Learning styles Implications for technology selection

Instructional Preferences Information processing style Cognitive Personality style Curry’s Onion Model Stable, not easily changed, high importance Easily changed but less important

Honey and Mumford  Activitists (Do) –Immerse themselves fully in new experiences –Act first, consider consequences later –Seek to centre activity around themselves  Reflectors (Review) –Stand back and observe –Cautious –Collect and analyze data –Maintain a big picture perspective.

Honey and Mumford  Theorists (Conclude) –Logical, value rationality and objectivity –Assimilate disparate facts into coherent theories –Keen on basic assumptions, principles, theories, models and systems thinking  Pragmatists (Plan) –Keen to put ideas, theories and techniques into practice –Search new ideas and experiment –Act quickly and confidently on ideas, gets straight to the point

Kolb Four stage model Concrete Experience Active Experimentation Abstract Conceptualization Reflective Observation

Kolb Learning Styles/Preferences  Four-type definition of learning styles each representing the combination of two preferred styles,  Diverging (CE/RO)  Assimilating (AC/RO)  Converging (AC/AE)  Accommodating (CE/AE)

Concrete Experience Abstract Conceptualization Active Experimentation Reflective Observation

Kolb’s Learning Style Inventory  The Converging style –good at problem solving, decision making and the practical application of ideas; –does best in situations like conventional intelligence tests; –prefers dealing with technical problems rather than interpersonal issues.  The Diverging style –emphasises concrete experience and reflective observation –imaginative and aware of meanings and values; –views concrete situations from many perspectives; –adapts by observation rather than by action;

Kolb  The Assimilating style –likes to reason inductively and to create theoretical models –is more concerned with ideas and abstract concepts than with people;  The Accommodating style –likes doing things, carrying out plans and getting involved in new experiences –good at adapting to changing circumstances –solves problems in an intuitive, trial-and-error manner;

Are we asking the right questions …  Which technology will best meet the pedagogical aims of the learning activity?  How can we use the technology to best meet the learning needs of the students?  How will employing technology for this activity affect teaching practices and how should these best be supported?  How will experiences from e-activities be shared and built upon across the institution?

Points to consider  Online learner support needs –Clearly stated tasks, deadlines, expectations –Encouragement to participate –Recognition of their contributions –Constructive feedback and reassurance on their performance –Help with communicating their ideas and views appropriately –Encouragement to take control of their own learning –Help with self/time/task management skills –Help with using the technology effectively –Flexible ways of working

Tutor/facilitator issues  Role of the tutor  Workload and time management  Visibility  Complexity of the task  Subject expert, facilitator administrator, technical support  Online availability: student contact hours  Tutor teams  IT training

Stages (Adapted from Gilly Salmon, 2000) Access and motivation Group socialization Information exchange Knowledge construction Development Setting up system and accessing Sending and receiving messages Building social bridges Welcoming and encouraging Searching, personalization features Facilitating tasks and use of learning materials ConferencingFacilitating process Supporting, responding Providing links to external resources e-Tutor Technical support

Some examples of technology accommodating learning styles  Podcasting for languages – asts/01 asts/01http://www2.warwick.ac.uk/fac/arts/german/poetry/podc asts/01  Blogs –  Wiki – ules/ma3e2/ ules/ma3e2/ ules/ma3e2/  Blended approach – bean_drama/kyd/ bean_drama/kyd/ bean_drama/kyd/