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10 pseudo-scientific myths about learning

10 pseudo-scientific myths about learning. Behaviourism Learning styles L/R brain theories Mozart effect Most of Piaget Vygotsky Maslow NLP Kirkpatrick Get a life not a coach. 10 ignored scientific facts about learning. Spaced practice

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10 pseudo-scientific myths about learning

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  1. 10 pseudo-scientific myths about learning Behaviourism Learning styles L/R brain theories Mozart effect Most of Piaget Vygotsky Maslow NLP Kirkpatrick Get a life not a coach

  2. 10 ignored scientific facts about learning Spaced practice Cognitive overload Chunking Order Episodic & semantic memory Psychological attention Context Media mix Learn by doing Peer groups

  3. 10 ways to keep courses short Learning objectives ‘Introduction’ Pretty but useless graphics Text Audio Annoying animation Video Glossary Abandon fixed times Happy sheets

  4. 10 ways to massively increase retention • Self- rehearsal • 2. Take notes • 3. Blogging • 4. Repetition • 5. Delayed assessment • 6.Record • 7. Spaced e-learning • 8. Mobile technology • 9. Games • 10. Simulations

  5. Email donald.clark@hotmail.co.uk Blog http://donaldclarkplanb.blogspot.com/ Twitter @donaldclark Facebook DonaldClark

  6. Kirkpatrick STOPS innovative learning

  7. Recommendations Kill Kirkpatrick Customise to decision makers Customise to decisions Don’t harvest - sample Keep it simple

  8. Binkerhoff’s Success Case Method • Qualitative analysis • Find out quickly what's working and what's not • Mining for best and worst cases • All about IMPACT on organisation

  9. Robert Stake's Responsive Evaluation • Quantitative & qualitative analysis • Observe and respond • Customise to situation

  10. Daniel Stufflebeam's CIPP Model: Context ( needs, assets, and problems within a defined environment) Input (competing strategies & work plans & budgets of selected approach) Process (monitor, document, and assess program activities) Product (impact, effectiveness, sustainability, and scalability) Decision/Accountability-Oriented Evaluation (Stufflebeam, 2001, in Evaluation Models)

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