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Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. Hello, and welcome to today's picnic Pd workshop, the empowered learner, busting myths and building mastery presented by our instructional designer, Lu Chi, who, I'm now going to pass it off to.

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Lu Chi: Thank you, Amy, welcome to this session. So today we will uncover some of the most persistent methods about how people learn ideas that sound right feel right, but can actually hold us.

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Lu Chi: We will also explore what does work the principles and strategies that foster true mastery and long-term learning.

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Lu Chi: So after this session you will be able to identify 3 common learning myths. You will be able to explain the evidence-based reasons why this method are ineffective or harmful for students learning, you will be able to design teaching strategies that replace debunked myth with research back to practices.

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Lu Chi: So let's start with the logistics. This is an interactive polling session using the tool called poll everywhere. So you can join, you can participate by submitting your responses through either a computer or a smartphone. In just a moment my colleague will post the instruction in the chat.

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Lu Chi: So once you are in, you can skip the steps of registering for credit and all entering a spring name. It's a response to one question at a time as they appear

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Lu Chi: now, I'm going to toss out some learning beliefs. Some are solid gold truths, while other are sneaky myths in this guest. Ready? Let's get started.

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Lu Chi: So the 1st one is about learning styles. Learning styles, refers to the idea that students learn best when course content is pitched to match students, self-reported media preferences, the most popular framework, wise students into 4 tabs, kines, aesthetic, visual, auditorial, and the reading slash writing learners.

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Lu Chi: According to, there's this theory, a self-reported visual learner learns best through video content while an auditory learner founds video content, less helpful than auditory material.

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Lu Chi: So here we come. This is our 1st learning belief.

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Lu Chi: Students learn best when taught the in their preferred learning staff.

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Lu Chi: Is this a true or false?

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Lu Chi: Please share your response. In poll everywhere.

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Lu Chi: Have you give you about 30 seconds.

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Lu Chi: since, this is just a true and false response.

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Lu Chi: 15 seconds left.

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Lu Chi: All right.

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Lu Chi: Now, let's look at the responses.

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Lu Chi: Oh, okay, so we have a 50, 50% of a participant. Choose, choose. The other is, you know, 50% is false.

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Lu Chi: Let's just see what's the correct answer.

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Lu Chi: So this is false. So let's say, so, this is a, this is some let's let's keep going. Yeah, this is a mess. So the the idea that individuals have a distinct learning styles

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Lu Chi: or significantly impact their ability to learn is widely considered as a mess by cognitive and neurosensor researchers. So while people may have preference for certain learning methods. There is no substantial evidence that matching instruction to a specific style

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Lu Chi: leads to a better learning outcomes.

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Lu Chi: In fact, you know, focusing too narrowly on one style may prevent students from developing other and more flexible skills. Especially, you can see one research to show that some students

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Lu Chi: perform the better on tasks that you know when taught in different modalities and their self-identified learning style

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Lu Chi: overall, you know, using a variety of teaching and learning methods can be more effective than relying solely on a single step.

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Lu Chi: Alright. Now let's go to the next one.

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Lu Chi: so here are some teaching tips that you know I would like to introduce universal design for learning. The udl guidelines provide a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone not a single one. Size fits all solution, but rather flexible approaches that can be customized and adjusted.

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Lu Chi: For today, we just focus on 2 guidelines design multiple means of representation, design, multiple means of actions and expression.

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Lu Chi: then multiple means of representation. The what of learning is about the presentation of the content. You know, we can share information in more ways than just images and text alone.

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Lu Chi: For example, in a statistic course, we can supplement miracle data with color, coded graphs, plain language explanations and interactive simulations. Help learners grab the key concept like a p-values or confidence intervals.

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Lu Chi: Then multiple means of actions and expression is the hall of learning. It's about students, output and communication. We can let students express learning in flexible ways. For example, you know, for a final project in a strategic communication course. We can give students the options, you know, to create a written strategy brief

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Lu Chi: or a video page or a video slide deck with a voice over we can also offer a project management timeline with the suggested checkpoints.

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Lu Chi: Right? Here's a 1st learning concept about learning style. Let's move forward to the second one.

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Lu Chi: This one is about discovery learning. So discovery. Learning is an instructional approach where learners actively explore information and a concept on their own, or in a group. So, rather than you know, receiving direct instruction, it was originally proposed by Jerome Brunner. He outlined 5 key principles that define the discovery learning process.

