My Research

How Can We Make Learning Better?

Most recently, I have been developing Totally Integrated Education. TIE is intended to help students form mental structures which integrate cognition, intention, and emotion through grounded real-world experiences. TIE theory predicts that learning activities which increase wholeness in student mental structures should be more effective with respect to student learning.

Integrated knowing that emerges during TIE should result in more strongly connected long-term memories. What learners come to know and believe is predicted to be less likely to be forgotten as time passes.  Recent research findings in neuroscience which explain how learner minds emerge from formation of complex neural networks are consistent with TIE predictions. For a recent overview, see Bertolero & Bassett (July, 2019): How the mind emerges from the brain's complex networks, in Scientific American.

For more on TIE, see a brief overview of TIE development (PDF, 6 pages).

Recent Publications on TIE and Educology

  • Frick, T. W. (2018). The theory of totally integrated education: TIE. In J. M. Spector B. B. Lockee, and M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy. Cham: Springer Nature Switzerland AG.
  • Frick, T. W. (2019). Importance of educology for improving education systems. In J. M. Spector B. B. Lockee, and M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy. Cham: Springer Nature Switzerland AG.
  • Frick, T. W. (2019, in press). What should be the content for student learning? In B. Hokanson, et al. (Eds.), Educational technology beyond content. Cham, Switzerland: Springer. (Final manuscript accepted)

Past Research