This document proposes a model for classifying learners and facilitating online and networked learning based on their traits. It identifies four main learner types - Metal, Fire, Water, and Earth - and describes their characteristics. It then suggests matching learners with teachers or facilitators of similar or complementary types and strategies for different learner-teacher connections. For example, a Metal learner would benefit most from a Metal or Non-Metal teacher who uses lectures and challenging questions, while a Fire learner would learn best from a Fire or Water teacher using experiments and coaching. The model aims to help learners identify their strengths and find suitable interaction methods for effective networked learning.

1. Metal
(Gold)
Non-
Fire metal
(Wood)
Water Earth
Figure 1 Types of learners classified
Introduction
This model suggests a teaching and learning model for on-line and networked learning
The Model
Each learner has to identify his/her traits (primary and secondary). The learner could then consider
the interaction with the type of peer learner(s)/facilitator(s) or mentor(s) that he/she feels most
comfortable and trustworthy to interact with or connect to either face to face or through the
network(s), or a combination of face-to-face and network(s). The learner could consider the strategy
that best fits into his/her learning style, her initial comfort zone, and develop learning strategies that
would enhance his/her networked learning .
When teaching and learning on line, we could consider the facilitator/learner strategies based on the
following learner type:
Learner Traits/Characteristics Teacher/Learner Facilitator Strategy Learner
Type Type connection Strategy
or interaction
Metal Perfectionist Metal Lecturing with Personal
(Gold) Scholarly (primary reflective questions, Learning
Theoretical match) Posting of challenging Environment/
Visionary Non-Metal questions, Personal
Narcissistic (secondary Setting up of research Learning
Assertive match) environment or Network,
Sui Fai John Mak 14/10/09

2. High expectation teams, Ontological
Values Organise academic reflection on
FOCUS: VISION, GOALS, debates, forums, theories,
THEORY seminars, concepts and
Provide resources, application via
Assign readings, reading,
Encourage learners to blogging,
visit each others’ forum
blogs, discussion,
Support and research.
encourage Personal
Learning
Environment/
Personal Learning
Network.
Fire Aggressive Fire (primary Encourage and Personal
Emotional match) support problems Learning
Relationship oriented Metal based learning, Environment/
Pragmatic/Activist (secondary Set up Personal
Adventurous – risks taker match) experiments/research, Learning
Exploratory Coaching, Network,
Passionate Set up and use Virtual blogging,
Speed Learning Environment forum
(VLE), discussion,
Post challenging eportfolios.
FOCUS: PEOPLE, questions,
CONNECTIONS, Encourage group
EMOTIONS/PSYCHOLOGY, work,
LEADERSHIP
Water Flexible Water Encourage Personal Personal
Fluidic (primary Learning Learning
Imaginary match) Environment/Personal Environment/
Creative Fire Learning Networks Personal
Adaptive (secondary Provide case Learning
Facilitative match) studies/actual work Network,
Reflective place learning Ontological
Active projects, reflection on
Strategic Use Story telling, experience,
Effective Encourage and blogging,
support eportfolios, forum
FOCUS: CHANGE, Encourage blogging discussion,
CONNECTIONS, and use forum (VLE) research,
ADAPTATION, workplace
KNOWLEDGE, LEARNING application,
research.
Earth Reactive Earth Class room based Attend face to
Responsive (primary activities, lectures, face lectures,
Protective match) videos, attend or view
Sui Fai John Mak 14/10/09

3. Systematic Water podcasts, audios video lectures
Organised (secondary Assignments, or discussion
Control match) Assign readings sessions –
Submissive Elluminate,
Efficient UStream,
work on
assessments
FOCUS: SYSTEMS,
MANAGMENT, TEACHING
Non- Information & Non-metal Personal Learning Personal
metal Communication Tools (Wood) Environment/Personal Learning
(Wood) use, geeks (primary best Learning Networks Environment/
Innovative match) Case studies Personal
Media user Earth Story telling Learning
Affordance (secondary eportfolios Network
Internet user match) Blogging support
Networker Forum posting Ontological
Practitioners reflection on
Efficient experience,
blogging,
FOCUS: MEDIA, TOOLS forum
AND TECHNOLOGY, discussion,
NETWORKS, SYSTEMS research.
Comments:
(a) Metal (gold) could be melted by fire (meaning that scholars/educators/learners could
benefit from interaction with people with passions, to understand how others learn)
(b) Fire could be controlled or put out by water (in liquid form) (meaning that people with
strong emotions could learn from others who have broader perspectives)
(c) Water could be stored on earth (soil) – like a reservoir (meaning that people who are
creative and imaginative could share their learning with other educators/learners and
contribute to their organisation, system or networks, teams or groups)
(d) Earth could be strengthened by non-metal (wood) – the plants – trees (meaning that
learners or educators could benefit from the use of technologies by learning with education
technologists, educators, learners or geeks)
(e) Non-metal (wood) could be nurtured by earth (meaning that education technologists could
learn with educators on the facilitation and instruction techniques)
Learners could benefit from interaction with other educators or learners of all different
traits/characteristics in networks. However, the success and effectiveness of the learning may
depend on the competency of the learners, especially the skills, knowledge and experience in ICT
(Information, Communication and Technology) and Web 2.0 tools, learning strategies, learner’s
motivation, learning context, and media of interaction.
Sui Fai John Mak 14/10/09