the stylish way learning styles in elearning presentation

the stylish way learning styles in e-learning

presentation Ole Lauridsen, Aarhus School of Business, Aarhus, DK mag. art. (≈ Ph. D) Professor of German Study Director of MILS (Master of ICT in Language Teaching and Learning)

program • what are learning styles (LS)? • which LS concepts are suitable in e-learning (and what is e-learning)? • the practical use of LS in e-learning? • a list of problems

what is e-learning? on-line learning • distance learning d e e • blended learning n n o i t the use of a z i d r a • online information retrieval d n ta S • CD-ROMs • web sites

e-learning standards International standardization • Information Technology for Learning, Education, and Training (ISO/IEC JTC 1 SC 36) • Collaborative Technology (ISO/IEC JTC 1 SC 36 WG 2)

what is e-learning? • e-learning • mere online learning = distance learning virtual classroom virtual university • tel(l) cal(l) cbs… • the mere use of ICT in the learning process = supplement to F 2 F subset of e-learning

learning styles: problems of definition • It has yet to be precisely (or singularly) defined. Terry O’Connor • People rely on personally constructed filters to orient their relationships towards the world. These filters [depend on] age, experience, internal psychodynamics, maturity, cognition, physiology, biochemistry, and so on. Since no one [can switch endlessly] between all these filters, … each individual has a unique approach to perceive, understand, and plan his/her interactions. … Our personal way of selecting can be described as our style. Terry O’Connor

cognitive styles • the ways in which the individual takes in new information in a broad perspective • the ways in which the individual thinks and recollects • the ways in which the individual solves problems • thus the cognitive styles have a significant impact on the opinions, the values, and the socialization of the individual

learning styles: definition • learning styles are the ways in which the individual takes in new information in an educational context • there will be large overlaps between cognitive styles and learning styles; to a large extent, learning is part of everyday life, and vice versa • living in the learning society, I would give up the distinction altogether

learning styles: definition • the way in which the individual learns: his/her strengths, strategies, tactics the layman’s definition • the way in which each individual learner begins to concentrate on, process, absorb, and retain new and difficult information Rita Dunn & Ken Dunn • individual differences in cognitive approach and process of learning Lynn Curry • perception and processing of new information David A. Kolb; Bernice Mc. Carthy

learning styles inventory • LS based on environment s • LS based on personality typology n o i at n i b m • LS based on intelligences co s u o i r a v • LS based on sensor modality n i – y nl o • LS based on perception m m o c e r o • LS based on information processing m r alo o – ne

LS: environment • external stimuli • sound • light • temperature • design of furniture in the classroom · ergonomy · aesthetics • (ICT: colors and layout in general)

LS: multiple intelligences Howard Gardner A new intelligence concept moving towards a pluralistic, contextual and distributive view and away from a psychometric and/or hierarchic one 7 intelligence modules: • body and movement • space • music • language • logic • intrapersonality • interpersonality

LS: personlity typology Myer-Brigg (Jung*) • E for extroversion • I for introversion • T for thinking • F for feeling • S for sensing • N for intuition • J for judgment • P for perception 16 types: ESTJ, INTP osv.

LS: sensor modality Russell French, Daryl Gilley, and Ed Cherry Print – printed or written text Visual – graphs and pics Auditive – listening Auditive Interactive – verbalizing Tactile – touching Tactile Kinesthetic – body movement Olfactory – smelling and tasting

LS: perception and processing (1) Anthong F. Gregorc and Kathleen A. Butler SEQUENTIAL PARTIAL/HOLISTIC CONCRETE C-S C–H ABSTRACT A–S A-H

LS: perception and processing (2) David A. Kolb divergers assimilators convergers accommodators

all concepts have the following features in common • all individuals have certain preferences • presumably, we can take it for granted that there are intrapersonal variations depending on the learning subject • the learning process should to a great extent implement as many styles as possible which will develop the individual and his/her learning potential

LS: “the natural selection” Perceptuelle stile Perceptual styles Sensor modalities • Kolb • • sequential/holistic sekventiel/holistisk • visual modality • auditive modality • taktil modality KOLB and THE 4 MAT SYSTEM Course Organizing ICT tools) Filter (ICT)

kolb < jung’s personality typology Jung worked with 8 typological groups: • 2 attitudes: introversion and extroversion objectivism • subjectivism 4 functions: • thinking, feeling - rational • intuition and sensing – irrational · the 4 functions can be realized as either introvert or extrovert

kolb < jung’s personality typology extrovert feeling intuition introvert sensing thinking

kolb

Te M ac M oti he St eth va r: im o to ul d: r/W at itt io ne n/ ss D is cu ss io n Processing: active Dynamic. FEELERS & Intuitive DOERS Learner ACTIVIST ACCOMMODATOR T M eac et h ho er d: : C Fa oa ci ch lit at io n KOLB Imaginative Learner FEELERS & WATCHERS PRAGMATIST DIVERGER ASSIMILATOR THEORIST REFLECTOR CONVERGER THINKERS & THINKERS Analytic- & Common Sense/ DOERS Theoretical Practical Learner WATCHERS Learner Intake: concrete M Student driven Concrete Experience ” er n Processing: reflective ch tio ea ma “T or r: nf he : I ac od Te eth Active Experimentation r to y ia ver ed co em i s r: / R f D he tor el ac ua : S Te al od Ev eth M Processing Perception Intake: abstract Abstract Conceptualization Perception Teacher driven Processing Reflective Observing

4 MAT® Concrete Experience R R WHY? WHAT IF? Active Experimentation L R doing/trying to, sensing/feeling, teach to others or oneself concrete examples, meaningful applications problem solving, problem predictions classifying, ordering, seeing relationships, comparing, prioritizing HOW? WHAT? L L Abstract Conceptualization L R Reflective Observing

4 MAT® Concrete Experience R R WHY? WHAT IF? Active Experimentation L R doing/trying to sensing/feeling, teach to others concrete examples, meaningful applications problem solving, predicting classifying, ordering, seeing relationships, comparing, prioritizing HOW? WHAT? L L Abstract Conceptualization L R Reflective Observing

the hemispheres direction of sight left hemisphere: right hemisphere: digitally analyzing, “western” analogically perceiving, “eastern” • language • numbers • logical sequences • reflection, etc. • space • colors • rhythm • intuition, etc. cognitive unity

Concrete Experience cises and web sites, communi-cation, role plays WHAT IF? HOW? web exercises & information retrieval, ICT tools (web & PC) R/L + sens. mod. text corpora, concordance programs, videos, chat WHY? WHAT? power point, interactive web pages, video/web conferencing R/L + sens. mod. Abstract Conceptualization Reflective observing on oc ICT and the 4 quadrants sh es ar s in w g rit (C in a g m Active experimentation ( p M us ar N ki et n) ) R/L + sens. mod. develop web exer- 4 MAT®

LS: problems • • fuzzy definitions diagnosing no broad longitudinal investigations of the effect what is good results and how can we measure them – grades? is it, after all, only the enthusiasm of the teacher and the charm of novelty that is crucial to apparently good results? time money wish