Brains are specialized. And other Discoveries

In the last episode, I was trying to understand these statements:
Following are some of the findings from brain research (Stevens and Goldberg, 2001)
1. Brains are specialized and are not equally good at everything.
7. Each brain is unique.

I did figure it out, but was left wondering what guidance it might offer for:
Brain-Based Learning:
Possible Implications for Online Instruction
Stephanie A. Clemons
http://www.itdl.org/Journal/Sep_05/article03.htm

Another study spark:
Engineer: How will you be using this stuff?
http://www.thinkerer.org/HeadView/HeadStudySP.htm

Possible implications for online instruction:
1. The specialization of brains precludes any form of generic instructional design.

2. It is possible to identify classes of specialization such that instructional design can be useful for appropriately identified types.

3. It is possible for people to become aware of their specializations and to use that information in selecting both the content and the instructional design methods.

4. The best way to improve the effectiveness of instructional design is aim the instruction at improved learning skills rather than at specific content.

Perhaps all of these statements apply to some combinations of online instruction and the people who will use it. But enough abstractions! Some specialized parts of my brain get bored with abstractions. Those parts insist on concretization.

Don’t memorize! Concretize!

That’s what those specialized parts tell me to do. And since I am aware of that specialization, I can design my learning methods to fit me. And here is another learning methods that fits me:

Break a job into joblets. http://www.thinkerer.org/HeadView/HeadStartButton.htm

So here is the end of the current joblet.