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Using the 4MAT System to Design Web-based Instruction PowerPoint Presentation
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Using the 4MAT System to Design Web-based Instruction

Using the 4MAT System to Design Web-based Instruction

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Using the 4MAT System to Design Web-based Instruction

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  1. Using the 4MAT System to Design Web-based Instruction William G. Huitt Valdosta State University Developed: April 2000

  2. Web-based Instruction The Internet and Web will play a significant role in instructional delivery during the next decade • How will this be done? • Will this be an improvement over present practice?

  3. The 4MAT System The 4MAT system offers a unique strategy • reflects best instructional practices • accommodates differences in learning style and brain lateralization dominance

  4. These styles are based on the work of Gregorc & Butler (1984) and are similar to the temperaments as defined by the Myers-Briggs Type Indicator (MBTI) and the Keirsey Temperament Sorter. Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style. VocEd, 27-29. The 4MAT System According to Bernice McCarthy, developer of the 4MAT system, there are 4 major learning styles, each of which asks different questions and displays different strengths during the learning process.

  5. The 4MAT System Concrete-Random WHY? SP (Sensing/Perceiving) Sanquine

  6. The 4MAT System Abstract-Sequential WHAT? NJ (Intuitive/Judging) Choleric

  7. The 4MAT System Concrete-Sequential HOW? SJ (Sensing/Judging) Melancholy

  8. The 4MAT System Abstract-Random IF? NP (Intuitive/Perceiving) Phlegmatic

  9. The 4MAT System

  10. The 4MAT System Each learning style is associated with both left- and right-brain learners. Right Left Intuitive, emotional, holistic, parallel, and tactile-kinesthetic Logical, rational, sequential, serial, verbal

  11. The 4MAT System The 4MAT system is designed to provide every student with a preferred task during every lesson. There are the 8 instructional events proposed by this system.

  12. STEP LEFT MODE RIGHT MODE The 4MAT System Concrete-Random Learner WHY? Create an experience 1 Reflect/Analyze about experience 2

  13. The 4MAT System STEP LEFT MODE RIGHT MODE Abstract-Sequential Learner WHAT? Integrate into concepts 3 Develop concepts and skills 4

  14. The 4MAT System STEP LEFT MODE RIGHT MODE Concrete-Sequential Learner HOW? Practice defined givens 5 Add something of oneself 6

  15. The 4MAT System STEP LEFT MODE RIGHT MODE Abstract-Random Learner IF? Analyze application for relevance 7 Apply in more complex experience 8

  16. The 4MAT System Requires students to engage in higher-level thinking • Step 2 -- Analysis • Step 3 -- Comprehension • Steps 5 & 6 -- Application • Step 7 -- Evaluation • Step 8 -- Potentially, synthesis

  17. Designing Instruction First three events serve as overview • Create an experience • Engage in a simulation • Complete questionnaire or survey • Complete a web search • View a short film clip • Analyze the activity via chat or bulletin board • Form concepts via chat or bulletin board

  18. Designing Instruction New material presented during fourth event • Variety of alternatives • Text assignments • Journal articles or papers • Web-based readings • Power Point presentations with audio • Utilize all guidelines for good presentations • Make reading assignments from global to specific

  19. Designing Instruction Next two events involve practice • Practice the knowledge and skills presented • Solve problems • Use study guides • Post to discussion group • Interact via chat rooms or voice chat • Yahoo Messenger

  20. Designing Instruction Videoconferencing • Netmeeting -- allows point-to-point video conferencing • Multipoint Control Unit (MCU) required for three or more connections • Comfortable headset is a must • Video camera is ok; white board and ability to show applications is more useful

  21. Designing Instruction The last two steps involve evaluation and extension • Require students to respond to each other’s comments on bulletin board • Have students respond to others during audio chat/videoconferencing • Engage in simulation, view video, etc. and generate written report (different purpose than “Create an Experience”)

  22. Designing Instruction The last two steps involve evaluation and extension • Develop set of links on particular topics • Write short essays with hyperlinks • Develop web pages Caution: Web is rapidly changing and links quickly become outdated

  23. Designing Instruction The last two steps involve evaluation and extension • Traditional essays can also be assigned and sent via e-mail attachment • Instructor can grade paper and then go over detailed comments via personal audio chat or video conference

  24. Summary and Conclusions There is no doubt that web-based instruction will increase over the next decade Instructors have unique opportunity to reinvestigate instructional design issues 4MAT offers excellent model to guide development of web-based instructional materials

  25. Summary and Conclusions Most instructors would benefit from developing web-enhanced before web-based courses • Post syllabi and course objectives on web • Produce pages of web-links • Use web-based study guides and quizzes developed by textbook publishers • Use software packages such as WebCT • Have students use e-mail and send attachments • Hold office hours online • Post lecture notes or lecture materials

  26. Paper available at: http://chiron.valdosta.edu/ whuitt/files/4matonweb.html