1. the stylish way learning styles in e-learning

2. presentation Ole Lauridsen, Aarhus School of Business, Aarhus, DK mag.art. (≈ PhD) Professor of German Study Director of MILS (Master of ICT in Language Teaching and Learning)

3. program what are learning styles (LS)? which LS concepts are suitable in e-learning (and what is e-learning)? the practical use of LS in e-learning? a list of problems

4. what is e-learning? on-line learning distance learning blended learning the use of online information retrieval CD-ROMs web sites Standardization needed

5. e-learning standards International standardization Information Technology for Learning, Education, and Training (ISO/IEC JTC1 SC36) Collaborative Technology (ISO/IEC JTC1 SC36 WG2)

6. what is e-learning? e-learning mere online learning tel(l) cal(l) cbs… the mere use of ICT in the learning process = distance learning virtual classroom virtual university = supplement to F2F subset of e-learning

7. learning styles: problems of definition It has yet to be precisely (or singularly) defined. Terry O’Connor People rely on personally constructed filters to orient their relationships towards the world. These filters [depend on] age, experience, internal psycho- dynamics, maturity, cognition, physiology, bioche- mistry, and so on. Since no one [can switch endlessly] between all these filters, … each individual has a unique approach to perceive, understand, and plan his/her interactions. … Our personal way of selecting can be described as our style. Terry O’Connor

8. cognitive styles the ways in which the individual takes in new information in a broad perspective the ways in which the individual thinks and recollects the ways in which the individual solves problems thus the cognitive styles have a significant impact on the opinions, the values, and the socialization of the individual

9. learning styles: definition learning styles are the ways in which the individual takes in new information in an educational context there will be large overlaps between cognitive styles and learning styles; to a large extent, learning is part of everyday life, and vice versa living in the learning society, I would give up the distinction altogether

10. learning styles: definition the way in which the individual learns: his/her strengths, strategies, tactics the layman’s definition the way in which each individual learner begins to concentrate on, process, absorb, and retain new and difficult information Rita Dunn & Ken Dunn individual differences in cognitive approach and process of learning Lynn Curry perception and processing of new information David A. Kolb; Bernice McCarthy

11. learning styles inventory LS based on environment LS based on personality typology LS based on intelligences LS based on sensor modality LS based on perception LS based on information processing alone – or more commonly – in various combinations

12. LS: environment external stimuli sound light temperature design of furniture in the classroom ·ergonomy ·aesthetics (ICT: colors and layout in general)

13. LS: multiple intelligences Howard Gardner A new intelligence concept moving towards a pluralistic, contextual and distributive view and away from a psychometric and/or hierarchic one 7 intelligence modules: body and movement space music language logic intrapersonality interpersonality

14. LS: personlity typology E for extroversion I for introversion Myer-Brigg (Jung*) T for thinking F for feeling S for sensing N for intuition J for judgment P for perception 16 types: ESTJ, ISTJ, INTP osv.

15. Print – printed or written text Visual – graphs and pics Auditive – listening Interactive – verbalizing Tactile – touching Kinesthetic – body movement Olfactory – smelling and tasting LS: sensor modality Russell French, Daryl Gilley, and Ed Cherry Visual Auditive Tactile

16. LS: perception and processing (1) Anthong F. Gregorc and Kathleen A. Butler SEQUENTIALPARTIAL/HOLISTIC CONCRETEC - SC – H ABSTRACTA – SA - H

17. LS: perception and processing (2) David A.Kolb accommodators divergers assimilators convergers

18. all concepts have the following features in common all individuals have certain preferences presumably, we can take it for granted that there are intrapersonal variations depending on the learning subject the learning process should to a great extent implement as many styles as possible which will develop the individual and his/her learning potential

19. LS: “the natural selection” Sensor modalities visual modality auditive modality taktil modality Perceptuelle stile Kolb sekventiel/holistisk Perceptual styles Kolb sequential/holistic Filter (ICT) Course Organizing ICT tools) KOLB and THE 4MAT SYSTEM

20. Jung worked with 8 typological groups: 2 attitudes: introversion and extroversion 4 functions: thinking, feeling - rational intuition and sensing – irrational ·the 4 functions can be realized as either introvert or extrovert kolb < jung’s personality typology objectivism subjectivism

21. kolb < jung’s personality typology feeling sensing intuition thinking introvert extrovert

22. kolb

23. Perception Concrete Experience Perception Abstract Conceptualization Active Experimentation Processing Reflective Observing ASSIMILATOR Analytic- Theoretical Learner Dynamic- Intuitive Learner ACCOMMODATOR Imaginative Learner DIVERGER CONVERGER Common Sense/ Practical Learner Intake: concrete Intake: abstract Processing: reflective Processing: active Teacher: Motivator/Wittness Method: Stimulation/Discussion Teacher: Evaluator/Remediator Method: Self Discovery Teacher: Coach Method: Facilitation Teacher: “Teacher” Method: Information Teacher driven Student driven FEELERS & WATCHERS PRAGMATIST REFLECTOR THINKERS & WATCHERS THEORIST THINKERS & DOERS FEELERS & DOERS ACTIVIST KOLB

24. Concrete Experience Abstract Conceptualization Active Experimentation Reflective Observing 4MAT ® R R L L R L L R WHY? WHAT? WHAT IF? HOW? concrete examples, meaningful applications problem solving, problem predictions classifying, ordering, seeing relationships, comparing, prioritizing doing/trying to, sens- ing/feeling, teach to others or oneself

25. Concrete Experience Abstract Conceptualization Active Experimentation Reflective Observing 4MAT ® R R L L R L L R WHY? WHAT? WHAT IF? HOW? concrete examples, meaningful applications classifying, ordering, seeing relationships, comparing, prioritizing problem solving, predicting doing/trying to sensing/feeling, teach to others

26. the hemispheres direction of sight left hemisphere: digitally analyzing, “western” language numbers logical sequences reflection, etc. right hemisphere: analogically perceiving, “eastern” space colors rhythm intuition, etc. cognitive unity

27. ICT and the 4 quadrants Concrete Experience Abstract Conceptualization Active experimentation Reflective observing 4MAT ® WHY? WHAT? WHAT IF? HOW? power point, inter- active web pages, video/web conferencing web exercises & information retrie- val, ICT tools (web & PC) develop web exer- cises and web sites, communi-cation, role plays text corpora, concordance pro- grams, videos, chat Process writing (Markin) Version sharing (CampusNet) R/L + sens. mod. R/L + sens. mod. R/L + sens. mod. R/L + sens. mod.

28. LS: problems fuzzy definitions diagnosing no broad longitudinal investigations of the effect what is good results and how can we measure them – grades? is it, after all, only the enthusiasm of the teacher and the charm of novelty that is crucial to apparently good results? time money wish