Description of Course and Targeted Student Population

Brain Based Living was conceived as a course targeted to the general public with little to no experience with neuroscience.  The course would utilize real world problems, often with a personal slant, to provide context and meaning to the neuroscience content.  Indeed, project based learning has been identified by the American Association for the Advancement of Science (AAAS), National Research Council (NRC), and  Howard Hughes Medical Institute (HHMI), as essential for the reformation of science education. 

The course could be presented in a more traditional instructor led format, with a social constructivist pedagogical foundation, or a blended learning environment, depending on the presentation forum (cMOOC, small online class/xMOOC, or in person brick and mortar classroom respectively).  However, students would benefit most from the opportunity for self reflection and group interaction found with social constructivism, yielding ownership of the material and lasting knowledge development. 

Despite the original target population for the course, it could be readily altered to fit various student populations and difficulty levels.  The basic module outline would continue to be based on real world problems, but the amount of in depth knowledge required would be tailored to the specific population.  The course could ultimately be utilized in a high school classroom up to a graduate level, including a general interest version. 

An example of a learning module would be to compare and contrast different products marketed for cognitive enhancement or maintenance, such as a crossword puzzle.  Students would explore the claims made and whether or not these claims had been backed up with research. They would use their newly developed critical thinking skills to decipher research done on the methods and relate that back to their newly acquired knowledge in learning and memory.  To adapt this module to different competency levels the facilitator/instructor could provide links to sources of varied difficulty, from NY times articles to primary literature.  Additionally, the amount of assigned work could be varied from an independent research project to watching assigned videos and participating in discussion or taking a quiz.

Finally, the course would utilize a variety of interactive materials when possible, including web2.0 technology.  This site includes 4 potential learning objectives and the respective assessment activities associated with those objectives, screencast-o-matic, blogger, wikispaces, and the concept mapping tool, inspiration 9. 

The ultimate goal of the course would be to not only enhance student knowledge of neuroscience content but to empower students to create knowledge and critically evaluate information presented.  We as humans are lifelong learners and how exciting it could be to finish a course with the feeling that no matter the perceived difficulty level of the material it is possible to learn a great deal and have fun doing it.