LEARNING MODES (LMs) ANTÓNIO DUARTE UNIVERSITY OF LISBON PORTUGAL

LEARNING MODES (LMs)

ANTÓNIO DUARTE

UNIVERSITY OF LISBONPORTUGAL

THE UNIVERSITY OF THE AEGEAN SUMMERMUltigrade School Training

New Educational Methodologies for the "Standard" and Multigrade Schools

19-28 July 2007 Rhodes - Greece

Contents

1. What are LMs?

2. How many LMs?

3. LMs in different tasks: the case of ICT based learning

4. LMs & Education

5. Natural practices for LMs

6. Research-based practices for LMs : the case of active ICT based learning

7. Resources.

UA SUMMER MUST

-Variation observed in the learning process (e.g. individualistic - collaborative)

-Variation sources: learning situation / learning needs

-Diversity of learning modes more or less adapted to students / situations.

-Consistent use: Learning Style.

1. What are LMs?

UA SUMMER MUST

DEPENDENT

ACTIVE

PASSIVE

NEGATIVE POSITIVE

COOPERATIVE

INDIVIDUALIST

AUTONOMOUS

MULTISENSORIAL

UNISENSORIAL

AXES

COGNITIVE

RELATIONAL

SENSORIAL

MOTIVATIONAL

2. How many LMs?

UA SUMMER MUST

3. LMs in different tasks

the case of ICT based learning

COGNITIVE

AXE

ACTIVE

PASSIVE

ICT BASED LEARNING

LEARNING WITH ICT

LEARNING FROM ICT

KNOWLEDGE CONSTRUCTION WITH ICT

- multi & meaningful representation of personal knowledge

- critical thinking

UA SUMMER MUST

 LEARNERSIMPROVE BY USING PREFERED

LMs OR

A VARIETY OF MODES

VARIATION OF PRACTICES

LEARNERS IMPROVE WITH CERTAIN

LMs

PROMOTION OF PARTICULAR LMs:

•COOPERATIVE •AUTONOMOUS

•POSITIVE MOTIVATED•ACTIVE

•MULTISENSORIAL

4. LMs & Educationperspectives:

UA SUMMER MUST

2. Natural practices for LMs (Duarte & Paasimäki, 2007)

Variation of practices in function of learners’ LMs

• personalized-teaching

• attending alternatively to small groups

(while others work autonomosly)

• differentiating contents, methods and materials

(e.g. more concrete or more abstract).

UA SUMMER MUST

2. Natural practices for LMs practices for collaborative learning

• Collective reading & writing

• Group problems

• Group projects

• Collective games.

UA SUMMER MUST

2. Natural practices for LMs practices for autonomous learning

• Several open thematic areas in the classroom• Setting of problems

• Distribution of tasks and delegation of responsibilities • Encouragement of autonomous learning or of task definition

• Task definition• Prompt of Planning and Joint work evaluation.

UA SUMMER MUST

2. Natural practices for LMs practices for positive motivation

• Free-choice activities• Open problems• Familiar examples • Familiar tasks; Easy tasks (for those with difficulties) or

Challenging tasks (for more competent pupils)• Encouragement of knowledge appliance• Enthusiasm & Optimism• Dramatic reading • Reciprocal teaching• Inviting parents & guests • Encouragement, Self-evaluation & Positive reinforcement• Assistance demanding Home works.

UA SUMMER MUST

2. Natural practices for LMs Practices For Active Learning

• Tactile-kinestesic learning• Discovery learning• Open tasks• Reciprocal teaching• Writing tasks

• Questioning & Empirical testing of pupil’s conceptions

• Use of pupils’ language

• Questioning, Explaining, Discussing.

UA SUMMER MUST

2. Natural practices for LMs Practices for Multisensorial Learning

• Study visits • Practical situations for contact with real objects • Activities for exploring and discover • Using films or slideshows to support learning • Arranging opportunities for smelling different odors related to content • Inviting guests for presenting information in a multi-sensorial way • Demanding verbal descriptions of touched objects • Organizing dramatic expression of contents • Demanding pupils’ expression or presentation of information in a multi-

sensorial way

UA SUMMER MUST

2. Natural practices for LMspractices for active ICT based learning

Prompting:

• computer-based search, organization, transformation & presentation of information

• small-group work with the computer

• communication with other pupils via computer.

UA SUMMER MUST

3. Research-based practices for LMs (www.nemed-project.org)

 LMs PRACTICES

ACTIVE LEARNING INQUIRY LEARNING

COOPERATIVE LEARNING ENTREPRENEURSHIP

POSITIVE MOTIVATED LEARNING CONCEPTUAL CHANGE

AUTONOMOUS LEARNING STRATEGIES GAME

MULTISENSORIAL LEARNING MULTIMODAL ASSOCIATION

ACTIVE ICT BASED LEARNING CONCEPTUAL MAPS

UA SUMMER MUST

3. Research-based practices for LMs (www.nemed-project.org)

UA SUMMER MUST

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

DEFINITION

PRESENTING AND ENCOURAGING LEARNERS TO USE A SOFTWARE APPLICATION TO SUPPORT THE DEVELOPMENT OF cMAPS  

WHAT ARE cMAPS? (OR SEMANTIC NETWORKS) 

SPATIAL REPRESENTATIONS OF CONCEPTS (AND THEIR RELATIONS) THAT VISUALIZE MENTAL KNOWLEDGE STRUCTURES.

