Matching Up Learning Styles With Learning Objects: What's Effective?

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This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.

This presentation was part of the OCLS conference- Cleveland Ohio April 29, 2010. It describes studies done to evaluate the effectiveness of learning objects for diverse populations.

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  • 1. Matching Up Learning Styles with Learning Objects:  What's Effective?
    Lori Mestre lmestre@illinois.edu
    Fourteenth Off Campus Library Services Conference
    April 29, 2010
  • 2. What’sYour Learning Style?
    Visual?
    Verbal/Auditory?
    Read Write?
    Kinesthetic?
  • 3. From Recent Class of Students
  • 4. Cultural Differences Can Influence Learning
    • Different Dimensions of Learning
    • 5. Instructional Practices
    • 6. Information Processing
    • 7. Social Interaction Tendencies
    • 8. Influence of Personality
  • What’s your process for putting together a puzzle? Borders 1st?
  • 9. Or more by concept, color….?
  • 10. Overview of Presentation
  • 11. Discussion of Learning Objects
    What are Some Learning Objects You Use?
  • 12. Discussion of Learning Objects
    Videos
    Images
    Polls
    Tutorials
    Games
    Podcasts
  • 13. Study Overview
  • 14. Summary of Results- Study 1
  • 15. Features Used to Facilitate Instruction
  • 16. What Training Have you Had Related to Pedagogy in Online Learning?
  • 17. Study 2
  • 18. Options for Learning through Multiple Modalities
  • 19. Do you plan your objects so that a user can pick and choose what to do next?
  • 20. Simulations or Interactive Features for Tactile Learners?
  • 21. Learning Style Background
  • 22. Student Involvement
    • Took Two Learning Style Inventories
    • 23. Index of Learning Style Inventory
    • 24. http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)
    • 25. Vark Questionnaire (How do I Learn Best)
    • 26. http://www.vark-learn.com/english/page.asp?p=questionnaire
    • 27. Went through two to three tutorials
    • 28. a web page static tutorial to learn how to get to and use ERIC
    • 29. a camtasia tutorial to learn how to get to and find a database through Online Research Resources
  • Match up Learning Objects with Learning Style Preferences
  • 30.
  • 31. Learning Styles Using Vark Assessment Hispanic and Asian Americans
  • 32.
  • 33. Preference for Under 18 Years
    Preference 55+ Age
    Summary from the Vark Database About Learning Styles.
  • 34. Using NCSU Learning Style Assessment
  • 35.
  • 36.
  • 37. Visual Learner
    Verbal Learner
  • 38. Acadia Institute for Teaching and Technology
    Sequential Learner
    Global Learner
  • 39. Usability Interviews by Students
  • 40. Student Results- Ability to Recreate Steps
  • 41. Tutorial with Text Based
  • 42. Static Tutorial Results
    Scrolled up and down the page to see all the sections and what was required
    Viewed images (rarely read the text)
    Opened a new window to practice while they viewed the web page
    Went back to web page for information
    Most successful in finding information after this.
  • 43. Camtasia Version
    UIUC Tutorials http://www.library.illinois.edu/diglit/tutorial/index.html
  • 44. Camtasia Results
    Watched without practicing
    Couldn’t recreate process
    Didn’t attempt to go back for assistance
    Only two students were successful in the post test (graduate Asian students)
  • 45. Recommended Features
    Pop-ups to highlight important information
    Sections (chapter markings)
    Questions to engage the mind
    Interactivity, have students do something
    Prefer the static web page to a video tutorial- more efficient– include other multimedia as options within the web page.
  • 46. Results- Student Usability Study
    Multiple Modalities
    • All but one had high rankings for multiple modalities.
    • 47. All but one preferred the step-by-step process.
    • 48. Students wanted to skim the whole thing first then find the key items .
  • What Students Want
  • 49. What Do Students Want?
  • 50. Mismatch
  • 51. Examples of Engaging Tutorials
  • 52. Humor and Interactivity
    You quote it, you note it:
    http://library.acadiau.ca/tutorials/plagiarism/
  • 53. Choices and Paths
    Relevance
  • 54. Interactivity
    Tactile, Reading
  • 55. Interactivity/Assessment
    http://support.library.ewu.edu/reference/tutorial/flash/citation.html
  • 56. Interactivity and Assessments
    Read, Reflect and Respond
  • 57. Interactivity -
    they have to do something
  • 58. Review
  • 59. Suggestions
  • 60.
  • 61. Net Generation
  • 62.
  • 63. Resources Used in Presentation
    Index of Learning Style Inventory
    http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)
    http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
    Vark Questionnaire (How do I Learn Best)
    http://www.vark-learn.com/english/page.asp?p=questionnaire
    Helpsheets for Study Practices based on Preferences: http://www.vark-learn.com/english/page.asp?p=helpsheets
    Keys to Effective Learning http://blog.iqmatrix.com/mind-map/accelerated-learning-mind-map
    Felder Richard M. and Barbara A. Soloman. “Learning Styles and Strategies.” North Carolina State University, 2009. June 1, 2009. <http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm>.
    Acadia Institute for Teaching and Technology. Learning Styles
    http://learningcommons.acadiau.ca/resources/workshops/learningstyles.ppt
    Tutorial Examples Used:
    You quote it, you note it: http://library.acadiau.ca/tutorials/plagiarism/
    Rutgers: http://www.rci.rutgers.edu/~estec/tutorials/scholarly.htm
    Eastern Washington University: APA Citation Style Tutorial http://support.library.ewu.edu/reference/tutorial/flash/citation.html
    UIUC- Digital Literacy http://www.library.illinois.edu/diglit/
    For lots of resources for creating or finding learning objects see:
    http://uiuc.libguides.com/learningobjects
  • 64. Lori Mestre
    lmestre@illinois.edu
    Made possible by a grant from the Research and Publications Committee of the University of Illinois