Considering that 31% of master graduates are in the K-12 teachers or educational leaders and administrators, it would be interesting to see what would happen if they implement the learning theories into their classrooms and schools.

I'm curious how platforms like Hypothesis, and more broadly the social practices afforded by open annotation, help create the conditions for new types of professionally-relevant (online) forums. I think a stance toward engagement with the political dimensions of learning is complementary to the work organizations like Hypothesis who are building tools and partnerships for a more democratic, peer-reviewed web. https://youtu.be/QCkm0lL-6lc

One means of engaging such dialogue is through the public annotathon scheduled for February 27th through March 3rd, and which will occur right here - in the margins of this pre-print turned blog post. See my post for more information about the annotathon, and how to join and use Hypothesis.

This pre-publication version of "The Learning Sciences in a New Era of U.S. Nationalism" is the featured text of an annotathon, scheduled for Monday, February 27th through Friday, March 3rd, in collaboration with The Politics of Learning Writing Collective and Cognition & Instruction. Thanks to Thomas Phillip, Susan Jurow, Shirin Vossoughi, Megan Bang, and Miguel Zavala for graciously agreeing to participate in the annotathon of their article, and to Noel Enyedy and Jamie Gravell for their assistance in organizing and promoting the event.

Questions can be addressed here via Page Notes (a type of annotation attached to an entire document/URL, and not in-line), or via Twitter (@remikalir).

How does study this account for other cues of perception? e.g. listening and such. Isn't it biased against Visual only?

It is part of the Interference Theory. See more here: https://en.wikipedia.org/wiki/Interference_theory