"This knowledge base features learning theories that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction. "

Rule of Four

"Professor Daniel Willingham describes research showing that learning styles are a myth "

"...There is no strong scientific evidence to support the "matching" idea, they contend in a paper published this week in Psychological Science in the Public Interest. And there is absolutely no reason for professors to adopt it in the classroom."

"The Paragon Learning Style Inventory (PLSI) is a self-administered survey that provides a very reliable indication of learning style and cognitive preference. It uses the four Jungian dimensions (i.e, introversion/ extroversion, intuition/sensation, thinking/feeling, and judging/perceiving) that are also used by the Myers-Briggs Type Indicator, Murphy Meisgeir Type Indicator, and the Keirsey-Bates Temperament Sorter. But this is the only instrument that can be self-scored and works with ages 9-adult. This site provides the 48-item general version."

"What many of these theories give a name to may actually be a learning preference. And it's a long way from preferring to be taught one way to actually learning more when taught by a compatible instructional method."

"But does scientific research really support the learning-styles hypothesis? In a new assessment of the available evidence, authors Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork conclude that the learning-styles hypothesis has little, if any, empirical grounding. "

"Online Experiences in each of the Intelligences - updated for 2010!" Online MI Immersion Experiences

"Professor Daniel Willingham describes research showing that learning styles are a myth "

"Here are some great tools that you can use to cater to your individual learning style, no matter what that is."

"...instead of sticking to one study location, simply alternating the room where a person studies improves retention."

Nation Making Progress in Ensuring More Teachers Have Deep Content Knowledge and Mentoring But U.S. Teacher Development Lacks Intensity, Follow-up, & Usefulness

How can we create professional development that engenders deep learning?