A Unified Model of Learning Styles
Upcoming SlideShare
Loading in...5
×
 

A Unified Model of Learning Styles

on

  • 1,906 views

 

Statistics

Views

Total Views
1,906
Views on SlideShare
1,905
Embed Views
1

Actions

Likes
1
Downloads
96
Comments
0

1 Embed 1

http://rccc.blackboard.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-ShareAlike LicenseCC Attribution-ShareAlike License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    A Unified Model of Learning Styles A Unified Model of Learning Styles Presentation Transcript

    • The Nexus Explored: A Generalised Model of Learning Styles Damian Gordon, Gordon Bull e-Learning Research Group, School of Computing, Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland.
    • Overview
      • What is a Learning Style ?
      • Criticisms of Learning Styles
      • Equivalence of Martinez and MBTI
      • The Four-Dimensional Leaning Style
      • Gordon-Bull MetaModel
      • Addressing the Criticisms
      • Questions ???
    • Introduction
      • Looking at learning styles
        • a strength or preference
      • Build into a Virtual Learning Environment
      • Which model of Learning Styles to use ?
      • Are there ‘core’ or fundamental dimensions of all of these models ?
    • What is Learning Style ?
      • the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979)
      • a consistent pattern of behaviour within a range of individual variability (Cornet, 1983);
      • a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978);
      • how individuals process information and prefer to learn (Garity, 1985);
      • the way individuals organise information and experiences (Laschinger & Boss, 1984) and;
      • an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).
    • Criticisms of Learning Styles
      • Lack of stability over time
      • Lack of stability over skills
      • Leads to stereotyping
    • Models of Learning Styles Curry (1987) Personality Models Information Processing Models Social Interaction Models Instructional & Environmental Models
    • Learning Styles Models
    • Myers-Briggs Type Indicator I E N S F T P J
    • MBTI I E N S F T P J Introversion Extraversion Intuition Sensing Feeling Thinking Perceptive Judging
    • MBTI I E N S F T P J Chunks of Information Small group Exercises Discovery Learning Small group Exercises Clear Objectives Always seeking more Information Lectures & Essays What Must be Known
    • Gordon-Bull Algorithm
    • Gordon-Bull Algorithm
    • Gordon-Bull Algorithm Case Study Mixture of Case Study and Theory Theory
    • Gordon-Bull Algorithm Case Study Mixture of Case Study and Theory Theory Conforming Learner Performing Learner Transforming Learner Martinez Resistant Learner
    • Keirsey Temperament Sorter Guardians (SJ) Idealists (NF) Artisans (SP) Rationals (NT)
    • What are the ‘core’ dimensions?
    • Keirsey Temperament Sorter Guardians Idealists Artisans Rationals
    • Keirsey Temperament Sorter
      • Whatever their field, Rationals set out to comprehend the natural world in all its complexity.
      • Guardians are sensible, down-to-earth people who are the backbone of institutions and the true stabilisers of society.
      • Idealists believe that friendly co-operation is the best way for people to achieve their goals. They dream of removing the walls of conflict and selfishness that divide people
      • Artisans are most at home in the external world of solid objects that can be made and manipulated, and of real-life events that can be experienced in the here and now.
    • Kolb’s Learning Style Inventory
    • Kolb’s Learning Style Inventory
      • Theorists/Assimilator : Like case studies, theory readings, and thinking alone. Their strengths lie in their ability to create theoretical models.
      • Pragmatists/Convergers : peer feedback; activities that apply skills; self-directed autonomous learner. The pragmatist's greatest strength is in the practical application of idea.
      • Activists/Accomadators: like practising the skill, problem solving, small group discussions, peer feedback; trainer should be a model of a professional, leaving the learner to determine her own criteria for relevance of materials.
      • Reflectors/Divergers: like lectures with plenty of reflection time; trainer should provide expert interpretation - taskmaster/guide; judge performance by external criteria. Their strengths lie in an imaginative ability.
    • Hermann Brain Dominance
      • Quad A
      • Problem-Solving
      • Logical, Analytical
      • Quad B
      • Controlled
      • Conservative
      • Quad D
      • Holistic
      • Imaginative
      • Quad C
      • Emotional
      • Interpersonal
    • Gregorc Learning Style Concrete Sequential Concrete Random Abstract Sequential Abstract Random
    • 4MAT Learning Model
    • Honey-Mumford Model Activist Theorist Pragmatist Reflector
    • Gordon-Bull Learning Styles Model
          • Style α Structured & Practical
          • Style β Intrapersonal & Discussion
          • Style γ Imaginative & Holistic
          • Style δ Logical & Analytical
    • What’s the Added Value ? Resistant Learners
    • Resistant Learners
      • (Like the Avoidant dimension in the Grasha-Riechmann Model)
      • 1. they may lack the ICT skills to interact effectively with e-Learning materials,
      • 2. they may lack the self-confidence to use ICTs effectively, or
      • 3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.
    • What Else ? Evolutionary Learning Style Models Resistant Learners
    • Evolutionary Models
      • Lewin's Cycle
      • Saljo's Conceptions of Learning
      • Bloom's Taxonomy
      • Gagne’s Conditions of Learning
    • Criticisms of Learning Styles
      • Lack of stability over time
      • Lack of stability over skills
      • Leads to stereotyping
    • Criticisms of Learning Styles
      • Lack of stability over time
      • Need to retest: Evolutionary Models
      • Lack of stability over skills
      • Leads to stereotyping
    • Criticisms of Learning Styles
      • Lack of stability over time
      • Need to retest: Evolutionary Models
      • Lack of stability over skills
      • Need to retest: With different tests
      • Leads to stereotyping
    • Criticisms of Learning Styles
      • Lack of stability over time
      • Need to retest: Evolutionary Models
      • Lack of stability over skills
      • Need to retest: With different tests
      • Leads to stereotyping
      • Technological Solution ??
      • Educate Learners and teachers
    • Coming Soon...
    • Other Learning Styles Models VARK Dual Coding
    • ??? Questions ???