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Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
Mestre Effectiveness  of Learning Objects for Learners from Diverse Backgrounds
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Mestre Effectiveness of Learning Objects for Learners from Diverse Backgrounds

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  • 1. Lori Mestre lmestre@illinois.edu University of Illinois at Urbana- Champaign The 15th Sloan Consortium International Conference on Online Learning The Power of Online Learning: Opportunities for Tomorrow October 29, 2009
  • 2. What features best optimize learning styles?
  • 3. Podcasts Tutorials Images Videos Games PollsPolls
  • 4.  Took Two Learning Style Inventories  Index of Learning Style Inventory ▪ http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)  Vark Questionnaire (How do I Learn Best) ▪ http://www.vark-learn.com/english/page.asp?p=questionnair  Students were then sorted according to learning styles  Took Two Learning Style Inventories  Index of Learning Style Inventory ▪ http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)  Vark Questionnaire (How do I Learn Best) ▪ http://www.vark-learn.com/english/page.asp?p=questionnair  Students were then sorted according to learning styles
  • 5. Yes
  • 6.  Took Two Learning Style Inventories  Index of Learning Style Inventory ▪ http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)  Vark Questionnaire (How do I Learn Best) ▪ http://www.vark-learn.com/english/page.asp? p=questionnaire  Students were then sorted according to learning styles  Took Two Learning Style Inventories  Index of Learning Style Inventory ▪ http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State)  Vark Questionnaire (How do I Learn Best) ▪ http://www.vark-learn.com/english/page.asp? p=questionnaire  Students were then sorted according to learning styles
  • 7. From Keys to Effective Learning http://blog.iqmatrix.com/mind-map/accelerated-learning-mind-map
  • 8. Kolb, D.A. (1984). Experiential Learning: experience as the source of learning and development. New Jersey: Prentice-Hall . Processor/Doer Doer/Theoretica l Kolb, D.A. (1984). Experiential Learning: experience as the source of learning and development. New Jersey: Prentice-Hall . Reflective/Theoretical Processor/Reflector Based on Kolb’s Experiential Learning Theory Latinos, White Females, African Americans, Native Americans Asians-- Reflectors
  • 9. http://www.engr.ncsu.edu/learningstyles/ilsweb.html (NC State) http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
  • 10. Active Learner Reflective Learner Instruction Class Participation Critical Thinking Reflection Time Assignments Model Building Problem Sets Journaling Assessment Projects Reports Problem Solving Essays Reference Field Trips Virtual Field trips Observations Readings Communication Meetings Webcasts
  • 11. Sensing Learner Intuitive Learner Instruction Images Sounds Demos Case Studies Hypothesis Setting Assignments Creation of Demos Images Case Studies Problem Solving Resolution Building Assessment Detail Tests Audio Tests Outcome Projections Reference Field Trips Virtual Field Trips Compare & Contrast Communication Conferencing Tools Group Work
  • 12. Instruction Video Clips Diagrams & Images Maps Lecture Audio clips Assignments Mind Mapping PowerPoint With Images Interviews Seminars Reports & Speeches Assessment Id on Maps Drawings and Sketches Read & response Sound Identification Verbal tests Reference Reference maps Diagrams/Pictures Articles Video/Audio Clips Communication Whiteboard Chat Phone Audio Conferencing Visual Learner Verbal Learner
  • 13. Instruction Video Clips Diagrams & Images Maps Lecture Audio clips Assignments Mind Mapping PowerPoint With Images Interviews Seminars Reports & Speeches Assessment Id on Maps Drawings and Sketches Read & response Sound Identification Verbal tests Reference Reference maps Diagrams/Pictures Articles Video/Audio Clips Communication Whiteboard Phone Sequential Learner Global Learner Acadia Institute for Teaching and Technology
  • 14. VARK Questionnaire (How Do I Learn Best) at 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  Visual: 5  Aural: 1  Read/Write: 7  Kinesthetic: 5
  • 15. Excerpts from the Vark Questionnaire
  • 16. Group/Collaborative Work Results: To date 10 interviews have been conducted with Latinos who are U.S. born. Learning style inventory: All rated high on active learning. Vark: Many had high rankings for multiple modalities. Interesting in that in the interviews they commented that it depended on the material for whether or not they wanted the instructions in front of them, or if they preferred the information be verbal.
  • 17. You quote it, you note it: http://library.acadiau.ca/tutorials/plagiarism/
  • 18. Rutgers: http://www.rci.rutgers.edu/~estec/tutorials/scholarly.htm
  • 19. http://support.library.ewu.edu/reference/ tutorial/flash/citation.html
  • 20. What features best optimize learning styles?
  • 21. Lori Mestre lmestre@illinois.edu Made possible by a grant from the Research and Publications Committee of the University of Illinois

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