In no particular order:
- Learning styles are dead.
- Cognitive science leads the way:
- Roedigger et. al. have found that “rereading texts and massed pracitices of a skill or new knowledge are by far the preferred strategies of learners of all stripes, but they’re also the least productive.” Instead, students should be forced to attempt to retrieve information during spaced out intervals, interleaving other subjects. Consider the bean bag. Retrieval can be high stakes or low stakes but it needs to stress the student for it to be an effective technique. Brown, Peter C. Make It Stick: The Science of Successful Learning. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2014.
- There are now multiple instructional design theories to compete with Bloom, including constructivism (learner-centered active learning), cognitive load theory (decrease cognitive load during learning), and ICAP (an ascending taxonomy of learning that increase learning and social interaction including four modes of engagement – passive, active, constructive, and interactive). Each theory has a literature, and ICAP is emergent. Michelene T. H. Chi , Ruth Wylie “The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes” Educational Psychologist Vol. 49, Iss. 4, 2014
- Active learning is demonstrably better than lecturing. It’s not even close. Active learning meta-study
- Using computing technology requires fundamental rethinking of knowledge production, instruction, and assessment. See Digital_Humanities for examples of assessment for digital projects. Page 134 has assessment categories.
- Faculty at every level (CC, 4-year, graduate) want to know and are studying what works best in their courses. A research exampleinvolving psychology and misconceptions. You can be part of this scholarship.