Learning Translations, LLc

Learning Translations uses the latest in learning technologies and computer science to create original software for enhancing learning experiences and achievement.

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About Us

Learning Dynamics

Learning is the manifestation of several components of the individual physiology and human essence.  Data collected via the five senses (sight, sound, taste, touch, and smell) is electrochemically processed, sorted, and stored in the brain.  In any given moment, those five senses are providing the brain with millions of individual bits of information that can create both conscious and unconscious reactions.  The key to conscious learning is memory.  Memory is a physical occurrence that is affected by environmental and physiological factors such as stress and functioning chemical receptors.  In simple terms we can consider the brain as the hard-drive of individual human existence.

Along with the five ever-present physical senses, multi-disciplinary research suggests that individuals possess a sixth sense.  If we define ''sense'' as a data collections source that affects the function of the brain then our sixth sense would be the mind's operation.  Just as the five senses provide data that alter the synaptic responses within varying sections of the interactive brain, the mind (thoughts, feelings, action) creates synaptic responses throughout the brain creating a constant bio-chemical loop or interface between the brain and mind.  As the brain is the hard-drive of our existence, it is our mind that is the software that decodes the stored bits of data into symbolic representations we can manipulate to communicate, problem solve, and survive in general.

Learning Systems

In many experiences and situations the data receiver's internal mind-brain connection (software package) is not naturally compatible with the data senders mind-brain connection.  It is the goal of Learning Translations to research and develop original platforms that create synergy between information provider and information recipient by reformatting spoken and written language into linear, non-linear, and graphic representations without loss of data for the benefit of the recipient through information display options.  Recognition and application of how information is formatted, transferred, and processed is at the core of learning achievement.  Enhanced learning achievement brings enhanced individual productivity and efficiency, thus enhancing competitive advantage.


Learning Success

Institutions of higher education intend to promote and design experiences that require deductive/inductive reasoning, enhance problem solving skills, and enable self discovery.  However, single-loop learning continues to be the norm in K-12 education and in many university courses, particularly in general education courses.  Single-loop learning is characterized by information dissemination, passage of time, and then information collection.  In this case assessments are not based on reasoning, problem-solving, and self-discovery, but rather on note-taking skills and memory. 

Double-loop learning is the concept that most resembles the goals of higher education, corporations, and entrepreneurs. Double-loop learning is characterized by an opportunity for individuals to actively engage information, apply the information, and reflect upon the outcomes of that intentional engagement and application of said information.  One commonly-used tool in systemized learning is Bloom’s Taxonomy, which describes six levels of learning ability.  The distinction between single- and double-loop learning is well illustrated in the context of Bloom’s Taxonomy.  Single-loop learning is best viewed as a vehicle for attaining “Remember,” the lowest level of Bloom’s Taxonomy, while the key learning objectives for achievement/success are essentially always at higher levels of mastery (understand, apply, analyze, evaluate, create). 

Active learning is a fundamental component of double-loop learning.  In recent years many academics and organizational professionals have developed and published active learning techniques for instruction, problem-based learning methods, and other innovations consistent with the paradigm of double-loop learning. However, even instructors and trainers who do all these things well must contend with the fact that students often enter with the prejudice that accurate note-taking and data regurgitation is what’s expected.  Internal conflict can arise within individuals as some feel the need to scribe accurate and organized notes at the exact time they are expected to connect theories and concepts.  If single-loop learning continues as a norm it is self evident which task students will focus their mental force.

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