I have been involved in and around education as a graduate student, an instructor/professor, and as an administrator, and have seen or lived through many of these myths identified in the video below. Why do these myths persist or repeat? In the post How to Avoid EdTech Quickfix Traps I explore some of the reasons why technology can become a quick fix but I think the main problem is that we have moved so far away from The Learner’s Mindset and are simply looking toward simplistic and more easily measurable soloutions to the complex system of education.
My wife came across this video and shared it with me because I too am blessed with ADHD. I appreciate the Parody and also the notion that ADHD is a superpower. If you notice the comments you will also see a variety of positive names:
VAST – Variable Attention Stimulus Trait
TOAST – Tons Of Attention, Simply Transitory
AFN – Alternate Functional Neurodiversity
DAVE – Dopamine Attention Variability Executive-dysfunction
Let’s not forget the negative connotation that many people were diagnosed as having in the ’60s and ’70s:
ADD – Attention Deficit Disorder
In this episode, we explore how a limited definition of learning and mislabeling learning as training can hinder the learner by trapping them in lower levels of thinking. We encourage everyone to shift from the information transfer definition of learning to view learning as the making of meaningful connections which encourages higher-order thinking and involves analysis, evaluation, synthesis, and creation.
Learning is the primary focus of my work and this site so take some time to explore the following foundational ideas further:
Active Learning via Learner’s Mindset and the CSLE+COVA framework
To Own Your Learning You MUST Use Higher-Order or Deeper Thinking
Assessment OF/FOR/AS Learning
Active Learning: Optimise for Retention
Why do so many prefer passive learning?
Learning Philosophy
