<p>At a recent class, the students — nearly 100 of them — are in small groups discussing a question. Three possible answers to the question are projected on a screen. Before the students start talking with one another, they use a mobile device to vote for their answer. Only 29 percent got it right. After talking for a few minutes, Mazur tells them to answer the question again.</p> <p>This time, 62 percent of the students get the question right. Next, Mazur leads a discussion about the reasoning behind the answer. The process then begins again with a new question. This is a method Mazur calls "peer Instruction." He now teaches all of his classes this way.</p> <p>"What we found over now close to 20 years of using this approach is that the learning gains at the end of the semester nearly triple," he says.</p>

<p>Mazur says the key is to get them to do the assigned reading — what he calls the "information-gathering" part of education — before they come to class.</p> <p>"In class, we work on trying to make sense of the information," Mazur says. "Because if you stop to think about it, that second part is actually the hardest part. And the information transfer, especially now that we live in an information age, is the easiest part."</p>

<p>Here’s what <em>not</em> to do when you’re trying to expand or leverage your network:</p> <p><b>1. Try to take before you give.</b> </p>

<b>2. Assume others should care about your needs.</b> &nbsp;

Care about others first; then, and only then, will they truly care back.

4. Assume tools create connections.

<b>5. Reach too high.</b>

The “status” level of your connections is irrelevant. All that matters is whether you can help each other reach your goals.

Kirchner (2011 study) – collaboration in problem solving – notes that collaboration takes cognitive resources.&nbsp; Do you benefit enough? If the problems are relatively easy, then learning better in a solo setting.&nbsp; If problems more complex, then collab will lead to better learning.

<p>Typically, you will find added costs in the following areas when it comes to integrating accessibility:</p> <ul> <li>Determining accessibility requirements for final deliverables</li> <li>Developing internal style guides and best practices</li> <li>Training staff</li> <li>Finding new toolsets</li> <li>Modifying existing codebases</li> <li>Additional QA time &amp; resources</li> <li>Consultant Fees/ Salary for an internal Subject Matter Expert</li></ul>

That is, when you analyze a group, the findings often suggest that learning styles are relative unimportant, however, when you look at an individual, then the learning style often distinguishes itself as a key component of being able to learn or not.

Thus the main take-away that I get from the paper if that if you are an instructor, manager, etc. who has to help the individual learners, then learning styles make sense. On the other hand, if you are an instructional designer or someone who directs her or his efforts at the group, then learning styles are probably not that important.

<p><b>Questions:</b></p> <ol> <li>What do you expect learners to be able to DO after completing the course that they can’t do now?</li> <li>What are the consequences TO THE LEARNER if the learner fails to master the intended outcomes?</li> <li>Can you show me an active demonstration, a detailed simulation, or provide an opportunity to directly observe the desired performance?</li> <li>What specific performance mistakes do new learners regularly make?</li> <li>What tools, resources, job aids, or help do successful performers (or even experts) use to do these tasks?</li></ol>