Conclusion For me, this is a touchstone issue. The fact that it has persisted for so long is a damning indictment on our professions, practices and professional bodies. Learning styles do not exist - let me repeat – learning styles do not exist. To believe in learning styles is to believe that the sun goes round the earth or that the earth is flat. It’s an intuition gone bad – a fail. Worse still, is to apply this theory in practice. If you categorise children as VAK or adults to Honey and Mumford or any of the other dozens of learning styles theories, and yes there are dozens, you’re doing learners a disservice. You may even be ruining their education.
Evidence We have 35 years of evidence against learning styles. This includes individual studies, systematic reviews and books. People like Pedro de Bruyckere, Wil Thalheimer and I have been talking about this for decades. Chapter 1 of Pedro de Bruyckere’s book ‘Urban Myths’ is an excellent summary of the research. A critique of Fleming’s VAK can be found here and a critique of Honey and Mumford’s theory can be found here.
It was fun to see how comfortably the students asked you questions whenever they seemed to have them. Both those in the physical and Zoom rooms seemed equally comfortable with asking questions and participating. A few students stayed around after class to either ask a follow-up question, check in about their graduate school application process or share something about their life outside the course.
By Daniel T. Willingham How does the mind work—and especially how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct.
Peter Mellow's insight:
"I sometimes feel that we..are so focused on getting to the answer, we spend insufficient time making sure that students understand the question and appreciate its significance. To us, the question and its importance are obvious. To them, they aren’t."
I often hear and read about how essential it is to offer students choice in how they consume lectures. The argument states that in modern higher education settings choice is everything: students should have a choice to either watch lectures live in a face-to-face setting, or to watch them live-streamed on a device from anywhere…
If we take the same critical lens to in-person learning as we once did to online, rationalising our need for the former, how much better could we make our teaching?
Presentation to the Dual Sector Provider Network Meeting of the Independent Higher Education Australia. 19 April. It outlines the sate of play for Microcredentials in the Australian post secondary sector context. Particularly post the release of the DESE Microcredentials Framework. It also draws on the Universities Australia report of September 2021 and some of the outcomes from recent ACODE White papers on the state of Microcredentials in Australasia. All linked from within the presentation.
If the COVID-19 pandemic has been a time of unprecedented change in higher education — characterized by rapid pivots to remote work and learning and an explosion in the use of technology across the institution — the future is about reframing those changes into long-term realities, according to the 2022 Educause Horizon Report Teaching and Learning Edition, released this week. Colleges and universities are shifting their mindsets to "reflect an evolution from short-term 'emergency' or 'reactive' modes of offering education during extraordinary circumstances to making strategic and sustainable investments in a future that will be very much unlike our past," the report suggested.
Instructors who are new to online teaching experience negative emotions regarding the transition to online instruction and the experience of teaching online. Meanwhile, experienced onlin
In this episode, Troy Heffernan (La Trobe University) talks about the continuing relevance of Pierre Bourdieu’s ideas to contemporary higher education.
Having a theory of how people learn would allow teachers to plan pedagogy more effectively and examine all factors relevant to learning, argue Stephen L. Chew and William J. Cerbin.
Collaborative classrooms create opportunities for students to find commonalities across their experiences. How can they be used effectively for hybrid learning?
Online learning is not a new phenomenon that had just been discovered in March 2020, it has been developing very strongly for 20+ years. What is new is that we are now realising that what was conceived as being good online learning pedagogy is being challenged by many of the newer student-centred approaches that have evolved in learning and teaching. Not the least because the technologies now allow us to do way more in a more synchronous way, allowing students to work more collaboratively with others. Or maybe it’s more that we have rediscovered some activities that were harder to achieve in the past. Either way, what has also changed in higher education is the emphasis on the student and how providing them with a greater level of agency in their learning presents more traditional educators with new challenges. This paper presents some options for those looking to understand and meet those challenges head on.
This report profiles the trends and key technologies and practices shaping the future of teaching and learning, and envisions a number of scenarios and implications for that future. It is based on the perspectives and expertise of a global panel of leaders from across the higher education landscape.
The Impact of the Integrated Practitioner in Higher Education highlights the importance of developing blended professionalism as a way of future-proofing Higher Education leadership, strategy, and outcomes.
With carefully chosen international contributors, this book discusses the rationale for championing blended/integrated practitioners and uses a narrative case study approach to uncover the value, identities, and impact of these individuals who work across institutional boundaries, to promote
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