My role is to put some weight behind our motto "Learning made efficient". Having said this I typically get asked the following question; “How do you actually do that? Make learning efficient?”
As this is my first post here at the Zoaring blog I thought I would start of by introducing myself. I am a Cognitive Engineer which basically means that I am both a Psychologist and Computer Engineer.
I am also the Head of Research here at Zoaring, and my role is to put some weight behind our motto "Learning made efficient". Having said this I typically get asked the following question; “How do you actually do that? Make learning efficient?” And that is exactly the question which I will address in this blog series.
In both engineering and science we often say that 90% of creating a solution is defining the problem. The Oxford Dictionary of Psychology provides these definitions of learning:
I chose this definition purposefully, as it hints that our everyday understanding of learning is just the tip of the iceberg,
and furthermore that learning is a highly complex and multifaceted concept and phenomenon. This as one speaking about learning may refer to the purpose, process or effect. At a more advanced level one might consider how it influences and involves mechanisms such as perception, cognition (thought), emotion and behaviour.
Furthermore, we might refer to short-term or long-term change, and explicit (conscious) or implicit (subconscious) learning and knowledge. These topics and more sets the agenda for the blog posts to come. I look forward to a great autumn of learning.