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Christian: Good evening and welcome to Design Time news, I'm Christian Drennen.
Our top story tonight - my mustache looks fantastic...
But first we got a bit of breaking news
coming out of the Online Learning Consortium conference in Orlando Florida
it seems investors in learning style inventories have been met with the fact
that designing to meet learning styles doesn't really help students learn.
This news comes out of a talk given at the O.L.C. conference from the University of Cincinnati...
Let's go over to Carolyn who is on the scene with a report - Carolyn?
Carolyn: Thanks Christian!
Yes it's complete chaos here outside the Online Learning Consortium conference,
where this news has just broken, in a fantastic presentation
given by a group from the University of Cincinnati, it turns out
that learning styles are a complete myth!
I... uh, excuse me sir - can I, can I talk to you for a moment?
Passerby: Yes, yes, sure... Carolyn: Oh awesome!
Carolyn: I have, here, a typical conference attendee, who was at this fantastic presentation.
So, tell me sir...
what was your opinion of learning styles before you saw the presentation?
Passerby: Well, before the presentation I was under the assumption that I was a visual learner,
as opposed to an auditory learner.
Carolyn: Is that right?
And now, after the presentation, what do you think now?
Passerby: I believe, now, that learning styles are
just a myth and it's not an effective way to design a course.
That's great.
Thank you sir, thank you so much for your time!
Well, there you have it!
Carolyn: This is the reaction of everyone I've talked to they're stunned that learning styles
isn't a real thing - because it makes so much sense.
If you prefer to get information in a particular format, say, video or text, that must mean you'll
learn better if you're given that information in that format, right?
Christian: Right Carolyn!
Carolyn: Wrong Christian...
According to today's fantastic presentation, the truth is
that study, after study, has failed to find a link between a person's stated
preference for learning and whether or not they actually learned something.
In fact, we were hard-pressed to find a valid study that did definitively prove
that designing to meet a learning style was effective.
Carolyn: Those studies that support learning styles are very suspect.
Christian: and why is that Carolyn?
Carolyn: Well one of the primary reasons is that learning styles are almost always determined by
learners self-reporting their preferences, which any experienced researcher will tell
you is a notoriously bad way to gather data.
So, any data from a self-reported
learning style inventory is suspect right off the bat.
There's also the fact that how you prefer to do something doesn't
necessarily mean that's the most effective way to do it.
Christian: So, Carolyn, tell us how these myths about learning styles actually got started.
Carolyn: Well for one thing, as we already said, it feels right; it seems to make sense.
But, if designing to meet learning styles does not actually result in better learning outcomes for students,
then what it seems or feels like doesn't matter, you're just wasting
time on a design approach that doesn't work.
Another reason is that learning style inventories apparently are big business.
A Google search for learning styles inventory returned more than eight million results.
Some of these inventories catalog up to 71 different learning styles, and are accompanied by
strategies to help you meet each particular style.
So there's an obvious motivation to sell this idea in the learning industry.
But can you imagine designing a class for 71 different learning styles?
So, back over to you Christian!
Christian: Wow! No, no I can't imagine creating that many learning styles in a course.
So, thank you Carolyn for that in-depth report from the scene.
Up next we have more breaking news on competing learning myths.
Stay with us, we'll be right back after these commercial messages.
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Christian: Thanks for joining us today.
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