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Evidence to show it's just not the case...

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"What do you mean, I shouldn't accommodate people's learning styles? You can't tell me people don't learn differently! I see it in the classroom all the time!"

Maybe you've heard that from a classroom presenter (I have). Or maybe you've heard this from a client:

"Be sure to include narration for the audio learners! And add lots of drag-and-drops for the kinesthetic people."

Learning styles have been popularized by well-intentioned people, including possibly your professor of instructional design. However, the claim that we have to adapt our design to accommodate different learning styles has been repeatedly debunked by research.

Then why do people cling to the belief? Let's look at one reason why learning styles are so appealing and how we can respond to the believers on our team.

First, the research

These resources link to or summarize research that debunks learning styles:

Debunk carefully - morals are at stake!

The myths that put people into special categories, such "visual learners" or "digital natives," have a powerful emotional appeal. As a result, questioning them can backfire. I've certainly received some impassioned responses, and I know that some of you have, too.

In Urban Myths about Learning and Education, the authors suggest that these myths could be a type of moral panic. In a moral panic, believers claim that there are stark differences between groups of people and that only moral people care about these differences.

Emotions can run high thanks to the believer's moral commitment. For example, imagine that I believe in learning styles and I'm a member of a team on an elearning project. I notice that no one is planning any narration, so I say earnestly, "Don't forget the auditory learners!" Someone else says, "Oh, that's all been debunked."

I've never heard that before. How might I respond?

"Are they saying I'm an idiot?" I think. "I'm not! I care about the learners! The team is just finding excuses to take shortcuts. They don't care about the learners like I do!" So I fight back, maybe by debating learning styles or just resisting others' ideas.

This is the "worldview backfire effect," according to the authors of The Debunking Handbook, available for free from SkepticalScience.com.

How can we respond?

One way to avoid the backfire effect could be to frame your disagreement in a way that doesn't threaten the believer's moral position. That way, you can keep their emotions from rising and clouding their thinking.

For example, you might first acknowledge the believer's compassion and then offer alternatives that meet even more important needs, so agreeing with you won't harm their position as someone who cares about the learners.

You can also offer an alternative explanation for the situation that the myth is intended to explain, or suggest that the people who originally promoted the myth did so for their own profit, both techniques recommended by research cited in The Debunking Handbook.

For example, if you have a learning-style believer who wants redundant elearning narration "for the auditory learners," you might say the following:

"That's an important point. We need to consider how people's preferences might affect their learning."

This acknowledges the believer's compassion while reframing learning styles as preferences.

"For example, research shows that people learn best when they can control the pacing, which is actually hard to do if we use a narrator for everything. So if we added a narrator for the subset of people who prefer narration, we'd take away the control over pacing that everyone needs. If we made the narration optional, we'd still have to spend a lot of the budget on it, which reduces our ability to use techniques that everyone needs."

We're suggesting that the believer's compassion can be extended to even more people by letting go of the focus on one group.

"Unfortunately, much of the research that seems to support learning styles was done by people who sell the learning style inventories or otherwise profit from them. Independent research doesn't support the idea of changing our approach to accommodate learning styles, but it does say we should give everyone lots of practice over time. Since there's more research support for spaced practice, it would be most effective to use our budget to design more practice for everyone instead of hiring a narrator for a few."

We suggest that the myth was created by someone for their own purposes, sucking all the compassion out of it, and then build up the believer again by giving them a different way to show their compassion for the learners. Of course, the alternative approach could be anything supported by research, not just spaced practice.

I'm saying that all learners are exactly the same. Not.

Some learning-style believers say that science fans like me just want to turn learners into robots, denying their individuality.

I say that the best way to honor people's individuality isn't to shove them into simplistic categories so we can pour information into them, but to provide them with the respectful support they need to drive their own learning, at their pace. And if we use techniques that independent studies show actually work, we're respecting learners' time and showing true compassion for their needs.

I've focused here on just the "moral panic" appeal of learning styles. I think they're appealing for other reasons as well, including:

They're fun like a Facebook quiz is fun. "I'm a visual learner!" Or maybe you're the rare and neglected nasal learner.

They make intuitive sense. Of course we all have different strengths and learning preferences. What's not supported is the claim that we need to adjust instruction to match learning "styles."

It's currently popular to put people into categories of all types, so learning styles fit into a larger trend - says I, the high-D INTJ "overachieving" myopic height-advantaged asparagus avoider and bad singer.

They're easy. Simple rules like "Add pictures for the visual learner" are easy to apply. It's "hard" to use more effective design approaches, such as designing realistic practice activities or helping learners gauge their own progress.

A belief in learning styles encourages people to use a wider variety of media in their instruction, which when done well is a good thing. However, pointing out the invalidity of learning styles doesn't mean, "All instruction must be text!" That's a false alternative. The content and nature of the task should determine the media. The authors of Make It Stick sum it up this way: "When instructional style matches the nature of the content, all learners learn better, regardless of their differing preferences for how the material is taught."

Learning styles are still being taught by some instructional design programs.

What has been your experience? Why do you think learning styles are still popular? What works for you when you're faced with a colleague or client who wants to accommodate learning styles? Let us know in the comments.