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Lu Chi: So in this process, basically learners

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Lu Chi: actively engaging in funding solutions rather than passively receiving facts. Learning is initiated and driven by learners. Curiosity and actions.

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Lu Chi: Learners build on existing knowledge and form meaningful connections.

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Lu Chi: Instructors provide appropriate support, gradually withdrawing as students gain competence.

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Lu Chi: and lastly, learner reflect on their discoveries and receive feedback, to consolidate the learning.

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Lu Chi: So now here is a learning leaf.

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Lu Chi: Students learn best when teachers let them discover everything independently. Is this true or false? Please share your response in the poll everywhere

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Lu Chi: I will give 30 seconds again.

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Lu Chi: Students learn best when teachers let them discover everything independently.

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Lu Chi: 15 seconds left.

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Lu Chi: All right. Now, let's look at the responses.

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Lu Chi: Oh, okay, so 100% of the participants choose. This is a false.

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Lu Chi: all right? So let's just check the correct answer.

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Lu Chi: Yep, this false alright, so seems everybody got this right.

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Lu Chi: yep, so it's a myth so well, discovery, learning can promote engagement. But too much freedom can overwhelm learners to lead to, you know, misconceptions, frustration, especially for knowledge learners. So we need like scaffolding pains and sometimes modeling, you know, those guided discovery, and, you know, can help students build knowledge more effectively.

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Lu Chi: All right.

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Lu Chi: let's a look at some teaching tips, you know? We can consider when we implementing discovery learning. You know, we can do a demo. We can, you know, offer family feedback.

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Lu Chi: We can also, you know, check in frequently and offer offer a scaffold, you know, such as examples, guiding questions, templates and framework.

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Lu Chi: we, we can also, you know, move from the guided practice to independent application as a learner gain more skills.

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Lu Chi: One example in public health education is that, you know, instead of letting a graduate student discover how to design a health communication campaign from scratch what we can do is that we can offer, you know students, the choice like we can provide them a model campaign. We can offer structured steps.

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Lu Chi: For example, you know what is out audience analysis, message, design, media design, and so on and so forth. We can allow students to explore tools or strategies within a framework.

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Lu Chi: Lastly, we can, you know feedback at the decision point.

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Lu Chi: Right here. The second learning concept about discovery learning. All right, let's move on to the 3rd one.

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Lu Chi: This one is about learning pressure. So you know, maybe you know, I guess everyone is familiar with this. You know, learning pressure is a level of a stress or challenge that a student experiences during the learning process. It plays a crucial role in shaping students, motivation engagement and overall academic performance

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Lu Chi: usually come from, you know high expectations from teachers, parents, or even students themselves, or heavy coursework or poor organization. And then time management skills.

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Lu Chi: or, you know, exams, especially hesit exams or like complication.

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Lu Chi: so let's look at the learning curve here. Students won't perform well under excessive pressure. Is this true or false? Please share your response in everywhere we have 30 seconds to begin.

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Lu Chi: Students won't perform well under excessive pressure.

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Lu Chi: Do you believe this is true or false?

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Lu Chi: We have about 10 seconds left.

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Lu Chi: All right.

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Lu Chi: Oops. Alright. Now look at. Let's look at the responses.

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Lu Chi: Hmm, okay. So

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Lu Chi: 89% of the participants choose to. And 11% choose false? Let's look at the correct answer.

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Lu Chi: So it is a true, it is a truth. So let's see how research is that so you know tuning, the pressure may may lead to disengagement when students are failing to push themselves

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Lu Chi: towards achieving their potential. However, on the other hand, excessive pressure can result in anxiety, burnout and reduce the cognitive function, ultimately changing on learning outcomes

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Lu Chi: in an education comcast.

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Lu Chi: The goal is to strike a balance providing enough pressure to motivate students, but not so much that it overwhelms them. This balance foster a state of optimal learning where students are sufficiently challenging, but still able to thrive

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Lu Chi: understanding. The relationship between learning, pressure and performance is essential. For creating effective instructional strategies that support academic success and students well-being.

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Lu Chi: All right.

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Lu Chi: Now, let's look at some teaching tanks, you know, to balance the learning pressure.

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Lu Chi: The very 1st one i i want to, you know, suggest faculty, offer emotional and academic support. For example, like regular office hours, optional review sessions you know, in the syllabus, you know, you can refer students to academic support services, such as writing center mental health resources.

