Student Profiling and Beyond The Classroom Activities E-learning and Laptop Forum Zayed University, Abu Dhabi April 2, 2005 Peter Hatherley-Greene Dubai Men’s College

VARK Learning Preferences

online VARK – inventory (online and PDF)

VARK Learning Preferences This is not a learning style eg. Kolb’s ModelThis is not a learning style eg. Kolb’s Modellearning stylelearning style VARK deals with just one dimension of the complex amalgam of preferences that make up a learning style –VARK deals with just one dimension of the complex amalgam of preferences that make up a learning style – –the ways in which people like information to come to them –the ways in which they like to deliver their information Inventory consists of 13 questions supported by Arabic textInventory consists of 13 questions supported by Arabic textInventory Four main modal preferences and one multimodal preferenceFour main modal preferences and one multimodal preference

VARK - visual This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.

VARK - aural This perceptual mode describes a preference for information that is "heard." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.

VARK – read/write This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output - reading and writing in all its forms.

VARK - kinesthetic By definition, this modality refers to the perceptual preference related to the use of experience and practice (simulated or real). The key is that the student is connected to reality, either through experience, example, practice or simulation.

VARK - multimodal Multimodal students need to process information in more than one mode in order to get effective understanding. They can be more flexible about how they take in and give out information than those with a profile that emphasizes a single preference. They tend to be able to match their preferences with whatever mode(s) are being used.

VARK – results (Diploma Year 1) n=276

VARK – results (HD Foundations) n=162

results VARK – results (combined) n=438

results VARK – results (comparison to VARK database) (n=438)

multimodal VARK – multimodal breakdown

breakdown VARK – breakdown comparisons

VARK – supporting evidence Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21/1, Reid investigated multiple learning styles preferences in nine ESL language groups. Arabic learning styles support multimodalism. Reid investigated multiple learning styles preferences in nine ESL language groups. Arabic learning styles support multimodalism.

VARK – summary of results Strong multimodalism (63%) indicates adult learning stylesStrong multimodalism (63%) indicates adult learning styles Old myth of Arab learning preferences (aural and visual learners) appears to be debunkedOld myth of Arab learning preferences (aural and visual learners) appears to be debunked No observable difference between Diploma and FoundationsNo observable difference between Diploma and Foundations Bimodal differences between DMC and VARK resultsBimodal differences between DMC and VARK results R/W learning preference strongly indicates they do have the potential ability to function in an academic arenaR/W learning preference strongly indicates they do have the potential ability to function in an academic arena Other studies support findings of multimodalismOther studies support findings of multimodalism

VARK – Study Strategies Faculty address study strategies through one-on-one counselling with students. The study strategy for each modal preference is outlined and reinforced at various times during the semester, especially leading up to assessments. Faculty address study strategies through one-on-one counselling with students. The study strategy for each modal preference is outlined and reinforced at various times during the semester, especially leading up to assessments.

VARK – CEPA scores comparison increasing percentage of multimodals with increasing CEPA score increasing percentage of multimodals with increasing CEPA score support for Fleming's notion that multimodalism is a characteristic of scholastic adult learners support for Fleming's notion that multimodalism is a characteristic of scholastic adult learners more single mode learners in CD Year 1 compared to Foundations more single mode learners in CD Year 1 compared to Foundations

Other measures – Gardiner’s Multiple Intelligences Naturalistic – aptitude for being with and respecting natureNaturalistic – aptitude for being with and respecting nature Musical – aptitude for musical expressionMusical – aptitude for musical expression Logical/mathematical – aptitude for math, logic, deductionLogical/mathematical – aptitude for math, logic, deduction Existential – aptitude for understanding one’s purposeExistential – aptitude for understanding one’s purpose Interpersonal – aptitude for working with othersInterpersonal – aptitude for working with others Bodily/kinesthetic – aptitude for being physicalBodily/kinesthetic – aptitude for being physical Linguistic/verbal – aptitude for the written/spoken wordLinguistic/verbal – aptitude for the written/spoken word Intrapersonal – aptitude for working aloneIntrapersonal – aptitude for working alone Spatial/visual – aptitude for picturing, seeingSpatial/visual – aptitude for picturing, seeing Emotional – aptitude for identifying emotion (not assessed)Emotional – aptitude for identifying emotion (not assessed)

n=213 MultipleIntelligences Gardiner’s Multiple Intelligences

n=213 Multiple Gardiner’s Multiple Intelligences

Gardiner’s Multiple Intelligences - implications Know your studentsKnow your students See your students in different contextsSee your students in different contexts Vary your teaching approachVary your teaching approach Vary your assessment approachVary your assessment approach Keep an eye on what’s going on outsideKeep an eye on what’s going on outside

Student Profiling

Student Profiling contd.

Student profiling – summary VARK, Multiple Intelligences and LPQ help us to define how our students learn and what strengths they bring to the learning process

HCT Graduate Outcomes HCT Graduate Outcomes converging technologies converging technologies constructivism constructivism e-learning experimentation e-learning experimentation student profile student profile success reports from other campuses success reports from other campuses Rationale ConvergingTechnologies

Conceptual Framework - example “I want my students to develop effective teams” GO 6.3 “Contribute to group decision-making” GO 4.4 “Determine the scope of the potential impact of IT in their personal and professional lives” ENGL 1116 Goal 1.3 “Respond appropriately to simple oral instructions and directions” MATH 1100 Goal 6.1 “Read times from the 12- and 24-hour clock” COMP 1100 Goal 5.1 “Input text into a word processing application” CARE 1100 Goal 3.1 “Identify the elements of effective communication…” The Knowledge Hunt asks students to work in small teams to locate three different locations around Dubai and report back via three different communication devices to receive the next clues. The performance will be determined by the successful completion of the task within the time frame, the criteria will be effective use of English for communication and the condition is the use of technology tools such as and mobile phones.

