9:10am: SESSION ONE: Learning Styles and the use of the Multiple Intelligences Model.

Facilitator: Dr Peter Shephard

TOPIC OVERVIEW: We each have a preferred learning style, which studies
show is more strongly influenced by our personality and to a lesser extent culture. Such styles can determine the effectiveness of how we learn – or we prefer to process information and experience new phenomena. The history
of learning styles goes back more than 4 or 5 decades. More recently with research into the learning brain, the multiple intelligences model has become a popular
one, along with two others – namely the ‘Whole Brain’ and ‘Neuro Linguistic Programming’ models

10.45am - SESSION TWO: Cultural Influences on Learning and
Thinking FACILITATOR: Dr Asma Abdullah
TOPIC OVERVIEW: There are some hidden aspects of one’s culture which can either foster or hinder the ability of learners to think critically, participate actively in open discussions, and demonstrate a questioning and challenging posture. An understanding of one’s values and underlying cultural assumptions is important to help in the design of contextually appropriate learning strategies. This may help promote critical thinking among students.

12.00pm - SESSION THREE: Encouraging Creative & Critical Thinking In Learning. FACILITATOR: Dr Michel Gagne

TOPIC OVERVIEW:Asian students are not used to analyzing the ‘why’ of situations or applying conceptual, creative skills and imagination. When they enter university or the world of work, they are not prepared. Culture also inhibits them from questioning, the why and how of things, and encourages a form of rote learning or memorization of facts, long enough to answer exam questions. Life requires creative answers or critical thought, such as observation and reflection of experience and formulation of comparisons, contrasts and the evaluation of alternatives using both sides of the brain.

2.30pm - SESSION FOUR: Facilitation Techniques In Learning And Thinking.

FACILITATOR: Lee Milstein

TOPIC OVERVIEW: The term facilitation, literally translated, means to help make easier or to provide facilities that enable others to perform better. The concept of group facilitation infers that someone – the group leader, trainer or teacher, takes on an enabling role - so a group can work more effectively. These people are often called Facilitators who help extract the best of thinking and learning available within the group. Facilitators conduct highly interactive sessions to capture the collective wisdom of the group. Participants later review and share these learnings with their group or organization

4.15pm - SESSION FIVE: Brain Based Learning
FACILITATOR: Dr dr Taufik Pasiak
TOPIC OVERVIEW: Advances in neuroscience, that examines the latest research on the learning brain and how memory works, helps enormously as discpline. Neuroscience includes the mapping of the human genome and behaviourial genetics. It has also revealed a lot more understanding about the how and why of thinking, based on hemisphericity (Left-Right Brain Physiology) as well as the role that emotions play in learning (in the Mid Brain). For example, we learn from neuro science that emotion is the trigger to action and that the rational system follows the emotional. Also covered will be the role of spirituality in learning

9.10am - SESSION SIX: Accelerated Learning
FACILITATOR: Dr Jeannette Vos
TOPIC OVERVIEW: A range of accelerative learning techniques are facilitated, primarily to enhance the understanding of a subject By also using multi-sensory stimuli, more intelligences are involved. This utilizes more of the brain and Integration of several parts of the brain through music, educational kinesiology and many other techniques which accelerate understanding and recall, the core components of learning. The understanding of learning styles is a fundamental part, as is the role of the non-conscious mind and the brain wave state of alpha, where the brain is at its highest level of absorption

10.45am - SESSION SEVEN: Action Experiential Learning
FACILITATOR: Dr Suresh Marcandan
TOPIC OVERVIEW: The Chinese character for the word learning has two parts. First, is to study and gain knowledge and the second is to practice The impact of ‘doing’ is integral to learning and thinking, which may be particularly useful in ‘project based learning. While action learning has a proven track record, it seems not to have been taken up as a popular approach. Perhaps some of the reasons why this is so, can be explored session. Action Learning was a concept that originated in the fifties in the UK. Its underlying philosophy is ‘learning by doing’.

12.00pm - SESSION EIGHT: Use Of Technology To Enhance
Learning FACILITATOR: Dr Cameron Richards
TOPIC OVERVIEW: Computer based learning is becoming more widely used. E-Learning, web based learning and now even social networking, have become popular. However, sometimes the 100% use of technology in learning cannot always be applied, as we still need some face to face contact, coaching, reflection or classroom interaction. For example, while there is no magic formula, Motorola University found that learning effectiveness decreased when the ratio of self paced E-Learning to group interactive learning exceeded 40%.

2.30pm - SESSION NINE: Health, Nutrition And Learning
FACILITATOR: Dr Suraya Sulaiman
TOPIC OVERVIEW: There is an old saying that “a healthy body leads to a healthy mind” and the mind is in the brain. So maybe we can create another quote “a healthy brain leads to a healthy mind”. One question that is important to answer is, what is health? Another question to be entertained, is how we can maintain a healthy brain and live life to the fullest? This session will explore the many ways we can answer these questions and importantly, if there is strong correlation between brain health, learning and memory.

4.15pm - SESSION TEN: Quality Assurance In Education
AND LEARNING. FACILITATOR: Dr Jan Roodt
TOPIC OVERVIEW: Quality has been variously defined by many experts. One of my favourites is “Doing it right the first time”. This is not only a big challenge in education, due partly to the varied agreements on what actually is ‘right’ in education. This can differ from teacher to teacher, from school to school, and even country to country. What equally is a challenge, getting shared commitment to what is agreed. This session also looks at various participative methods that can be used to gain high levels of team commitment to achieve quality in learning.