Is learning a science? If so, it should be evidence-based. And yet, our field is full of myths, hype, exaggeration and oversimplification. Some of these myths are harmless: e.g. we use only 10% of our brains. Others can harm our learning strategies and waste time and training budgets if we choose to adopt them into practice: e.g. learners have different learning styles.
At the same time, recent advances in cognitive science and neuroscience have helped us understand how people actually learn. These findings have come to play a significant role in new, emerging learning strategies, such as microlearning. But even in these cases we don’t always know what the evidence says. For example: Is there an optimal length for microlearning? How "spaced" should spaced learning be?
In this workshop we will explore a number of common learning myths and what the evidence says about them, and we will look at evidence-based findings that support modern learning practices, such as microlearning, subscription learning, personalized learning, gamification, formative assessments and retrieval practice.