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Automated feedback of Learning Styles. Is it just a horoscope? . Dr. Delia Wakelin Northumbria University Dr C Smith Dr A Porter Dr C Colbourn Dr H Dudiak R Lever. Psychology Learning & Teaching 2006 Conference. Cognitive Learning Strategies in Students.

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automated feedback of learning styles is it just a horoscope

Automated feedback of Learning Styles. Is it just a horoscope?

Dr. Delia Wakelin

Northumbria University

Dr C Smith Dr A Porter Dr C Colbourn Dr H Dudiak R Lever

Psychology Learning & Teaching 2006 Conference

cognitive learning strategies in students
Cognitive Learning Strategies in Students
  • Interested in flexible learners who need to cope with many ways of instruction, assessment and learning
  • How can we encourage students to explore?
  • Two stages
    • Measure student strategies (styles)
    • Encourage and enhance students
cognitive learning strategies in students3
Cognitive Learning Strategies in Students
  • Reviewed then administered many measures
  • Students filled in the questionnaire, and we soon decided to do this on the internet.
  • Students were given feedback
  • The value of this exercise was then determined.
learning strategies
Learning Strategies
  • Four measures were used.
    • Curriculum Questionnaire
    • LSQ (Mental/Behavioural/Self Regulation)
    • ASSIST (Deep/Strategic/Surface)
    • VARK (visual/auditory/read-write/kinaesthetic)
  • [olfactory]
automation
Automation
  • Found a fair degree of overlap in feedback
  • Decided to try to automate the procedure by using what was essentially ‘a production system
    • Sequence of ‘IF THEN’ combinations
    • With rules relating to scores
correlations measures and assessments
Correlations - measures and assessments
  • Lsq - poor correlations
  • Assist - only negative correlations with surface
  • Some low correlations with vark totals
  • First year marks highly correlated
  • Correlations reasonable with curriculum questionnaire
using feedback
Using feedback
  • Can ask students to explore
    • However too much information
  • Can hope recommendations will focus
    • Not sure it will
  • Can run a guidance tutorial
    • More chance of working
changing students
Changing students
  • We should liken change for students in the same was as in therapy
  • How can change occur in therapy?
  • Challenging beliefs
    • We have achieved first step of providing a way of externalising the beliefs about learning and assessment

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With students

methods for changing students
Methods for changing students
  • Make more use of CBT strategies
  • E.g black and white thinking, focussing on negative, poor beliefs about others
    • Have we got time
    • Enhancement module provides the tools, but need a better way of using it.
cognitive consistency
Cognitive consistency
  • Some criticisms of CBT
    • Doesn’t explain why people are resistant to change
      • Students are also resistant to change
  • Leahy 2002
cognitive consistency23
Cognitive consistency
  • Leahy 2002
    • Characteristic of depression is the apparent low motivation, low energy, indecisiveness and self-criticism that constitute a core of resistance to change
      • Characteristic of weaker students is the apparent low motivation, low energy, indecisiveness and self-criticism that constitute a core of resistance to change
investment model
Investment model
  • Individuals make decisions about how to allocate their resources based on their estimate of present and future resources available, tolerance for risk, and probability and value of gains and losses.
  • Depressed individuals (poor strategy students) resist change, and hesitate in making decisions
paradox
paradox
  • Some students don’t seem motivated to pursue reward
  • Decisions seem to be based on ‘expectations of future outcome and have strategies to avoid loss and inhibit risk.’
  • Strategy is not a bias but an adaptation
  • Poor learners believe to abandon learning strategy will enhance loss
how can i lose
How can I lose?
  • Cost is the default
  • Prevarication and waiting adopted
  • Under stress students will fall back on their ‘safe’ approaches
    • Need to give more opportunity to explore other methods in safe environment
    • Need more focus on these issues in course
    • Once a semester isn’t enough
changing students27
Changing students
  • Looks as if the problem is unattainable given the constraints of time - staff and student - maintaining interest
  • The guidance program is going to be critical in relation to validity of CLaSS
  • But students do change - whatever we were doing in the course had some influence
questions
questions
  • How should students use the resource?
  • How should guidance sessions work?
  • Do we need a protocol?
  • Do staff need to be trained?
  • Do we have to include more innovations in our syllabi?
  • Do students need to be trained?
  • Do we need to measure some motivational/emotional factors?
thanks for contributions
Thanks for contributions
  • HEFCE
  • Dr Chris Smith - CLaSS director; Dr Helen Whiteley
  • Rachel Lever – CLaSS manager
  • Colleagues in Partner Institutions
  • Students at Northumbria University
critique from f coffied
Critique from F. Coffied
  • Practice of identifying students learning style and tailoring teaching methods to student needs should be abandoned
  • Diagnosis of verbalisers, visualisers etc and subsequent teaching is invalid.
  • 13 methods examined only Entwistle and Vermont models of any value
critique from f coffied 2
Critique from F. Coffied 2
  • Learning style implied fixed preference which took no account of student experiences or environment
  • Our study takes the situation from the other direction. If style doesn’t work, can students recognise it, and adapt
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