Chris Smith Department of Psychology University of Central Lancashire and 13 colleagues

1. Learning styles and Personal Development Planning: a comparison of the use of online learning style materials as part of PDP in eight universities Chris Smith Department of Psychology University of Central Lancashire and 13 colleagues PLAT Conference, June 2006

2. The 13 collaborators *Nils Beer (LMU) Chris Colbourn (Teesside) Hilary Cunliffe-Charlesworth (SHU) Helen Dudiak (Teesside) Kathy Harrington (LMU) Pat Hornby-Atkinson (Edge Hill) Rachel Lever *Jo Lusher (LMU) Alan Porter (Westminster) *Karen Ryder (Westminster) Delia Wakelin (Northumbria) Ian Wells (UEL) Helen Whiteley (UCLan) PLAT Conference, June 2006

3. Overview • An outline of the CLaSS learning styles project • An outline of PDP • Using CLaSS materials within PDP • Student feedback on the materials and on how they were used • Conclusions PLAT Conference, June 2006

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6. The aim of the CLaSS project • The aim was to construct a software package to facilitate student progression and achievement by: • enabling students to identify their preferred style of learning • enabling students to identify how far the curriculum caters/does not cater for their preferred style • students will also be able to adapt and extend their learning skills • staff would • have a resource for use in student support and guidance and feedback • gain information of use in curriculum development PLAT Conference, June 2006

7. The identification and enhancement modules The materials consist of: • an ‘identification’ module, which identifies a student’s preferred learning style and strategies and also highlight areas of strength and weakness relative to the curriculum • an ‘enhancement’ module which allows students to appreciate their limitations and then acquire new styles and strategies by choosing appropriate activities. PLAT Conference, June 2006

8. The enhancement module consists of information on: • How to become a deep learner • How to become a strategic learner • Learn about other learning styles • Emotional and behavioural help • Achieving better time management • Becoming better organized • Achieving better comprehension • Are you a meta-learner yet? • self assessment • Links to useful resources PLAT Conference, June 2006

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10. Scenarios PLAT Conference, June 2006

11. Personal Development Planning(PDP) • Personal Development Planning (PDP) is defined as 'a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development.' • PDP embraces a range of approaches to learning that connect planning (an individual's goals and intentions for learning or achievement), doing (aligning actions to intentions), recording (thoughts, ideas, experiences, in order to understand and evidence the process and results of learning) and reflection (reviewing and evaluating experiences and the results of learning). PLAT Conference, June 2006

12. Accessing the CLaSS materials • The ClaSS materials are accessed via a website (www.learning-styles.co.uk ) • They are password-protected • Data is stored on an external database • They can also be accessed via a credit card sized CD-ROM PLAT Conference, June 2006

13. The credit card CD-ROM PLAT Conference, June 2006

14. Using the CLaSS materials (1) • Central Lancashire (Chris Smith): UCLan distributed the mini-CDs to all first year psychology students in induction week in a PDP briefing session. CLaSS was also mentioned in the PDP handbook. The aim was for students to access the website and then be able to discuss CLaSS in a guidance tutorial with their personal tutor (staff having been given a CD and details). In practice this did not necessarily happen – perhaps as a result of there being some lack of liaison between the two organizing staff. A reasonable number of students have logged on. We also contacted Combined Honours students and second year students. A group of Forensic Science students also used the materials in a PDP session. • at Edge Hill Pat Hornby-Atkinson used the materials in a second semester module • at London Metropolitan (Kathy Harrington) the materials were integrated into an HEO module (128 students, 71 logged on) in a lecture, where they were told about CLaSS. The ASSIST was compulsory for a tutorial. Some staff resistance was noted. • at Northumbria (Delia Wakelin) students were advised to log on prior to the first session and it was suggested that they put output into a portfolio. None did so – so CLaSS was included in a guidance tutorial based around learning. CLaSS is also being used with Chinese students “more or less compulsorily”. PLAT Conference, June 2006

15. Using the CLaSS materials (2) • Sheffield Hallam (Sally Bradley): SHU have used CLaSS materials with masters-level students in statistics, English and post-compulsory education and in sessions for students with disabilities. The materials have also been given to Art, Design and Media staff. Reactions from FE teachers weren’t not positive, but they haven looked at the enhancement module. • Teesside (Chris Colbourn and/or Helen Dudiak): all Psychology, Law and Social Studies Students were given mini-CD-ROMs. • Westminster (Alan Porter) the materials were used in first year PDP sessions in groups of 20, where the session leader was logged on. PLAT Conference, June 2006

16. Obtaining feedback • Usage data from the database showed that over 800 individuals had logged in • The database also showed us the number of hits on each page of the materials • Focus groups provided the most feedback from a standardized, semi-structured set of questions for both users and non-users of the CLaSS materials PLAT Conference, June 2006

17. Feedback on the materials • There were criticisms of the logging-on process • The CD-ROM often did not work • Shorter/fewer questionnaires would be appreciated • Use of psychology terminology was sometimes confusing • Scores were difficult to interpret without normative data • Feedback should be more personalized and give more guidance PLAT Conference, June 2006

18. Feedback on delivery of aims • Knowledge of learning styles was rudimentary • Learning was conceptualised as a predominantly passive technique (due to A-level experience) • The materials gave valuable insight into the importance of planning, organization, intrinsic motivation and learning preferences • Early in first year is the optimal time for introduction of the materials PLAT Conference, June 2006

19. Feedback on PDP • For optimum effect of the programme within PDP it should be: • Introduced via a compulsory workshop/lab • Embedded within an elective or psychology module • Tutors should guide students through the logging-on process and with other known difficulties • Tutors should seek to engage students’ interest in learning and learning styles and how this might form a part of PDP PLAT Conference, June 2006

20. Conclusions • We have produced an effective support package for students about learning and learning styles • We believe that it has a useful role to play in PDP, particularly if it is embedded within a first year module PLAT Conference, June 2006

21. Finally (apart from questions) • The CD-ROM is FREE to anyone interested in using the project materials with their students. • The materials can be accessed directly at www.learning-styles.co.uk , while general information can be found on the project website at http://www.uclan.ac.uk/facs/science/psychol/fdtl/index.htm • Contact details for CD-ROMs or further information are cdsmith@uclan.ac.uk or CProject@UCLAN.ac.uk or 01772 893420/893436. PLAT Conference, June 2006

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