Learning sciences (LS) is an interdisciplinary field that works to further scientific, humanistic and critical theoretical understanding of learning as well as to engage in the design and implementation of learning innovations, and the improvement of instructional methodologies.

1. Savribai Phule Pune University
department of education and
extention
1. Name – vaishnavi Balaji Patil
2. Class- Tybsced
3. Subject-. E leaning and educational technology
4. Roll no -29
5. Topic- Science of learning
6. Subject teacher – Mahesh mali sir

4. traditionally taken place in the fields of
Neuroscience and Biology; research about
how the human mind
“computes,” developing and using
knowledge, has taken place in Cognitive
Science and Psychology; research about
how machines (e.g. computers and robots)
learn has taken place in Computer Science
and other areas of Engineering; and
research about how learning occurs in the
classroom has taken place in Education

5. • The Science of Learning focuses on the cognitive view of
learning in order to focus on those principles that are most
applicable to what teachers do in classrooms, such as
helping students understand new ideas or
motivating students to learn.06-Jul-2018

6. Learning science

7. • Two weeks ago, Grovo released a redesigned and greatly expanded
version of its microlearning platform. Our product development
process was largely an exercise in listening, not only to the challenges,
ideas, and feedback of our customers, but to decades of scientific
research into what makes learnilng effective.
Learning Science Principles Behind the New Grovo

8. . Working memory is limited in duration and
capacity.1,2
• principle
People learn by connecting new information in their working memory
to what they already know. Information stored in working memory
and not rehearsed is lost within 30 seconds, and the capacity of
working memory is limited to only a small number of elements
(between 4 and 7).

9. Cognitive load is also limited, and it is
affected by the learning interface.
• The principle
Learning materials require effort and attention to process. Poorly
designed materials in poorly designed interfaces cut into the
processing of the material itself. As Julie Dirksen writes in Design for
How People Learn, “one of the main functions of learning design is
the ruthless management of cognitive load.”