Michael Allen brings up the possibility (p. 146) that brain monitoring during instruction may not be that far away. There’s an interesting thought. What if we could monitor the brain directly during instruction to tell true engagement levels?
This may sound invasive or creepy, but what about as a personal learning tool? Metacognition is not easy; we don’t always realize when we aren’t learning very efficiently, so what if there was a machine that could measure our current level of learning? It could signal us that it’s time to take a break, or shut off distractions, or try a different learning approach.
From there, it’s not a long leap to elearning that can respond to real time monitoring of learning efficiency to make instructional choices for us, or gently suggest it’s time to take a break.
In terms of classrooms, it’s not hard to imagine a classroom setting where learners would want instructors to have (probably aggregated, anonymized) access to real time data about engagement if it could lead to a better classroom experience. Maybe! It’s interesting to think about (acknowledging that it is also interesting to think about the myriad privacy concerns, slippery slope possibilities, dangers of blurring the line between thought and algorithms, etc.).