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Abstract - Staff and students in the UK often dismiss MCQs (Multiple Choice Questions) as being associated with rote learning, but not understanding. However one of the biggest results ever published in education shows how mistaken this attitude is. The most important aspect of deep learning is probably being concerned with reasons rather than only with conclusions. If you want to test for knowledge of reasons then you can easily design MCQs to give the facts and ask about reasons. More interestingly, you can use MCQs that ask about facts to provoke learners to search for reasons. One method is to have students design MCQs (together with automatic feedback explaining why each response is right or wrong): the PeerWise software can organise this as an assignment in large classes. Another method is to use questions delivered by EVS (electronic voting systems) to catalyse peer discussion, even in huge classes. This talk will discuss some of the big educational results, and also psychological research that partially illuminates the mechanism. Supporting website for a SALT seminar presented by Steve Draper of Glasgow University at Swansea on 23rd November 2011.

"You have probably heard of them - you fill in a questionnaire to be told that you a 'visual learner' or an 'auditory learner', a 'reflector' or a 'pragmatist', a 'diverger' or a 'converger'? But exactly what are Learning Styles? They are, unfortunately, one of the great myths in learning theory"

Journal of Psychological Science in the Public Interest December 2008 vol. 9 no. 3 105-119 Harold Pashler,1 Mark McDaniel,2 Doug Rohrer,3 and Robert Bjork4 1University of California, San Diego, 2Washington University in St. Louis, 3University of South Fl

New research from the Kaohslung Medical University Hospital in Taiwan shows a correlation in young teens between internet addiction and other psychological disorders. According to CNN and the research report, "ADHD and hostility were linked to Internet ad

"The existence of 'Learning Styles' is a common 'neuromyth', and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for "Learning Styles" with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research."

While social networking site Facebook was created to help people connect with their friends, increasing research in the effect of social media on human interaction is painting a different picture - one that features the development of antisocial behavior,

A South Korean couple who were addicted to the internet let their three-month-old baby starve to death while raising a virtual daughter online, police said.

"Neuromyths in education: Prevalence and predictors of misconceptions among teachers"