Automated feedback of learning styles is it just a horoscope
Download
1 / 31

Automated feedback of Learning Styles. Is it just a horoscope? - PowerPoint PPT Presentation


  • 78 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Automated feedback of Learning Styles. Is it just a horoscope?' - merlin


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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 students1
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

xxxxxxxxxxxxxxxx

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 consistency1
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 students1
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


ad