The state of the learning profession: Neuromyths and (lack of) evidence-informed practice

Mirjam Neelen & Paul A. Kirschner Last month, the Online Learning Consortium published an international report titled Neuromyths and Evidence-Based practice in Higher Education (thanks to Donald Clark for pointing it out on Twitter). The reason for this research is articulated well by Professor Howard-Jones in the Preface. He says: Educators make countless decisions about […]

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