Abstract:

In this paper we report the design of a comprehensive Whole Brain® Model for learning and facilitating learning that academics can use to accommodate the diversity of thinking preferences in their higher education practices. It is based on more than 14 years of research at the University of Pretoria, South Africa. Data obtained are from fields such as engineering, medicine, education, information science and academic staff development. It is important to realise that a preference for a particular thinking style and an avoidance of another are of equal importance when it comes to quality learning. Herrmann (1996) uses the term ‘turn-on’ work for authentic and academic tasks to be executed. It concerns work that is interesting, stimulating, pleasurable and satisfying – tasks that give a sense of fulfilment. And if individuals are given a choice, that is exactly what they select to do. This selection most often than not would be based on their preferred style of thinking. This has an effect on students’ academic development as prospective professionals who in future will need to operate in the world of work – real life. When students are accommodated according to their preferred way of thinking constant external reward is not required as executing tasks becomes rewarding in itself. However, when developing the full potential of students is kept in mind areas of avoidances should also be addressed. This is of importance seeing that as professional one should be able to execute different types of tasks. Any curriculum should make provision for both enhancing preferences and challenging avoidances.

As lecturers gain more experience with the Whole Brain® Model they tend to try to change their higher education practice. The more comfortable they become with the Whole Brain® Model, the more willing they are to innovate and transform their practices by applying the principles of whole brain thinking.

Research questions:
The following overarching research questions pertain to all projects reported:
- How can whole brain thinking contribute to enhancing quality of learning in higher education?
- How did the outcome of the innovated and transformed higher education practices contribute to the designing of the comprehensive whole brain model?

Research design:
A mixed methods approach was followed. As the focus is on innovating and transforming higher education practice many sub-projects had action research as core. The Herrmann Brain Dominance Instrument (HBDI) was used to obtain both quantitative and qualitative data. Other data instruments used were questionnaires and interviews, photo and video evidence.

Keywords:

Whole brain l-learning, innovating/transforming teaching and learning, quality learning, facilitating learning, action research.