I tend to agree with the idea of learning styles (as a human characteristic) being considered instead as a set of learning competencies (skills). I don´t necessarily see this as anti-differentiated instruction since the goal is still to provide a multitude of delivery methods (visual, kinsesthic, etc.) to express a particular meaning. The main difference, as I see it, is that the intended meaning (for what it's worth) ends up driving the delivery choice(s) instead of a preconceived set of learning "styles" that fail to consider the intention of the meaning driving the delivery choice(s). It makes sense that learning competencies are in a constant state of flux, developmental, and dependent on a particular (or series of) teaching/learning moment(s) as opposed to learning styles being fixed and innate.