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An Adaptable Virtual Learning Environment (VLE) incorporating Individualised Learning Profiles Damian Gordon eLearning Research Group Introduction eLearning Computer lecturers do it any way 3rd Level Topics - complex and dense SSADM SSADM SSADM Learning Styles Cognitive Styles

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An Adaptable Virtual Learning Environment (VLE) incorporating Individualised Learning Profiles

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An adaptable virtual learning environment vle incorporating individualised learning profiles l.jpg

An Adaptable Virtual Learning Environment (VLE) incorporating Individualised Learning Profiles

Damian Gordon

eLearning

Research Group


Introduction l.jpg

Introduction

  • eLearning

  • Computer lecturers do it any way

  • 3rd Level Topics - complex and dense


Ssadm l.jpg

SSADM


Ssadm4 l.jpg

SSADM


Ssadm5 l.jpg

SSADM


Learning styles l.jpg

Learning Styles

  • Cognitive Styles

    • Left/Right Brain (Assagioli, Maslow, Jenson, Wells, Sechenov)

  • Briggs-Myers Scale

  • Felder Scale

  • Kolb Model

  • McLuhan Model

  • Bloom Taxonomy

  • Reeves and Haron Model

Demonstrate

Equivalences


Slide7 l.jpg

I

E

N

P

S

J

F

T

Myers-Briggs Type Indicator


Slide8 l.jpg

MBTI

Extraversion

E

Introversion

I

Intuition

N

Sensing

S

Feeling

F

T

Thinking

Perceptive

P

J

Judging


Slide9 l.jpg

MBTI

Small group

Exercises

E

Introversion

I

Intuition

N

Sensing

S

Feeling

F

T

Thinking

Perceptive

P

J

Judging


Slide10 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Intuition

N

Sensing

S

Feeling

F

T

Thinking

Perceptive

P

J

Judging


Slide11 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

Sensing

S

Feeling

F

T

Thinking

Perceptive

P

J

Judging


Slide12 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

What Must

be Known

S

Feeling

F

T

Thinking

Perceptive

P

J

Judging


Slide13 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

What Must

be Known

S

Small group

Exercises

F

T

Thinking

Perceptive

P

J

Judging


Slide14 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

What Must

be Known

S

Small group

Exercises

F

T

Clear

Objectives

Perceptive

P

J

Judging


Slide15 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

What Must

be Known

S

Small group

Exercises

F

T

Clear

Objectives

Always seeking

more Information

P

J

Judging


Slide16 l.jpg

MBTI

Small group

Exercises

E

Chunks of

Information

I

Discovery

Learning

N

What Must

be Known

S

Small group

Exercises

F

T

Clear

Objectives

Always seeking

more Information

P

J

Lectures

& Essays


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Behaviorist

Constructivist


Slide18 l.jpg

MBTI

Small group

Exercises

Constructivist

E

Chunks of

Information

Behaviorist

I

Discovery

Learning

Constructivist

N

What Must

be Known

Behaviorist

S

Small group

Exercises

Constructivist

F

T

Clear

Objectives

Behaviorist

Always seeking

more Information

P

Constructivist

J

Lectures

& Essays

Behaviorist


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Virtual Learning Environment Utilities

Lecture

Viewer

Chat

Utility

Simple

Assessment

Metadata

Portal

Discussion

Boards

Mailing

List

Calendar


Slide20 l.jpg

Virtual Learning Environment Utilities

Constructivist

Lecture

Viewer

Chat

Utility

Simple

Assessment

Metadata

Portal

Discussion

Boards

Mailing

List

Calendar


Slide21 l.jpg

Virtual Learning Environment Utilities

Constructivist

Behaviorist

Lecture

Viewer

Chat

Utility

Simple

Assessment

Metadata

Portal

Discussion

Boards

Mailing

List

Calendar


Slide22 l.jpg

Virtual Learning Environment Utilities

Constructivist

Behaviorist

Lecture

Viewer

Chat

Utility

Simple

Assessment

Metadata

Portal

Discussion

Boards

Mailing

List

Calendar

Case Study

Theory

Lecturer Generated Materials


Slide23 l.jpg

MBTI

Small group

Exercises

Constructivist

Constructivist

E

Chunks of

Information

Behaviorist

Chat

Utility

I

Discovery

Learning

Discussion

Boards

Constructivist

N

What Must

be Known

Behaviorist

Lecture

Viewer

S

Metadata

Portal

Small group

Exercises

Constructivist

F

Calendar

T

Clear

Objectives

Behaviorist

Mailing

List

Always seeking

more Information

P

Constructivist

Simple

Assessment

J

Lectures

& Essays

Behaviorist

Behaviorist


Slide24 l.jpg

MBTI

Constructivist

Constructivist

Behaviorist

E

Chat

Utility

I

Discussion

Boards

Constructivist

N

Behaviorist

Lecture

Viewer

S

Metadata

Portal

Constructivist

F

Calendar

T

Behaviorist

Mailing

List

Constructivist

P

Simple

Assessment

J

Behaviorist

Behaviorist


Slide25 l.jpg

MBTI

Constructivist

Constructivist

Behaviorist

E

Chat

Utility

I

Case Study

Discussion

Boards

Constructivist

N

Behaviorist

Lecture

Viewer

S

Metadata

Portal

Constructivist

F

Calendar

T

Behaviorist

Theory

Mailing

List

Constructivist

P

Simple

Assessment

J

Behaviorist

Behaviorist


Work plan l.jpg

Work Plan

  • Year 1 – Teaching of SSADM through the normal means “chalk-and-talk” and PowerPoint slides

  • Year 2 – SSADM is presented through web pages, which allow hyper-linking between related topics

  • Year 3 – A project prototype is used to present SSADM

  • Year 4 – The final system is used to present the topic to the students.


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Evaluation Methods

  • Questionnaires : Students who are learning SSADM in the current academic year (without the benefit of the VLE) will be given a questionnaire to rank their understanding of SSADM and its individual stages and techniques. Next year after the VLE is complete and being used by the students, those student will also be given a comprehensive questionnaire, using both t-tests and Kolmogorov-Smirnov [Cono80] test results will be compared. In this model the corresponding student groups will provide a statistically significant evaluation.

  • Interviews : Structured interviews will be used to assess the success of the system. Research will be required to determine good interviewing technique, and the evaluation thereof.

  • Logging : The system will keep extensive logging per user of their progress through the system. Review and summaries of the logs will highlight difficult modules, as well as common areas where users quit, which will prompt redesign of these particular modules.


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