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Lu Chi: And then, second one, you know, we can schedule assignments to gradually build difficulty. We can use a formal assessment to provide low stakes of practice to lower the anxiety and help students track their learning progress. Most important one, I think, is, you know, we need to provide consistent and timely feedback

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Lu Chi: to reduce uncertainty. This is very important for online learner, especially, you know. You know, in the online learning environment that like in-person interaction

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Lu Chi: feedback plays a crucial in, you know, online learning.

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Lu Chi: And then, lastly, we want to create a classroom culture where errors are part of learning process. So students, you know, not afraid of make mistakes, you know, and then fracture them, and then make a progress along the way.

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Lu Chi: Alright. Here is the 3rd learning concept of a learning pressure. Let's move on to the next one

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Lu Chi: this one is about engagement. So students, engagement is, you know, very

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Lu Chi: is a very foundational concept in education. Often considered like a key predictor for academic success. It refers to, you know, the level of attention, curiosity, motivation, and emotional investment that students bring to the learning experiences.

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Lu Chi: And it's usually categorized into 3 dimensions behavioral such as their participation

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Lu Chi: attentiveness note taking and then second dimension, like emotional, such as their interest, their enjoyment, and their passion doing something.

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Lu Chi: And then the last dimension is the cognitive. This one is, you know, about learners, deep thinking. Reflection, grappling with complex ideas. So usually when students are engaged, they're more likely to attend class.

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Lu Chi: participate in discussions, the effort into the assignment, all behavior that suggests a readiness to learn.

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Lu Chi: So here is a learning belief at engagement.

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Lu Chi: It's not eco-learning.

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Lu Chi: Is this a true or false?

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Lu Chi: Alright?

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Lu Chi: Please share your responses in poll everywhere we have 30 seconds engagement.

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Lu Chi: It's not eco-learning. Is this a true or false.

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Lu Chi: We have about 10 seconds left.

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Lu Chi: All right.

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Lu Chi: Now, let's look at the results.

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Lu Chi: Okay, we have 67% participants choose. It's true. And the rest of the 33 choose a false. So let's check the correct answer.

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Lu Chi: It is a true.

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Lu Chi: so let's see why it is true. Right? So while engagement is essential. It is not same with learning. Students may, you know, hear very busy and enthusiastic, such as during interactive games or group work but without actually mastering the underlying concept.

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Lu Chi: So only cognitive engagement is consistently and strongly linked to academic achievement. Emotional and behavioral engagement may contribute, but not reliably without cognitive effort.

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Lu Chi: So how?

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Lu Chi: How can we ensure that? You know engagement contributes meaningfully to learning? Right? Here are some strategies, you know. Just don't use games or videos or discussion just to level things up, always connect them explicitly to what students should learn, you know, especially the learning goals and learning objectives.

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Lu Chi: We can design the learning activities that foster cognitive and metacognitive engagement. You know, for example, reflections think, pair share, and then explain how their thinking changed after the discussion. Always ask the students the why and how question, you know, to challenge them to explain the reasoning rather than recall the facts

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Lu Chi: through education impact comes from sending engaging experience with a purpose, a purposeful instruction cognitive challenge and reflection.

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Lu Chi: Alright here is the learning concept of engagement.

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Lu Chi: Now let's look at raw memorization this one also. Probably everyone is very familiar, especially for my generation. We use it a lot, you know, to memorize stuff.

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Lu Chi: So you know, around memorization is a process of learning information through repetition and rehearsal, oftentimes without a deep understanding of a material's meaning. Traditionally, it involves memorized vocabulary, facts, sequence and dates, even numbers.

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Lu Chi: You know.

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Lu Chi: you know it. Characteristics includes, you know, a reputation base not include, you know, deep, deep thinking or deep learning, and sometimes is a short term rotation.

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Lu Chi: Alright. So here's a learning belief about raw memorization.

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Lu Chi: Raw memorization is not needed in modern education.

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Lu Chi: Is this true or false?

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Lu Chi: Please share your response in the chat. We have 30 seconds.

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Lu Chi: It's about 10 seconds left.

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Lu Chi: Alright. Now let's look at your responses.

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Lu Chi: Okay? So 11% of participants choose, choose.

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Lu Chi: And the 89% of you choose false.

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Lu Chi: That's a check. The correct answer.

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Lu Chi: So it's a false.

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Lu Chi: Let's see why it is a false, you know what is a myth?

