processing impacts reading. 

* Read three examples that show brain plasticity (the ability of the brain to change over time).

* And find out how struggling readers can be helped at a neurological level.

Some additional resources are also included.

We have many students who struggle with reading. This infographic provides information that you may want to share with parents.

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educational-origami - Bloom's Digital Taxonomy

educational-origami - Bloom's Digital Taxonomy | Learning & Mind & Brain | Scoop.it

Via Christiane Moisés
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Ivon Prefontaine's curator insight, Today, 8:28 AM

I wonder if Benjamin Bloom had any way of anticipating this. It is interesting that the infographic suggests lots of lower order thinking skills.

 

@ivon_ehd1

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Even in Education Everything Old is New Again

Even in Education Everything Old is New Again | Learning & Mind & Brain | Scoop.it

It’s been over fifty years since the article “Teaching Machines” appeared in the Science Journal from which the opening quote was excerpted. Author B.F. Skinner would be pleased to read some of the headlines in the education sector this week, one in particular “College in a Box” (Kahn, 2014) which describes how textbook publishers such as Pearson have developed enhanced textbooks and put them on their online platforms such as MyMathLab. These enhanced ‘books’ feature interactive quizzes, tutorials, immediate feedback, and tutorial videos based upon students’ responses. Pearson’s new spin on the old textbook would likely meet Skinner’s definition of efficiency. Coincidently, the instructional method used for Pearson’s textbook programs is programmed instruction; a method Skinner developed and applied with his teaching machine. Skinner’s machine consisted of a program, developed to deliver a self-learning experience for the student that included presenting of content, related questions for students to answers, immediate  and corrective feedback.

 

 

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This Is Your Brain on Snacks—Brain Stimulation Affects Craving and Consumption

This Is Your Brain on Snacks—Brain Stimulation Affects Craving and Consumption | Learning & Mind & Brain | Scoop.it
Magnetic stimulation of a brain area involved in "executive function" affects cravings for and consumption of calorie-dense snack foods, reports a study in the September issue of Psychosomatic Medicine: Journal of Biobehavioral Medicine, the official journal of the American Psychosomatic Society. The journal is published by Lippincott Williams & Wilkins, a part of Wolters Kluwer Health.

 

After stimulation of the dorsolateral prefrontal cortex (DLPFC), young women experience increased cravings for high-calorie snacks—and eat more of those foods when given the opportunity, according to the study by researchers at University of Waterloo, Ont., Canada. "These findings shed a light on the role of the DLPFC in food cravings (specifically reward anticipation), the consumption of appealing high caloric foods, and the relation between self-control and food consumption," the researchers write. The senior author was Peter Hall, PhD.


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Learnlets » Kris Duggan #LnDMeetup Gamification Mindmap

Learnlets » Kris Duggan #LnDMeetup Gamification Mindmap | Learning & Mind & Brain | Scoop.it

Kris Duggan spoke on gamification at the Bay Area Learning Design & Technology MeetUp. He talked about some successes at his Badging role and then his new initiative bringing gamification more intrinsically into organizations. He proposed five Goal Science rules that resonated with other principles I’ve heard for good organizations.

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Six Principles for Measuring and Communicating the Value of Your Faculty Development Center

Six Principles for Measuring and Communicating the Value of Your Faculty Development Center | Learning & Mind & Brain | Scoop.it

This is an era of rapid transformation and heightened opportunities for Faculty Development Centers (FDCs). There is a growing realization that faculty development can be a crucial component in addressing some of the most significant challenges facing higher education, including technology’s impact on teaching, reliance on part-time and distance faculty, and student success.

Tightening higher education budgets, on the other hand, pose a significant threat to programs and centers that are unable to show the value of the services they provide. FDCs rarely operate under financial models that give them direct control over their budget, or that provide direct income-generating activities. It is vital, therefore, for FDC leaders to demonstrate the value of what they do to those who control the budget process. Outcomes-based assessment is a powerful tool that can be used to evaluate and improve the services FDCs provide while simultaneously communicating the value of what they do.

