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If Learning Styles exist then the teachers should teach in the style that a student  prefers to learn. But, Willingham (Willingham, 2009) has shown that if the subject is visual then the teachers should teach in a visual style and not an aural style. For example, if the subject is geography and we are teaching the shapes of the countries in Africa then we should teach in a visual style, even if we know that the student is an aural learner. One should teach in the manner that the topic demands. Another way to put it is, the way one learns is topic dependent as Curwin thinks (Curwin, 1999).

This  articlepresents  the  outcomes  of  a  typological  analysis  of  Web  2.0  learning  technologies.  A  comprehensive  review  incorporating  over  two  thousand  links  led  to  identification  of  212Web  2.0  technologies  that  were  suitable  for  learning  and  teaching  purposes.

But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it." That's the irony of becoming an expert in your field, Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."

To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.

Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop. Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do. Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.