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The Nexus Explored: A Generalised Model of Learning Styles. How Students Learn. Damian Gordon, Gordon Bull e-Learning Research Group, School of Computing, Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland. Universities. Behaviourism. Cognitivism. Constructivism.

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the nexus explored a generalised model of learning styles

The Nexus Explored: A Generalised Model of Learning Styles

How

Students

Learn

Damian Gordon, Gordon Bull

e-Learning Research Group,

School of Computing,

Dublin Institute of Technology,

Kevin Street, Dublin 8, Ireland.

constructivism

Constructivism

Lev Semenovich Vygotsky

John Dewey

pop quiz8
POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groups

b) alone

c) dunno

pop quiz9
POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groups +1

b) alone -1

c) dunno 0

pop quiz10
POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaboratively

b) competitively

c) Equally good for their learning

pop quiz11
POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaboratively +1

b) competitively -1

c) Equally good for their learning 0

pop quiz12
POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yes

b) No

c) dunno

pop quiz13
POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yes -1

b) No +1

c) dunno 0

pop quiz14
POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedback

b) Percentage

c) dunno

pop quiz15
POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedback -1

b) Percentage +1

c) dunno 0

pop quiz16
POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 mins

b) 20 mins

c) 40 mins

pop quiz17
POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 mins +1

b) 20 mins 0

c) 40 mins -1

reasons
Reasons
  • 1. To Enthuse Students
slide20

Reasons

  • 1. To Enthuse Students
    • How? Put yourself in their shoes,
    • Consider, if you’ve taught the topic for years...
    • Consider, if new to you to do...
slide21

Reasons

  • 1. To Enthuse Students
    • How? Put yourself in their shoes,
    • Consider, if you’ve taught the topic for years...
    • Consider, if new to you to do...
  • 2. To give students the info they need
slide22

Reasons

  • 1. To Enthuse Students
    • How? Put yourself in their shoes,
    • Consider, if you’ve taught the topic for years...
    • Consider, if new to you to do...
  • 2. To give students the info they need
    • How? Handouts can give 10 times more material, but must mix info with other materials (Make sure handout has lots of free space)
slide23

Reasons

  • 3. To cover the syllabus
slide24

Reasons

  • 3. To cover the syllabus
    • How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.
slide25

Reasons

  • 3. To cover the syllabus
    • How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.
  • 4. Give the student group a sense of identity
slide26

Reasons

  • 3. To cover the syllabus
    • How? In a meaningfully manner. Give the students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.
  • 4. Give the student group a sense of identity
    • How? Group work is vital
slide27

Reasons

  • 5. Because it’s cost-effective - large groups
slide28

Reasons

  • 5. Because it’s cost-effective - large groups
    • How? Instead of throwing out questions to students (as some may be intimidated) ask student to spend next 3 minutes writing down 3 most important ideas we’ve been talking about, and spend a minute comparing you’ve with your neighbour…look for 5 volunteers.
    • Rather than getting student to asks questions; at end of class collect on slips of paper and answer at start of next class or on-line on discussion board.
slide29

Reasons

  • 6. To help map curriculum
slide30

Reasons

  • 6. To help map curriculum
    • How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them
slide31

Reasons

  • 6. To help map curriculum
    • How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them
  • 7. To see how the students are doing
slide32

Reasons

  • 6. To help map curriculum
    • How? Signpost the course. Show the students the syllabus, included learning outcomes. Number the topics instead of bullet pointing them
  • 7. To see how the students are doing
    • How? Look at their faces
    • How? Handout your slides, with first slide having questions about previous lecture - spend 5 minutes of lecture getting student to answer.
slide33

Reasons

  • 8. To change student beliefs
slide34

Reasons

  • 8. To change student beliefs
    • How? By sharing your experience + Expert views + Existing Theories + Other students ideas.
    • Make the student’s learning active, when students apply their ideas, it becomes their knowledge.
slide35

Reasons

  • 9. To help students learn
slide36

Reasons

  • 9. To help students learn
    • How? For a few minutes ask the students to reflect on HOW they are learning. Share with others their approaches, their triumphs and disasters.
    • How? Stop class for a few minutes and discuss their note-making techniques.
    • How? Ask student to write down 3 things they don’t yet know about a topic and want to learn…amalgamate lists and hand to lecturer
slide37

Reasons

  • 10. To help students figure out what the lecturer is going to ask in the exam
slide38

Reasons

  • 10. To help students figure out what the lecturer is going to ask in the exam
    • How? Students need to be more strategic about assessment, it is an intelligent response to their situation. But you just need to help them figure out your culture of assessment, not every little facet of it.
how can i improve my lectures
How can I improve my lectures?
  • Get a notebook per course.
  • Include attendance sheets, handouts, slides, etc.
  • After each lecture
    • Note down errors in slides and handouts
    • Write down key points of lecture
    • Tricky issues
    • Good examples
how can i improve my lectures40
How can I improve my lectures?
  • Include questions after each lecture
    • What did I do best?
    • What should I avoid?
    • What surprised me?
    • What were the good student questions?
    • What couldn’t the students answer?
what is learning style
What is Learning Style ?
  • the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979)
  • a consistent pattern of behaviour within a range of individual variability (Cornet, 1983);
  • a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978);
  • how individuals process information and prefer to learn (Garity, 1985);
  • the way individuals organise information and experiences (Laschinger & Boss, 1984) and;
  • an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).
slide45

Sensing

Perception

Intuiting

slide46

Judgement

Perception

slide47

Thinking

Feeling

Judgement

Perception

gordon bull learning styles model
Gordon-Bull Learning Styles Model

Style αStructured & Practical

Style β Intrapersonal & Discussion

Style γ Imaginative & Holistic

Style δ Logical & Analytical

slide49

Resistant Learners

What’s the Added Value ?

resistant learners
Resistant Learners

(Like the Avoidant dimension in the Grasha-Riechmann Model)

1. they may lack the ICT skills to interact effectively with e-Learning materials,

2. they may lack the self-confidence to use ICTs effectively, or

3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.

slide51

Resistant Learners

What Else ?

Evolutionary Learning Style Models

new work 1
New Work (1)

LEARNING STYLES RESEARCH

new work 2
New Work (2)

50 WAYS TO GIVE GREAT COMPUTING LECTURES