Some great articles here - including 'The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to ‘the Bomb in the Basement’ by Maggie Hutchings and Anne Quinney of Bournemouth University, UK.
The annual NMC report on trends in higher education is out. Most useful I think are the links to recently published articles and reports by people and institutions that are leading the way in higher education.
The famed psychologist explains why one is not the other though they are often confused.
Gabi Witthaus's insight:
Howard Gardner defends his concept of multiple intelligences by distancing it from the notion of 'learning styles'. He makes some valid points, but I think the chief danger in both domains lies in the implication that teachers should identify the dominant style/intelligence of each learner and tailor their teaching accordingly for that learner. (He actually says as much in his first recommendation at the end of this piece where he advises that teachers should 'individualize' their teaching to the dominant intelligence of each learner.) That is dangerous because it pigeon-holes students into particular ways of learning that might keep them in their comfort zones, when there is no evidence to say that this actually improves learning.
His second recommendation, on the other hand, makes sense - 'Pluralize your teaching - teach important materials in several ways, not just one.'
Why learn from a teacher or a tired old formal institution when you can learn from an online crowd? A couple of AU profs explore this question in their new book, Teaching Crowds: Learning and Social Media.
Gabi Witthaus's insight:
Yay! A new book from Jon Dron and Terry Anderson :-)
Last year, the University of California, Berkeley became the first higher education institution to hire a “Wikipedian in residence”, Kevin Gorman, to help students to publish academic work on the user-generated online encyclopaedia.
A learning style is supposedly a mode of learning that is most effective for an individual. It supposedly helps to improve learning results. Why does this myth persist? Twenty-five years of research on this and related themes have not provided any form of conclusive evidence that matching the form of instruction to learning style improved learning or even attention.
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