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Lu Chi: It's about the common belief that you know Rob, memorization is no longer relevant in modern education.

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Lu Chi: It still plays a crucial role in, you know, establishing the foundational knowledge that learner need to engage in higher level thinking and problem solving far from being an absolute activist, if effective memorization, especially when combined with understanding, forms a backdrock of meaningful learning.

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Lu Chi: So let's look at some teaching tips.

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Lu Chi: you know. Help us use the memorization effectively. The 1st one is, you know, we can design

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Lu Chi: active lectures with the positive for reflection or peer discussion. There is a tool called in lecture ways in course, plus I'm not sure. If you're familiar with it. It's like you can embed questions inside of the lecture to let students call and think, or even, you know, send me a response.

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Lu Chi: And then, secondly, you know, after memorizing the terms of procedures. Ask a students, apply them in complex problems, discussions, or creative tasks.

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Lu Chi: And lastly, we want to spread review over days or weeks rather than cramming.

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Lu Chi: All right, here is a concept of raw memorization.

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Lu Chi: I will move to the next one.

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Lu Chi: This is the last one this is about digital literacy.

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Lu Chi: so United Nations of educational, scientific cultural organization in their report, they define digital literacy as the ability to access, manage, understand, integrate, communicate, evaluate, and create information safely and appropriately through digital technologies.

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Lu Chi: You know, students with high digital literacy levels you know, can reduce their stress and increase engagement in learning. Those kind of students are more confident in using digital tools which enhances their academic performance and motivation.

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Lu Chi: So there is a learning belief about digital literacy.

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Lu Chi: digital native natives, especially a generation Z

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Lu Chi: don't need training to use the technology for learning.

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Lu Chi: Alright, please share your responses.

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Lu Chi: Digital natives, especially like generation. They don't need training to use technology for learning.

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Lu Chi: We have about 10 seconds left.

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Lu Chi: All right. Let's look at the responses.

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Lu Chi: So 30% of the participant is 2. Well, he says, choose the false.

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Lu Chi: Here's the correct answer is a false to see why something

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Lu Chi: service socially doesn't translate into. You know, knowing how to research, how to use the learning management systems, how to evaluate, you know, credible digital sources, how to collaborate effectively in digital environments or use a specialized tool in a specific course. So we shouldn't assume that, you know patterns just because they are with their smartphone

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Lu Chi: using technology for academic purposes requires explicit instruction and support.

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Lu Chi: All right. Now, let's see how instructors can support students, you know, to develop their digital literacy first.st So we can use a short surveys or self assessments to identify students as skill gaps at the beginning of the course.

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Lu Chi: And then, secondly, we can schedule digital skills, for example, you know, provide checklist tutorials.

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Lu Chi: We can also model the use of those tools that needed for the course, either in the lecture or assignments or in your laptop.

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Lu Chi: Lastly, you know, we can integrate AI ethics discussion into assignments, or or this, you know, in your laptop discussion breakout room. Ask the students, you know, when should we use generative AI, when should we not? And why not?

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Lu Chi: I quickly just, you know, review all you know, 6 learning concepts.

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Lu Chi: Now let's take a moment to reflect. How can we apply those concept to the following scenarios?

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Lu Chi: Let's a look at the 1st one.

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Lu Chi: So here is the one faculty saying that

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Lu Chi: I believe students learn best when they take ownership of their learning. So in my course, I avoid giving too much direction. I let them figure out solutions on their own through open-ended projects and discussions.

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Lu Chi: I also try to cater to their learning styles. If someone says they are a visual learner. I encourage them to create diagrams instead of writing papers. The goal is to personalize everything and let them lead.

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Lu Chi: So based on this scenario.

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Lu Chi: what may be the unintended consequences of minimal guidance and learning, style, personalization. Please feel free to share your thoughts or ideas in the chat

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Lu Chi: we'll give you about 2 min. Just feel free

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Lu Chi: what you think. You know, the consequences will be in this scenario

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Lu Chi: all right, Miranda says so much personalization might not challenge the areas of weaknesses. That's correct. Yeah, very good.

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Lu Chi: And then Enki said, students met off track without enough leading slashing slash structure.

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Lu Chi: Yeah, that's that's that's true.

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Lu Chi: And so inset misinformation, our lack of literacy will have the opportunity to sing as truth.

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Lu Chi: That that's correct, Lena said. It may help some. Not all.