Operationalizing the Framework – scenario #1 work in teams of 3 students work in teams of 3 students start Knowledge Hunt from College start Knowledge Hunt from College students receive initial instructions via in computer labs students receive initial instructions via in computer labs Location #1 – following instructions, students ring faculty and describe their location. If correct, next clue is given orally Location #1 – following instructions, students ring faculty and describe their location. If correct, next clue is given orally Location #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is given via text message Location #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is given via text message Location #3 – following instructions in #2, students access WebCT or Weblog via Internet Cafe at next location and write about their location. Once confirmed, students return to College. Location #3 – following instructions in #2, students access WebCT or Weblog via Internet Cafe at next location and write about their location. Once confirmed, students return to College. SMS

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task successful task completion is achieved when all stations have been visited successful task completion is achieved when all stations have been visited

Operationalizing the Framework – scenario #2 work in teams of 3 students work in teams of 3 students starting points at six different workstations starting points at six different workstations teams move sequentially from station to station to complete each task teams move sequentially from station to station to complete each task successful task completion is achieved when all stations have been visited successful task completion is achieved when all stations have been visited workstations may be physical or virtual locations workstations may be physical or virtual locations

Operationalizing the Framework – scenario #3 main task is divided into sub-tasks main task is divided into sub-tasks each team or individual receives only their/his part each team or individual receives only their/his part each team or individual must NOT know about the other tasks each team or individual must NOT know about the other tasks this can be achieved through careful mixed of physical and virtual locations this can be achieved through careful mixed of physical and virtual locations meet at agreed time at physical or virtual location (WebCT) to share results of tasks to complete main task meet at agreed time at physical or virtual location (WebCT) to share results of tasks to complete main task

Operationalizing the Framework – scenario #4 use Webquests to distribute tasks and resources, assign responsibilities and set goals use Webquests to distribute tasks and resources, assign responsibilities and set goals use WebCT to conduct an online lesson while students remain at home or in LRC use WebCT to conduct an online lesson while students remain at home or in LRC explore the use of asynchronous discussion boards to archive learning explore the use of asynchronous discussion boards to archive learning use graphic organizers and concept mapping in your introduction to assist with task comprehension use graphic organizers and concept mapping in your introduction to assist with task comprehension use targeted s use targeted s blended learning that combines traditional and e-learning methodologies blended learning that combines traditional and e-learning methodologies BTC webpage available from WebCT BTC webpage available from WebCTBTC webpage BTC webpage

BTC Shopping Task visit four main shopping malls in Dubai visit four main shopping malls in Dubai compare the prices of each item from all four malls compare the prices of each item from all four malls return to the mall that has the cheapest item and buy it return to the mall that has the cheapest item and buy it directions to each mall were given from both faculty either through , text messaging or mobile phone directions to each mall were given from both faculty either through , text messaging or mobile phone follow-up and pre-tasks included follow-up and pre-tasks included shopping dialogue and vocabulary work in English shopping dialogue and vocabulary work in English preparation of a price comparison table in Word and use of comparative sentences ( =) in Math preparation of a price comparison table in Word and use of comparative sentences ( =) in Math completion of a task feedback form that allowed students to reflect on the task both in terms of their individual contributions and the team’s overall performance completion of a task feedback form that allowed students to reflect on the task both in terms of their individual contributions and the team’s overall performance Method

BTC Shopping Task contd… Text messaging Text messaging

BTC Shopping Task contd…

BTC Shopping Task contd… Video

Reports – section 1

BTC Shopping Task contd… Reports – section 4

BTC Shopping Task contd… Reports – section 5

What did we do to verify task participation? phone call from teams at location phone call from teams at location business cards from interviews or visits business cards from interviews or visits mobile or digital photographs of specific locations mobile or digital photographs of specific locations task completion task completion From our experiences, you will be active during the task – acting as a kind of home base, responding to all communications from teams Verification

Students are not homogeneous in any culture To know them truly, we must view them in different contexts We have reflected upon the results We now need to –establish theory, not evaluation –principles, not practices –pedagogies, not applications Gut-feelings are positive Issues remain – insurance (Waiver of Liability), learning focus, “tail wagging the dog” effect Summary

References Fleming, N.D. (1995), I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp Fleming, N.D. (1995), I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9. Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21/1, Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21/1, St Hill, R. (1997), Modal Preferences In Teaching And Learning Economics, Contributed paper, Fifth Annual Teaching Economics Conference, University of Southern Queensland, Toowoomba, 2-4 July, 1997.St Hill, R. (1997), Modal Preferences In Teaching And Learning Economics, Contributed paper, Fifth Annual Teaching Economics Conference, University of Southern Queensland, Toowoomba, 2-4 July, Peter Hatherley-Greene Dubai Men’s College Office phone: