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Damian Gordon Gordon Bull
Blood from the Shoulder of Pallas: Using Learning Style as a guide when developing learning materials for a Virtual Learning Environment Damian Gordon Gordon Bull DIT e-Learning Research Group
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Introduction “the medium is the message”
Computer-Assisted Learning 2003 “the medium is the message” 3rd Level Topics can sometimes be complex and dense, for example ; Structured Systems Analysis and Design Methodology (SSADM)
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S.S.A.D.M. A methodology to structure a project into small, well-defined activities and specify the sequence and interaction of these activities
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S.S.A.D.M. A methodology to structure a project into small, well-defined activities and specify the sequence and interaction of these activities Uses diagrammatic and other modelling techniques to give a more precise (structured) definition is understandable by both users and developers
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S.S.A.D.M.
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S.S.A.D.M.
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S.S.A.D.M. One of the few ‘open’ methods available for information systems development A very comprehensive ‘organisational’ method Developed by the British civil service
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S.S.A.D.M.
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S.S.A.D.M.
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S.S.A.D.M.
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S.S.A.D.M. Broken up into six stages, but because it is an ‘organisational’ methodology given the proper inputs a developer (or student) should be able to start at any stage.
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How to Teach it ? In a theoretical fashion with worked out examples and analysing case studies As a series of case studies for the students A combination of both … Each approach will appeal to some students and definitely not to others (customisation?)
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VLEs Virtual Learning Environments (VLEs) provide a range of tools to address a range of student styles, the question is, which tools for which styles ???
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Virtual Learning Environment Utilities
Calendar Metadata Portal Active User List Chat Utility Lecture Viewer Simple Assessment Discussion Boards Whiteboard
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Myers-Briggs Type Indicator
F T P J
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E N S Extraversion Introversion Intuition Sensing Feeling F T Thinking
MBTI Extraversion E Introversion I Intuition N Sensing S Feeling F T Thinking Perceptive P J Judging
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Extraversion MBTI E I Introversion
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E Extraversion Introversion
Wants to talk through their ideas in order to clarify them. LEARNS BY TEACHING OTHERS Extraversion MBTI E I Introversion
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E Extraversion Introversion
Wants to talk through their ideas in order to clarify them. LEARNS BY TEACHING OTHERS Extraversion MBTI E I Gathers information from numerous sources. Likes to reflect and clarify before speaking CONCERNED WITH THEIR OWN UNDERSTANDING Introversion
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Group Work Individual Work E Extraversion Introversion
Wants to talk through their ideas in order to clarify them. LEARNS BY TEACHING OTHERS Group Work Extraversion MBTI E I Individual Work Gathers information from numerous sources. Likes to reflect and clarify before speaking CONCERNED WITH THEIR OWN UNDERSTANDING Introversion
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E Extraversion Introversion e-mail Chat Utility I Metadata Portal
Whiteboard Extraversion Active User List MBTI Chat Utility E I Metadata Portal Introversion Discussion Boards
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Intuition MBTI N S Sensing
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Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions LIKE SIMULATIONS OR EXPERIMENTS Intuition MBTI N S Sensing
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Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions LIKE SIMULATIONS OR EXPERIMENTS Intuition MBTI N S Focus on facts and details. Like structured lectures, guidelines and objectives. Tend to apply standard solutions CONCERNED WITH WHAT MUST BE KNOWN Sensing
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CASE STUDY THEORY N S Intuition Sensing
Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions LIKE SIMULATIONS OR EXPERIMENTS CASE STUDY Intuition MBTI N S Focus on facts and details. Like structured lectures, guidelines and objectives. Tend to apply standard solutions CONCERNED WITH WHAT MUST BE KNOWN THEORY Sensing
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N S Intuition Sensing e-mail Chat Utility Active User List Whiteboard