Outputs vs. Outcomes
Output-based evaluation assesses direct products, particularly the volume of activities in which one is engaged. FDCs that evaluate themselves solely by the number of workshops they provide, or by the number of participants in their events, are measuring an output. While there is definite value in knowing that information, it provides no direct indication of its worth to participants, nor any indication that change of any sort happened as a result of that activity. Outcomes-based evaluations, on the other hand, assess changes in the behavior or attitudes of the participants themselves. Here are the general principles I recommend when developing and using outcomes-based assessment:

Principle 1: Identify the key organizational goals for your center
Principle 2: Identify two or three outcomes for each organizational goal
Principle 3: Identify ways to collect data relevant to the outcomes chosen above
Principle 4: Understand the limitations of your data
Principle 5: Use the data to improve
Principle 6: Use the data to tell your story

 

 

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30+ Features of The 21st Century Classroom

30+ Features of The 21st Century Classroom | Learning & Mind & Brain | Scoop.it
September 14, 2014
Now that the new school year started and that students are back to their 'formal' learning mode and everything seems to be unfolding as planned, it is time to pause and think...

Via Yashy Tohsaku, Juergen Wagner
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Pamela Perry King's curator insight, September 16, 1:11 PM

Follows Effective Schools very well!

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Learning requires a change in the brain...

Learning requires a change in the brain... | Learning & Mind & Brain | Scoop.it

How do students learn? There are many concepts that look at this question, and the visual above in one way to view this. 

To the left you have a box that shows that students take in content by reading, writing, listening and experiencing, and that to comprehend and interpret content they must have prior knowledge, make observations, identify main and supporting ideas and gather evidence.

In the midle section the student has to take the input and use critical thinking skills. To do this they must also be engaged in and committed to the learning process. 

And the final section looks at their output, how does the student show what they have learned.

In all phases technology may play a role.

This visual would be great to spark discussion amongst faculy.


Via Beth Dichter
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Beth Dichter's curator insight, September 14, 5:15 AM

How do students learn? There are many concepts that look at this question, and the visual above in one way to view this. 

To the left you have a box that shows that students take in content by reading, writing, listening and experiencing, and that to comprehend and interpret content they must have prior knowledge, make observations, identify main and supporting ideas and gather evidence.

In the midle section the student has to take the input and use critical thinking skills. To do this they must also be engaged in and committed to the learning process. 

And the final section looks at their output, how does the student show what they have learned.

In all phases technology may play a role.

This visual would be great to spark discussion amongst faculy.

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Professional Learning Communities - What is a PLC?

Professional Learning Communities - What is a PLC? | Learning & Mind & Brain | Scoop.it

From the Center for Comprehensive School Reform and Improvement:


"Professional Learning Communities (PLCs) shift the focus of school reform from restructuring to reculturing (Louis, 2006). A PLC is an ongoing process used to establish a schoolwide culture that develops teacher leadership explicitly focused on building and sustaining school improvement efforts. Generally, PLCs are composed of teachers, although administrators and support staff routinely participate (Bolam, McMahon, Stoll, Thomas, & Wallace, 2005; Huffman, 2000). In some schools, PLCs are extended to community members and students, as appropriate (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006; Stoll & Louis, 2007). Through participation in PLCs, teachers enhance their leadership capacity while they work as members of ongoing, high-performing, collaborative teams that focus on improving student learning (Rentfro, 2007). "


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The Top 35 edTech Influencers ~ wibki

The Top 35 edTech Influencers ~ wibki | Learning & Mind & Brain | Scoop.it

by Dov Herzberg

 

How many do you know or follow?


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Brain Inflammation Dramatically Disrupts Memory Retrieval Networks

Brain Inflammation Dramatically Disrupts Memory Retrieval Networks | Learning & Mind & Brain | Scoop.it

A new study provides additional insight into the cognitive losses often seen as a result of chemotherapy and in some autoimmune diseases.

 

Brain inflammation can rapidly disrupt our ability to retrieve complex memories of similar but distinct experiences, according to UC Irvine neuroscientists Jennifer Czerniawski and John Guzowski.

Their study – which appears today in The Journal of Neuroscience – specifically identifies how immune system signaling molecules, called cytokines, impair communication among neurons in the hippocampus, an area of the brain critical for discrimination memory. The findings offer insight into why cognitive deficits occurs in people undergoing chemotherapy and those with autoimmune or neurodegenerative diseases.

 

Increased cytokine levels in the hippocampus only affected complex discrimination memory, the type that lets us differentiate among generally similar experiences – what we did at work or ate at dinner, for example. The image is for illustrative purposes only and shows a hippocampal brain slice from a rat. Credit Semiconscious.


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