The Debunker Club is hosting a social get together on Tuesday May 21st at the ATD Conference in Washington, DC.
2 to 3PM during the Ice Cream break!
Are are welcome!
RSVP and details here: https://www.evite.com/event/01D5RFTEEI35E4LKKEPJME62P5C7MY/rsvp
We in The Debunker Club are having a members-only book-discussion group starting in about a week on January 11, 2019—reading the book The Knowledge Illusion — by Steven Sloman & Philip Fernbach.
The book is interesting because it challenges some of our long-held views about how people learn and know. It’s not directly relevant to debunking, per se, but it will bring us deeper insights into learning and cognition. Also, because the ideas are so challenging, it’s likely to raise some provocative debates among us learning professionals. I’ve read the book (this is Will Thalheimer writing this) and I found it thoroughly interesting even if I didn’t agree with everything.
Here are some reviews:
This is our first attempt at having a book discussion group, so it should be fun. It will be an asynchronous conversation (at least to start) so that people from around the world can participate. If we get a good response, we’ll offer a synchronous online discussion after we read the whole book.
I invite you to join me in discussing the book. Again, we’re getting started soon, so it’s best to start reading now… But don’t worry, there will be time to catch up…
And, if you’re not a member, but want to join, go ahead and apply for membership and we’ll be sure to process applications every week for January through February.
If you’re a member, you can see the chapter schedule by clicking here.
One never knows what might happen when he/she declares something to the world and asks for volunteers. In May, The Debunker Club raised the flag and declared June 2015 to be DEBUNK LEARNING STYLES MONTH. With only a few days left in our first such effort, we've seen many tweets, much cheer leading, and likely many personal reflections. We've also got members and others to post their myth-busting efforts on blogs, LinkedIn, Scoop It, Pinterest, etc.
Here's a short list (THANKS TO THE DEBUNKERS!):
http://inpraxiscommunications.com/in-patient-education-consider-lifestyles-not-learning-styles/
http://openaccesslearning.com/2015/06/18/learning-styles-the-limiting-power-of-labels/
http://clive-shepherd.blogspot.com/2015/06/every-learner-is-different-but-not.html
http://blog.cathy-moore.com/2015/06/how-to-respond-to-learning-style-believers/
https://www.linkedin.com/pulse/do-you-want-liked-make-difference-donald-h-taylor
VIDEO http://rabbitoreg.com/2015/06/04/june-is-debunk-learning-style-month/
https://www.pinterest.com/willthalheimer/bogus-learning-info/
http://learningtogo.info/2015/06/09/eradicating-the-learning-styles-myth/
If you've seen other debunking efforts, please post here (in the COMMENTS below), AND at our sightings page.
People remember 10% of what they hear, 20% of what they read, 30% of what they see, et cetera. (and variants thereof, including when these numbers are placed on Edgar Dale’s Cone of Experience)
One of the most ubiquitous learning myths is that people remember a certain percentage of what they had learned depending on the perceptual modality or activity that they engaged in to learn. So for example, it has been claimed that people remember 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and do, 70% of what they say, and 80% of what they do and say. There are many, many variants of these numbers, but they are all untrue and misleading.
Note that Edgar Dale never used numbers on his Cone of Experience. Moreover, he saw his model as one that described reality, not as one to guide the design of learning.
The strength of evidence against the percentages is extremely strong; to the point that there is virtually zero chance that these numbers are correct. Moreover, there are far better resources that can be used to guide learning design than these bogus percentages, which even if they were correct, would not be granular enough to effectively guide learning-design decisions.