- NODULES REPRESENT CONCEPTS (TEXT / IMAGES)

- LINES REPRESENT RELATION BETWEEN CONCEPTS.

UA SUMMER MUST

RATIONAL

cMAPS FACILITATE ACTIVE LEARNING BY:  -ENCOURAGING “HYPERMEDIA” STRUCTURING OF CONTENT, IN TOPICS AND SUBTOPICS, HIERARCHICALLY OR FUNCTIONALLY RELATED IN A VISUAL FHELPS TO ORGANIZE INFORMATION AND TO DEVELOP A WELL STRUCTURED KNOWLEDGE BASE)  -ALLOWING AN ACTIVE AND INTERACTIVE CONTENT EXPLORATION -ALIGNING WITH LEARNERS’ MOTIVATION TOWARD ICT  

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

GOALS

STIMULATE ACTIVE LEARNING BY ENCOURAGING AN ORGANIZED AND MEANINGFUL KNOWLEDGE STRUCTURE

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

PROCEDURE -PRESENT A SOFTWARE APPLICATION FOR cMAPS (E.G. “CMAP TOOLS” – HTTP://CMAP.IHMC.US/). -EXEMPLIFY  

-CLARIFY THE CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE

-DEMAND REHARSAL  - SUPPLY “FEEDBACK”

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps CHARACTERISTICS OF AN ACTIVE LEARNING WITH THIS KIND OF SOFTWARE: · COMPLEXITY (HIGH NUMBER OF CONCEPTS AT DIFFERENT LEVELS) · PRECISE DIFFERENTIATION OF CONTENTS · STRUCTURING AND RESTRUCTURING OF CONCEPTS (I.E. SEGMENTING INITIAL CONCEPTS, ADDING NEW CONCEPTS, MODIFYING OR DELETING INITIAL CONCEPTS, CHANGING THE ORDER OF CONCEPTS, ETC.) · “DESCRIPTIVE” AND “INTERPRETATIVE” CONCEPTS (I.E. PERSONAL IDEAS, INFERENCES, LIMITATIONS, CRITICS, RELATED INFORMATION, IMPLICATIONS, ETC.) · ORIGINAL CONCEPTS· HIGH (BUT NOT EXAGGERATED) NUMBER OF LINKS BETWEEN CONCEPTS · VARIED TYPES OF LINKS BETWEEN CONCEPTS (E.G. “IS A PART OF”; “IS EXAMPLE OF”; “IS FACTOR OF”; “DEPENDS ON”; “IS IN SEQUENCE OF”) ·  DESCRIPTION OF THE LINKS BETWEEN CONCEPTS ·  HYPERLINKING OF CONCEPTS WITH OTHER FILES

UA SUMMER MUST

EXAMPLES

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

EVALUATION (CRITERIA):

· DIVERSIFICATION OF INFORMATION · COMPLEXITY OF THE MAP (E.G. NUMBER OF CONCEPTS, LINKS AND LEVELS)  · DISCRIMINATION CLARITY OF CONCEPTS  · DYNAMICS OF STRUCTURING AND RESTRUCTURING THE CONCEPTS · PRESENCE OF “INTERPRETATIVE” CONCEPTS  

· PRESENCE OF ORIGINAL CONCEPTS · DIVERSIFICATION OF TYPES OF LINKS BETWEEN CONCEPTS · PRESENCE OF NAMED LINKS BETWEEN CONCEPTS

• PRESENCE OF HYPERLINKS

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

RESOURCES

JONASSEN D. H. (1995). COMPUTERS IN THE CLASSROOM: MINDTOOLS FOR CRITICAL THINKING. MERRIL PR.

JONASSEN D. H., CHAD, C. & YUEH, H. (1998). COMPUTERS AS MINDTOOLS FOR ENGAGING LEARNERS IN CRITICAL THINKING. TECHTRENDS, 43(2), PP24-32. (INTERNET)

NOVAK, J. D. & CAÑAS A. J. (2006). THE THEORY UNDERLYING CONCEPT MAPS AND HOW TO CONSTRUCT THEM. (HTTP://CMAP.IHMC.US/PUBLICATIONS/RESEARCHPAPERS/THEORYUNDERLYINGCONCEPTMAPS.PDF)

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

TEST

1) WHAT ARE CONCEPTUAL MAPS? 2) REFER TWO CHARACTERISTICS OF AN ACTIVE LEARNING WITH cMAPS

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

  Plan 1. When to use the practice?2. In which groups?3. How to organize the groups?4. How to organize the materials? 5. What eventual adaptations of the practice are to be made?  Application Evaluation 1. When did the practice occurred?2. In which groups?3. How were the groups organized? 4. What eventual adaptations of the practice were made?5. How did the practice activities occur?6. What positive aspects?7. What difficulties? 8. What to modify for next applications?

TRANSFER

ACTIVE ICT BASED LEARNING

Practice: Conceptual Maps

UA SUMMER MUST

8. Resources:

c

www.nemed-project.org

UA SUMMER MUST

antonio.duarte@fpce.ul.pt

LEARNING MODES

THE UNIVERSITY OF THE AEGEAN SUMMERMUltigrade School Training

New Educational Methodologies for the "Standard" and Multigrade Schools

19-28 July 2007 Rhodes - Greece