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How to respond to learning-style believers

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"What do you mean, I shouldn't accommodate people's learning styles? You can't tell me people don't learn differently! I see it in the classroom all the time!" Maybe you've heard that from a classroom presenter (I have). Or maybe you've heard this from a client: "Be sure to include narration for the audio learners!

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Beware the 'illusions of competence" - i.e we think we know more than we do. You read and re-read and feel you know - but you don't. Learning needs to be applied or transferred to new contexts to be effective.

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Peer instruction = students teaching each other.
Makes large lecture classes much more interactive.  This should be used with care as novice learners "find minimally guided discovery activities cognitively overwhelming..."

(Kirschner, Sweller, & Clark, 2006; Mayer, 2004)

See a 2 min guide to how or for the evidence, an article:

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and chunking helps reading...

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What separates a good reader from someone with low literacy? Everything else being equal, a good reader reads in chunks, skipping over words and grouping them together into phrases and clauses, as opposed to trying to digest them one word or letter at a time. But whether you're a sub-par reader-or just reading in a sub-par scenario-Asymmetrica thinks it can make reading easier for you. Created by Chris Nicholas, a neuroscientist, and Ken Brownfield, an ex-Paypal exec, Asymmetrica is a browser extension for Chrome, Safari, and Internet explorer that tweaks the typography of text on the web to make it easier to comprehend.

Over the last 50 years, cognitive psychologists like George Armitage Miller have shown that 'chunking' a sentence into discrete parts (for example, by drawing lines under phrases, or bracketing clauses) can drastically improve reading comprehension. "The idea is that the brain processes things better when they are organized into higher units of meaning," Nicholas tells me by phone. "So just as you recognize a word faster than a number of individual letters given to you one by one, the same is true of phrases and clauses."

"The idea is that the brain processes things better when they are organized into higher units of meaning," Nicholas tells me by phone. "So just as you recognize a word faster than a number of individual letters given to you one by one, the same is true of phrases and clauses."

Asymmetrica automates the chunking process, taking a web site's text and then adjusting the white space between words to subtly group different parts of a sentence together. As a simple example, Asymmetrica might take the phrase "A dog barked" and insert an extra half-a-space between dog and barked, segmenting the sentence between the subject and the verb. More complicated sentences would have additional space added, adjusting the length of the spaces between words so that their slight differences in length convey a sort of visual rhythm, guiding readers through the sentence with a white space beat.

Once you've installed the browser extension, Asymmetrica's chunking is a nearly invisible thing that all happens automatically. But according to Nicholas, the results can be dramatic. "Lab studies show that depending on the technique, chunking can increase reading comprehension and speed by up to 40%," he says. And that goes for everyone. Even if you're a great reader, he says, Asymmetrica can still help you read better because you're not always reading in optimal conditions: you're reading when you're tired, on smartphones, on subways, or maybe all three at once.

While Asymmetrica is just a browser extension for right now, what really interests Nicholas and Brownfield is the possibility of striking deals with publishers. "A lot of websites really overestimate the literacy rate of their readers," Nicholas says. According to the National Adult Literacy Survey, up to 23% of Americans have literacy rates low enough that they might struggle to fill out a government form. A back-end way to typographically "chunk" content could have an equally big impact to publisher's engagement metrics and click rates.

"The dream is to see this built into something like Facebook," Brownfield says. The day when Asymmetrica runs by default on the world's largest social network is still far off. In the meantime, you can see whether or not Asymmetrica helps your web reading by downloading their browser extension.

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Can More White Space Solve The Web's Readability Problems?

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What separates a good reader from someone with low literacy? Everything else being equal, a good reader reads in chunks, skipping over words and grouping them together into phrases and clauses, as opposed to trying to digest them one word or letter at a time.

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Think video is soo engaging? But it's interaction that engages - here's the evidence...

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Engaging learners is about making clear why they should bother doing it.  It’s the ‘what’s in it for me’?

So put yourself in your learner’s shoes:

Make the purpose clear – the ‘what’s in it for me?’ – to engage and motivate (selling it to them)

Structure  – the order of what is most important/ needs to be first? Is it easy to grasp?

Clear signposting create a mental map' – is the path clear? does the learner know where they are going next?

Cut jargon (asset, pre-test) ‘Check what you know’ – gives the purpose

Present as simply as possible – reduce cognitive load

Add introductions (sentence/pages) to give purpose, explain what they will do, why, how long it will take

Take away - hide unnecessary bits

Humanise – tone of voice

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Because we love being challenged?Because we like to be 'right'?
Because it challenges our 'illusions of competence" - i.e we think we know more than we do.
Hint: it's because every time you're forced to remember, deepens learning = retrieval deepens learning

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Shorter is better...!
Which is easier to remember: TVFBIJFKCIAIBM …or …TV FBI JFK CIA IBM? -  here's an article I wrote earlier... ps it's all about cognitive overload!

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Hint: making it harder to retrieve deepens learning.
This is called 'Desirable difficulties'

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How to Boost Your Learning with Simple Quizzes

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Taking short quizzes on a regular basis will change the way you and your students learn anything. Learn how to improve your memory with the testing effect.