Readings: Learning Styles


#1

Learning Styles are Not a Useful Means of Designing Instruction

Modality preference and learning style theories: rethinking the role of sensory modality in learning (Jason M. Lodge Louise Hansen David Cottrell, 2015) DOI: 10.1080/23735082.2015.1083115

Do Learners Really Know Best? Urban Legends in Education (Paul A. Kirschner Jeroen J.G. van Merriënboer, 2013) DOI: 10.1080/00461520.2013.804395

[quote] Abstract: This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate., [/quote]

Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011 (Yavuz Akbulut Cigdem Suzan Cardak, 2012) DOI: 10.1016/j.compedu.2011.10.008

Reflections on Multiple Intelligences: Myths and Messages (Howard Gardner, 1995) Also available from Harvard.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. doi:10.1111/j.1539-6053.2009.01038.x


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