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Welcome to the HI-OD Learning Blog

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 Welcome to the HI-OD Learning Blog. This is a place where you can create posts that may be of interest to this HI-OD community. If you are interested in becoming a guest author on this blog please reach out to Dr. James Folkestad. 

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Let’s throw Learning Styles AND Multiple Intelligences out the window!

By Corinne
Logical-mathematical, musical, analytical, practical, tactile, olfactory, poetic, faith-based, monochromatic—everyone has their own best way of learning and we should cater to each individual’s fundamental learning needs. Maybe some people learn best when surrounded by abstractions in navy, turquoise and yellow. They should all carry this artwork around with them everywhere.  Right? Nonsense! Learning styles and multiple intelligences are related concepts and stem from related literatures. Some of these concepts that have emerged are reasonable, while others are not.  Reasonable:   Gardner’s fundamental argument that people can access learning through multiple avenues—for example, through reading a book, watching a video, and practicing in the field—and learners should engage a variety of avenues in order to optimize learning.   Unreasonable:   The way in which the idea of learning styles has taken root in our collective psyche is not so reasonable. Individuals ...
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Learning is an experience. Everything else is just information.

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A quote from Albert Einstein.     A quote that spoke to me as I believe it summarized well the concept of Illusions of Comprehension presented by Dr. Robert Bjork.     Illusions of comprehension is the idea that we confuse performance with learning.     Performance is described as that which we can observe – learning as that which we must infer.     I looked up the word infer to make sure I had the exact definition.     To infer is to deduce or conclude from evidence and reasoning.     It is that step beyond memorization where you actually apply the knowledge gained.     What do our intuitions tell us about learning?     Messages we get going through school tell us that learning means doing well on that test or getting a good grade.     I got an ‘A’!     I must have learned the content!     The structure of school contributes to this sense that learning happens and is assessed w...
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To grade, or not to grade, that is the learning question.

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         “I know grades don’t matter in grad school, but it’s so validating to get a 4.0!” I sent this message to a few friends at the end of FA20. I was happy to know I received a 4.0 GPA after taking 2 PhD classes while working full time (something I hadn’t done in 2 years). If I believe “grades don’t matter in grad school,” why did I get so excited about this assessment of my performance? Why did I finally get A+ grades? I have been in school for over 20 years now…Am I smarter this many years later? Or am I studying better? Is it both? Robert Bjork would probably tell me it is both. On one hand, I am “performing better” because I have deeper foundational knowledge and am able to successfully generate connections/engage processes (Brown et.al., 2014, p.76). On the other hand, graduate school forced me to do my readings before the lecture. As it turns out, learning is optimal for ESL students if they read the content before a lecture (Uni...
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