Learning stylesLearning styles

Implications for technology Implications for technology selectionselection

Cognitive Personality style

Information processing style

Instructional Preferences

Curry’s Onion ModelCurry’s Onion Model

Stable, not easily changed, high importance

Easily changed but less important

Honey and MumfordHoney and Mumford

Activitists (Do)Activitists (Do)– Immerse themselves fully in new experiences Immerse themselves fully in new experiences – Act first, consider consequences later Act first, consider consequences later – Seek to centre activity around themselves Seek to centre activity around themselves

Reflectors (Review)Reflectors (Review)– Stand back and observe Stand back and observe – Cautious Cautious – Collect and analyze data Collect and analyze data – Maintain a big picture perspective. Maintain a big picture perspective.

Honey and MumfordHoney and Mumford

Theorists (Conclude)Theorists (Conclude)– Logical, value rationality and objectivity Logical, value rationality and objectivity – Assimilate disparate facts into coherent theories Assimilate disparate facts into coherent theories – Keen on basic assumptions, principles, theories, models Keen on basic assumptions, principles, theories, models

and systems thinking and systems thinking

Pragmatists (Plan)Pragmatists (Plan)– Keen to put ideas, theories and techniques into practice Keen to put ideas, theories and techniques into practice – Search new ideas and experiment Search new ideas and experiment – Act quickly and confidently on ideas, gets straight to the Act quickly and confidently on ideas, gets straight to the

point point

Kolb Four stage modelKolb Four stage model

Concrete Experience

Active Experimentation

Reflective Observation

Abstract Conceptualization

Kolb Learning Styles/PreferencesKolb Learning Styles/Preferences

Four-type definition of learning styles Four-type definition of learning styles each representing the combination of two each representing the combination of two preferred styles, preferred styles,

Diverging (CE/RO)Diverging (CE/RO) Assimilating (AC/RO)Assimilating (AC/RO) Converging (AC/AE)Converging (AC/AE) Accommodating (CE/AE)Accommodating (CE/AE)

Concrete Experience

Abstract Conceptualization

Active Experimentation

Reflective Observation

Kolb’s Learning Style InventoryKolb’s Learning Style Inventory

The Converging styleThe Converging style – good at problem solving, decision making and the practical application of ideas; good at problem solving, decision making and the practical application of ideas;

– does best in situations like conventional intelligence tests;does best in situations like conventional intelligence tests;

– prefers dealing with technical problems rather than interpersonal issues.prefers dealing with technical problems rather than interpersonal issues.

The Diverging style The Diverging style – emphasises concrete experience and reflective observationemphasises concrete experience and reflective observation

– imaginative and aware of meanings and values; imaginative and aware of meanings and values;

– views concrete situations from many perspectives; views concrete situations from many perspectives;

– adapts by observation rather than by action; adapts by observation rather than by action;

KolbKolb

The Assimilating styleThe Assimilating style – likes to reason inductively and to create theoretical models likes to reason inductively and to create theoretical models

– is more concerned with ideas and abstract concepts than with is more concerned with ideas and abstract concepts than with people; people;

The Accommodating styleThe Accommodating style – likes doing things, carrying out plans and getting involved in new likes doing things, carrying out plans and getting involved in new

experiencesexperiences

– good at adapting to changing circumstancesgood at adapting to changing circumstances

– solves problems in an intuitive, trial-and-error manner; solves problems in an intuitive, trial-and-error manner;

Are we asking the right questions …Are we asking the right questions …

Which technology will best meet the pedagogical Which technology will best meet the pedagogical

aims of the learning activity?aims of the learning activity?

How can we use the technology to best meet the How can we use the technology to best meet the

learning needs of the students?learning needs of the students?

How will employing technology for this activity affect How will employing technology for this activity affect

teaching practices and how should these best be teaching practices and how should these best be

supported?supported?

How will experiences from e-activities be shared and How will experiences from e-activities be shared and

built upon across the institution? built upon across the institution?

Points to considerPoints to consider

Online learner support needsOnline learner support needs– Clearly stated tasks, deadlines, expectationsClearly stated tasks, deadlines, expectations– Encouragement to participateEncouragement to participate– Recognition of their contributionsRecognition of their contributions– Constructive feedback and reassurance on their Constructive feedback and reassurance on their

performanceperformance– Help with communicating their ideas and views Help with communicating their ideas and views

appropriatelyappropriately– Encouragement to take control of their own learningEncouragement to take control of their own learning– Help with self/time/task management skillsHelp with self/time/task management skills– Help with using the technology effectivelyHelp with using the technology effectively– Flexible ways of workingFlexible ways of working

Tutor/facilitator issuesTutor/facilitator issues

Role of the tutorRole of the tutor Workload and time managementWorkload and time management VisibilityVisibility Complexity of the taskComplexity of the task

Subject expert, facilitatorSubject expert, facilitatoradministrator, technical supportadministrator, technical support

Online availability: student contact hoursOnline availability: student contact hours Tutor teamsTutor teams IT trainingIT training

Stages(Adapted from Gilly Salmon, 2000)

Access and motivation

Group socialization

Information exchange

Knowledge construction

Development

Setting up system and accessing

Sending and receiving messages

Building social bridges

Welcoming and encouraging

Searching, personalization features

Facilitating tasks and use oflearning materials

Conferencing Facilitating process

Supporting, responding

Providing links to external resources

e-Tutor

Technical support

Some examples of technology Some examples of technology accommodating learning stylesaccommodating learning styles

Podcasting for languagesPodcasting for languages– http://www2.warwick.ac.uk/fac/arts/german/poetry/podchttp://www2.warwick.ac.uk/fac/arts/german/poetry/podc

asts/01asts/01 BlogsBlogs

– http://blogs.warwick.ac.uk/pkirwan/http://blogs.warwick.ac.uk/pkirwan/ WikiWiki

– http://www2.warwick.ac.uk/fac/sci/maths/undergrad/modhttp://www2.warwick.ac.uk/fac/sci/maths/undergrad/modules/ma3e2/ules/ma3e2/

Blended approachBlended approach– http://www2.warwick.ac.uk/fac/arts/ren/elizabethan_jacohttp://www2.warwick.ac.uk/fac/arts/ren/elizabethan_jaco

bean_drama/kyd/bean_drama/kyd/