On The Dunning-Kruger Effect And COVID-19. Let’s Slow Down.
“Why haven’t I joined the throng of folks making charts, maps, dashboards, trackers, and models of COVID19? Two reasons: (1) I dislike reporting breaking news, and (2) I believe this is a case of “the more you know, the more you realize you don’t know” (a.k.a. the Dunning-Kruger effect, see chart below). So, I decided to watch and wait. Over the past couple of months I’ve carefully observed reporting of the outbreak through scientific, governmental, and public (journalism and individual) channels. Here’s what I’ve seen, and why I’m hoping you will join me in abstaining from analyzing or visualizing COVID19 data.”
A Summary Of The Research Against Teaching To “Learning Styles”
Deans for Impact
“It could be that the whole idea of learning-styles research is misguided because its basic assumption—that the purpose of instructional design is to make learning easy—may just be incorrect… If students do not have to work hard to make sense of what they are learning, then they are less likely to remember it in six weeks’ time.”