MBTI Chat Utility N S Discussion Boards Sensing
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Feeling MBTI F T Thinking
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Subjective in their decision making and consider how their decisions affect others, like small group exercises OPEN-ENDED CONSTRUCTIVISTIC FORMATS Feeling MBTI F T Thinking
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Subjective in their decision making and consider how their decisions affect others, like small group exercises OPEN-ENDED CONSTRUCTIVISTIC FORMATS Feeling MBTI F T Reply on analysis, logic and existing principles. Like tests to measure progress. ANALYSE CASE STUDIES Thinking
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CASE STUDY THEORY Feeling F T Thinking
Subjective in their decision making and consider how their decisions affect others, like small group exercises OPEN-ENDED CONSTRUCTIVISTIC FORMATS CASE STUDY Feeling MBTI F T Reply on analysis, logic and existing principles. Like tests to measure progress. ANALYSE CASE STUDIES THEORY Thinking
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Simple Assessment Feeling F T Thinking e-mail Chat Utility Whiteboard
Active User List MBTI Chat Utility F T Simple Assessment Discussion Boards Thinking
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Perceptive MBTI P J Judging
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Prefer flexibility and adaptability, often postpone doing work until the very last minute
SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND) Perceptive MBTI P J Judging
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Prefer flexibility and adaptability, often postpone doing work until the very last minute
SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND) Perceptive MBTI P J Prefer structure and organisation, appreciate any resources that can help them plan their work DEADLINES ARE SACRED Judging
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Do NOT group with Js Do NOT group with Ps Perceptive P J Judging
Prefer flexibility and adaptability, often postpone doing work until the very last minute SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND) Do NOT group with Js Perceptive MBTI P J Prefer structure and organisation, appreciate any resources that can help them plan their work DEADLINES ARE SACRED Do NOT group with Ps Judging
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Perceptive Calendar MBTI P J Metadata Portal Judging
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Algorithm N S E F T P J Solo Work Case Study Case Study Group Work
all Ps Theory Theory P J Group Work all Js
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Virtual Learning Environment Utilities (revisited)
Calendar Metadata Portal Active User List Chat Utility Lecture Viewer Simple Assessment Discussion Boards Whiteboard
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Simple Assessment Learning Style = ENFP e-mail Case Study Metadata
Calendar Metadata Portal Active User List Chat Utility Case Study Simple Assessment Discussion Boards Whiteboard
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Simple Assessment Learning Style = ISTJ e-mail Theory Metadata Portal
Calendar Metadata Portal Active User List Chat Utility Theory Simple Assessment Discussion Boards Whiteboard
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Simple Assessment Learning Style = ENTJ e-mail Case Study & Theory
Calendar Metadata Portal Active User List Chat Utility Case Study & Theory Simple Assessment Discussion Boards Whiteboard
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Simple Assessment Alternative View e-mail Chat Utility Metadata Portal
Calendar Chat Utility Discussion Boards Lecture Viewer Active User List Simple Assessment Whiteboard Metadata Portal
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Simple Assessment Alternative View e-mail Constructivist Chat Utility
Calendar Chat Utility Discussion Boards Lecture Viewer Active User List Simple Assessment Whiteboard Metadata Portal
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Simple Assessment Alternative View e-mail Constructivist Behaviorist
Calendar Chat Utility Discussion Boards Lecture Viewer Active User List Simple Assessment Whiteboard Metadata Portal
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Lecturer Generated Materials
Alternative View Constructivist Behaviorist Calendar Chat Utility Discussion Boards Lecture Viewer Active User List Simple Assessment Whiteboard Metadata Portal Case Study Theory Lecturer Generated Materials
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S.S.A.D.M.
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Little Owl The Little Owl’s claws Athena, the Greek point in an inward
direction, therefore to rest upon Athena’s shoulder, the Little Owl must have drawn blood Athena, the Greek goddess of wisdom, had a companion Owl on her shoulder which revealed unseen truths to her. Her owl had the ability to light up Athena’s blind side, enabling her to speak the whole truth
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