1. Using the 4MAT System to Design Web-based Instruction William G. Huitt Valdosta State University Developed: April 2000

2. Web-based Instruction The Internet and Web will play a significant role in instructional delivery during the next decade How will this be done? Will this be an improvement over present practice?

3. The 4MAT System The 4MAT system offers a unique strategy reflects best instructional practices accommodates differences in learning style and brain lateralization dominance

4. The 4MAT System According to Bernice McCarthy, developer of the 4MAT system, there are 4 major learning styles, each of which asks different questions and displays different strengths during the learning process. These styles are based on the work of Gregorc & Butler (1984) and are similar to the temperaments as defined by the Myers-Briggs Type Indicator (MBTI) and the Keirsey Temperament Sorter. Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style. VocEd, 27-29.

5. The 4MAT System Concrete-Random SP (Sensing/Perceiving) Sanquine WHY?

6. The 4MAT System Abstract-Sequential NJ (Intuitive/Judging) Choleric WHAT?

7. The 4MAT System Concrete-Sequential SJ (Sensing/Judging) Melancholy HOW?

8. The 4MAT System Abstract-Random NP (Intuitive/Perceiving) Phlegmatic IF?

9. The 4MAT System

10. Each learning style is associated with both left- and right-brain learners. Left Logical, rational, sequential, serial, verbal Right Intuitive, emotional, holistic, parallel, and tactile-kinesthetic

11. The 4MAT System The 4MAT system is designed to provide every student with a preferred task during every lesson. There are the 8 instructional events proposed by this system.

12. The 4MAT System STEPLEFT MODERIGHT MODE Concrete-Random Learner WHY? 1 Create an experience 2 Reflect/Analyze about experience

13. The 4MAT System STEPLEFT MODERIGHT MODE Abstract-Sequential Learner WHAT? 3 Integrate into concepts 4 Develop concepts and skills

14. The 4MAT System STEPLEFT MODERIGHT MODE Concrete-Sequential Learner HOW? 5 Add something of oneself 6 Practice defined givens

15. The 4MAT System STEPLEFT MODERIGHT MODE Abstract-Random Learner IF? 7 Add something of oneself 8 Analyze application for relevance

16. The 4MAT System Requires students to engage in higher-level thinking Step 2 -- Analysis Step 3 -- Comprehension Steps 5 & 6 -- Application Step 7 -- Evaluation Step 8 -- Potentially, synthesis

17. Designing Instruction First three events serve as overview Engage in a simulation Complete questionnaire or survey Complete a web search View a short film clip Analyze the activity via chat or bulletin board Create an experience Form concepts

18. Designing Instruction New material presented during fourth event Text assignments Journal articles or papers Web-based readings Power Point presentations with audio Utilize all guidelines for good presentations Variety of alternatives Make reading assignments from global to specific

19. Designing Instruction Next two events involve practice Solve problems Use study guides Post to discussion group Interact via chat rooms or voice chat Yahoo Messenger Practice the knowledge and skills presented

20. Designing Instruction Videoconferencing Multipoint Control Unit required for three or more connections Comfortable headset is a must Netmeeting -- allows point-to-point conferencing Video camera is ok; white board and ability to show applications is more useful

21. Designing Instruction The last two steps involve evaluation and extension Require students to respond to other’s comments on bulletin board Have students respond to others during audio chat/videoconferencing Engage in simulation, view video, etc. and generate written report (different purpose than “Create an Experience”)

22. Designing Instruction The last two steps involve evaluation and extension Develop set of links on particular topics Write short essays with hyperlinks Develop web pages Caution: Web is rapidly changing and links quickly become outdated

23. Designing Instruction The last two steps involve evaluation and extension Traditional essays can also be assigned and attached to an e-mail Instructor can grade paper and then go over detailed comments via personal audio chat or video conference

24. Summary and Conclusions There is no doubt that web-based instruction will increase over the next decade Instructors have unique opportunity to reinvestigate instructional design issues 4MAT offers excellent model to guide development of web-based instructional materials

25. Summary and Conclusions Most instructors would benefit from developing web-enhanced before web-based courses Post syllabi and course objectives on web Produce pages of web-links Use web-based study guides and quizzes developed by textbook publishers Use software packages such as WebCT Have students use e-mail and send attachments Hold office hours online Post lecture notes or lecture materials

26. The End