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Lu Chi: Yeah, especially when the instructor choose to. You know, cater students.

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Lu Chi: students, you know, self-reported learning styles.

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Lu Chi: Alright, do we have any other responses?

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Lu Chi: All those are good responses. One thing I want to add is that you know

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Lu Chi: if we you know for assessment. If you want to just catering students, learning styles it, it may have some equity issues, you know. Oh, sorry.

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Lu Chi: Stop the timer. So some some students may, you know

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Lu Chi: get the assignment done in a easier way that you know. Than not, you know. Fire for other students.

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Lu Chi: Alright! Thank you for all the responses. Now, let's move to the second scenario.

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Lu Chi: Okay, so this instructor is saying that

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Lu Chi: I have noticed my students seem unmotivated and disengaged.

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Lu Chi: So I'm thinking of adding some high stakes, assessments, and shortening deadlines to give them a real world sense of urgency.

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Lu Chi: Maybe the pressure will push them to take the course more seriously.

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Lu Chi: Alright. So based on this scenario, what evidence-based strategies

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Lu Chi: could help motivate students without overwhelming them.

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Lu Chi: Please feel free to share your responses in the chat.

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Lu Chi: Alright, Miranda said low stakes of practice. Opportunity? Yes, that's a good option, and Lena said.

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Lu Chi: Checking and assurance of understanding

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Lu Chi: constantly checking. Is that what you mean? Like? Yeah, that's correct. Yeah. I I like that.

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Lu Chi: And the Emmy said.

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Lu Chi: connect what they are learning to real world applications to build engagement instead of creating arbitrary pressure. That's that's a great suggestion.

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Lu Chi: all right.

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Lu Chi: Do we have more responses.

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Angie Forsberg: I think this might be a good opportunity for mixing up to your style. If you haven't already tried that. So

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Angie Forsberg: I just I'm not a fast typer.

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Lu Chi: Oh, okay, yes, yes.

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Lu Chi: Thank you. Thank you. Yeah. Thank you. Angie. To in that app. Yeah, you can definitely, you know, unmute yourself. You want to, you know. Just, you know. Say a lot, or you prefer to tap in the chat.

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Lu Chi: Right? Susan said. Scaffolding opportunities. So that's great. Yeah.

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Lu Chi: Yeah. So alright. So you know

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Lu Chi: this faculty saying that you know, students seem unmotivated and disengagement. It's very important to figure out why right. Why, they are unmotivated and disengaged. Maybe our survey, you know, or open discussion. If students are, you know,

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Lu Chi: open, you know, to, you know. Glad to share that. That's good, you know. So 1st out, I I think it's good to figure out the reasons.

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Lu Chi: then

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Lu Chi: no, then, you know, add some high stakes, assessment and shortening. And then I definitely is a big no, no, you know.

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Lu Chi: especially at our school. We have 8 weeks as a term that's already very intensive, especially if a student take a multiple course at the same time. Right? That will definitely increase students anxiety and then burn out that I would now, you know, suggest faculty to do that.

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Lu Chi: Alright,

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Lu Chi: right, I think that's it for this session. So today, you know, we explore 6 widely held learning beliefs and what researcher reviews about them, and practical strategies to promote her and more effective learning. Thank you so much, for you know, joining us, and then participating in the poll. Now I will hand over to Amy. Hope I'm not, you know, over much time.

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Lauren Dana: Thank you, Lou, so before you jump off, we would like it if you could take a few minutes to complete this anonymous 2 min workshop evaluation.

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Lauren Dana: So Amy's, if we could go to the next slide and we'll see the QR. Code, or you can use the link in the chat.

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Lauren Dana: Yeah, I think Amy's sorry. I think Amy's placing the link in the chat right now, Lou, do you mind switching to the next slide real quick, so we can see the.

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Lu Chi: Oh, sure, sure sorry. I'm wondering.

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Lauren Dana: Anticipation of leaving. So this will be anonymous, and we really appreciate it. Thank you. Yes, Celine.

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Celine Greene: So, though I had a question on your last question to us the

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Celine Greene: the high pressure evidence-based research. So you you cited a lot of research earlier. Did you come across some ideas that were different than the ones that were offered in the chat? Just some ideas and some of the reading that you had done in preparation of this high pressure and engagement.

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Celine Greene: Other ideas besides what was was mentioned. If you had came across anything in the research that was cited as

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Celine Greene: opportunities.

