Though much progress has been made in understanding how parts of the human brain interrelate and support different kinds of learning, the inner working of the brain is, to a large degree, one of the most profound mysteries of modern science. Scientists who study the human mind may tell you that it is unquestionably the most advanced and complex known instrument in the universe, and it would be difficult to argue this. Computers have powerful abilities, but no computer is a “genius.”

In academic circles, the science of how people learn best is examined in greatest detail in the field of Educational Psychology.  When completing graduate school programs relating to Instructional Design, it is often required that students include Educational Psychology classes to further their understanding of learning mechanisms.

Behind the genius of the human mind is the ability to assimilate information in ways that enhance meaning. Over time, the whole becomes much greater than the sum of the parts.  Learners can do much more than simply assimilating raw information; they can create "fuzzy logic" links between the various bits and pieces. Through study of how people learn, it has been determined that the mind builds knowledge structures known as Schemata. Schemata are discrete bits of information and the links that provide a cohesive framework. For example, if a person is an expert in postage stamp collecting, all of their knowledge of stamps is highly interconnected. Schemata are theoretical in the sense that they cannot be measured or directly observed. However, it is clear that models that use schemata to explain human learning are very useful, and for all intents and purposes, accurate.

The schemata model of human learning is very useful to Instructional Designers. Well-designed instruction should support that construction of robust and rich schemata that fully exploit the abilities of the human mind.

Though much progress has been made in understanding how parts of the human brain interrelate and support different kinds of learning, the inner working of the brain is, to a large degree, one of the most profound mysteries of modern science. Scientists who study the human mind may tell you that it is unquestionably the most advanced and complex known instrument in the universe, and it would be difficult to argue this. Computers have powerful abilities, but no computer is a “genius.”

In academic circles, the science of how people learn best is examined in greatest detail in the field of Educational Psychology.  When completing graduate school programs relating to Instructional Design, it is often required that students include Educational Psychology classes to further their understanding of learning mechanisms.

Behind the genius of the human mind is the ability to assimilate information in ways that enhance meaning. Over time, the whole becomes much greater than the sum of the parts.  Learners can do much more than simply assimilating raw information; they can create "fuzzy logic" links between the various bits and pieces. Through study of how people learn, it has been determined that the mind builds knowledge structures known as Schemata. Schemata are discrete bits of information and the links that provide a cohesive framework. For example, if a person is an expert in postage stamp collecting, all of their knowledge of stamps is highly interconnected. Schemata are theoretical in the sense that they cannot be measured or directly observed. However, it is clear that models that use schemata to explain human learning are very useful, and for all intents and purposes, accurate.

The schemata model of human learning is very useful to Instructional Designers. Well-designed instruction should support that construction of robust and rich schemata that fully exploit the abilities of the human mind.