Anyway, now my perspective is we weren’t identifying a person’s learning styles per se so much as suggesting a class of learning strategies that might work better than others.

One thing I think that can really hinder designers/developers is the curse of knowledge: how we create silos for ourselves. I’m talking about using what’s worked before over and over. This is especially a problem when we team with other designers. Agreement on strategies and designs can lead to, at best, mediocrity.

At a meeting yesterday my team had a watershed moment: we talked a problem out and asked probing questions about how a certain process worked. One thing that was different this time around: generating heat by asking what @JaneBozarth calls “unscripted questions.”

Amazing.

Don’t think that your myths and poor design are limited to work based training folk. Having worked for many years trying to improve teaching in universities, I can tell you that myth and misconception are alive and well in our sector as well (at least for the scholarship of teaching). As long as we have teacher cognition to contend with, we will have these problems. The most used source of curriculum design in universities is what the teacher experienced when they were being taught – after all, have a look at what that brilliant teaching produced.