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Lu Chi: I I now you know, fund resources that

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Lu Chi: have a different opinion than what I shared.

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Lu Chi: But I personally, I feel like they're definitely, you know, have

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Lu Chi: exceptions, right? Some students, you know, some people they really like doing things in the last minute in the very high pressure situation kind of a bolster, their creativity, or whatever I think definitely in real life. There will be some exceptions, but I feel like for the majority of people, you know.

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Lu Chi: excessible pressure definitely. Can you know hinder their learning.

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Celine Greene: Thank you.

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Lu Chi: Thank you, Sally.

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Lauren Dana: Okay, great, thank you. And before we open it up to QA, we did just want to share a couple of additional resources. Absolutely. I'm gonna have you switch the slide again for me. Thank you.

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Lauren Dana: Great. So we do just want to highlight that if you are a ta work with pas, and we highly recommend Ctl's Ta training course.

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Lauren Dana: And then, finally, you can stay up to date on the latest events, like other picnic Pds. That Emily posted in the Chat

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Lauren Dana: And recommendations from Ctl. By checking out our Events page, and also subscribing to our blog, which will have some great to date educational topics. So Amy's gonna place the links in the chat.

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Lauren Dana: And again, we really appreciate you coming today, and we're going to open up the floor for any questions, comments, concerns from the workshop. I know I learned a lot so.

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Lu Chi: All right, I'm gonna stop sharing.

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Lu Chi: Yeah, we'll be still. We still have about 20 min left.

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Lu Chi: If you have any questions all, you know all you know. You can free to ask.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: All right. I see a question in the chat for veranda. Who said, Do you have any resources for staff who find themselves in the position of teaching for training other staff and training colleagues. So yes, I would be happy to direct you. A good starting point is our teaching toolkit website, which is, I will put the link in the chat.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And we have training. We have a lot of resources there on that website, including things like written resource pages, but also a lot of recorded past workshops that you might find interesting. And then you can also, if you'd like, I can follow up with you directly after this via email. And we can chat about all of the training that we have available, because we have lots of training in different formats depending on your needs. But yeah, I'd love to follow up with you on that.

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Emily Haagenson: Amy, I'll jump in and add that the recording of Lou's presentation today will also be on the toolkit website later this week. So if this session in particular is something you want to share, we'll have that available to you soon.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Thank you. Man.

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Lauren Dana: Any other questions

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Lauren Dana: I learned so much. Thank you, Lou. I it was really really great. So I really appreciate it. Thank you.

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Lu Chi: Yes, thank you. Everyone for joining joining today.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And actually, Lou, I had a I had a question, or at least something I'd like to share. So the discovery, learning that reminded me a lot of a framework called cognitive Apprenticeship, and I don't know if you came upon that in your research. But it was. It's a really cool model that I think, works well for online learning, especially where.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: And it works for in person, too. But I've I've seen it applied online, where the faculty they purposefully model expert thinking, like like analysis and evaluation, and

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Amy Pinkerton, BSPH CTL Teaching Toolkit: and things like that at their level. But they do it in a way that scaffolds that for their students through the discovery process. So the student will kind of watch the expert and then try it out for themselves. And then, based on how the student.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: the students. Discovery and exploration goes that sort of cues, the the instructor, then to come in again and and model either model again to correct or model the next step in the process. So I don't know if you came upon that. But when you were describing discovery, learning, teaching tips, it totally reminded me of cognitive apprenticeship.

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Lu Chi: That's very interesting. Yeah, thank you for sharing.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Of course.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright! I don't see any other. Oh, Lauren, you were.

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Lauren Dana: Yes, a quick comment that I really liked about your scenario. I know I was in an online course where the faculty fully believed in constructivist learning theory, which is great. But we got no feedback, it was, and I wasn't. This is probably 2 years ago, and I just found it so frustrating. So I really liked how you show like a balance of of learning theories is really ideal for students.

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Lauren Dana: and while it might be, I think there's like definitely a trend of

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Lauren Dana: students make their own meaning and constructivism. I think we always have to go back to like the science behind it rather than just what the learning trends are. So I do really feel like

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Lauren Dana: it's a really great emphasis on what we know to be true from research, not just what's trendy or what's well loved or liked by students. So I really appreciate that.

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Lu Chi: Yeah, thank, you.

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Amy Pinkerton, BSPH CTL Teaching Toolkit: Alright. I'm gonna go ahead and stop our recording.