How does the concept of frugality apply to teaching and learning?
For me, it is about being economical while being effective–that is:
- using sound instructional practices that have been empirically proven to produce learning,
- focusing on the knowledge and skills learners need to do their jobs and protecting learners from cognitive overload, and
- producing instruction and instructional materials that are engaging.
Likely there’s not much in the previous sentence that instructors would disagree with, yet many continue to rely on unproven concepts (or misconcepts) when designing instruction. For example, many instructors waste time and effort because they believe they must consider and design for multiple learning styles. Others try to fit the notion of a learning pyramid (learners remember 10% of what they hear, 30% of what they see, 50% of what they do, etc., etc.) with the way they develop and deliver instruction. Still others adhere to the belief that we learn best from formal instruction.
Persuasive arguments are made against these and other learning myths in Parts 1 and 2 of an article by Wallace Hannum of this university entitled Training Myths: False Beliefs That Limit the Efficiency and Effectiveness of Training Solutions. Part 1 has been available for several months in the TLS literature racks in the 3rd-floor break room or next to the mailboxes on the 4th floor. Part 2 was published in July, and you can find copies of it and Part 1 in the literature racks. While you’re there, please notice the latest TLS poster on the theme of frugality and let us know what you think.
I encourage you to read both short parts of this article and then weigh in with your thoughts. Or, drop by for a friendly debate or a conversation about really works since mythical concepts don’t.
