Accomodating multiple learning www livedatingblog com

(Source: "The Neural Correlates of Visual and Verbal Cognitive Styles")Stephen Downes leads the Learning and Performance Support Systems program at the National Research Council in Canada, and is one of the originators of the Massive Open Online Course (MOOC).

Presumably, this converted representation facilitates processing and later recall.

Future research can reveal more about the nature of these representations and the costs and consequences on task performance of engaging or not engaging in this conversion process.

So they begin by denying what to me is the most obvious and intuitive fact about learning and education -- that everyone is different.

It seems clear to me that we would teach the blind person differently from the deaf, or the expert learner differently from the novice.

Harold Pashler is a Professor of Psychology in the Cognitive Science Program at the University of California, San Diego. Doug Rohrer is Professor of Psychology at the University of South Florida.

Most of his research concerns learning and memory, with a recent emphasis on learning strategies. Bjork is a Distinguished Professor and Chair of Psychology at the University of California, Los Angeles.

First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods.

Next, students must then sit for a final test that is the same for all students.

From my perspective, however, one of the problems of instructivist approaches is that they are completely indifferent to -- and unimpacted by -- individual learner differences.

The instructivists (people like Willingham spring to mind here) say instructional method is defined by the content, not the learner.

It's true, as Moore says, that "the best way to honor people's individuality isn't to shove them into simplistic categories." But it isn't to treat them as identical robots either, and this requires beginning with the person, and not with the content.

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