University College London (UCL), UK.
Med Teach. 2011;33(4):291-6. doi: 10.3109/0142159X.2011.550970.
As new technology becomes available and is used for educational purposes, educators often take existing training and simply transcribe it into the new technological medium. However, when technology drives e-learning rather than the learner and the learning, and when it uses designs and approaches that were not originally built for e-learning, then often technology does not enhance the learning (it may even be detrimental to it). The success of e-learning depends on it being 'brain friendly', on engaging the learners from an understanding of how the cognitive system works. This enables educators to optimize learning by achieving correct mental representations that will be remembered and applied in practice. Such technology enhanced learning (TEL) involves developing and using novel approaches grounded in cognitive neuroscience; for example, gaming and simulations that distort realism rather than emphasizing visual fidelity and realism, making videos interactive, training for 'error recovery' rather than for 'error reduction', and a whole range of practical ways that result in effective TEL. These are a result of e-learning that is built to fit and support the cognitive system, and therefore optimize the learning.
随着新技术的出现并被用于教育目的，教育工作者通常会利用现有的培训，并将其简单地转录到新的技术媒介中。然而，当技术驱动电子学习而不是学习者和学习本身，并且当它使用的设计和方法最初不是为电子学习而构建时，那么技术往往不会增强学习（甚至可能对学习有害）。电子学习的成功取决于它是否“对大脑友好”，是否能从理解认知系统的工作方式出发来吸引学习者。这使教育工作者能够通过实现将被记住并应用于实践的正确的心理表征来优化学习。这种技术增强学习（TEL）涉及开发和使用基于认知神经科学的新方法；例如，游戏和模拟，这些方法会扭曲现实，而不是强调视觉保真度和现实性，使视频具有交互性，针对“错误恢复”进行培训，而不是针对“错误减少”进行培训，以及一系列有效的 TEL 的实际方法。这些是根据认知系统进行构建和支持的电子学习的结果，因此可以优化学习。
