Transcript Dias nummer 1 - Aarhus Universitet

the stylish way
learning styles
in e-learning
presentation
Ole Lauridsen,
Aarhus School of
Business, Aarhus, DK
mag.art. (≈ PhD)
Professor of German
Study Director of MILS
(Master of ICT in
Language Teaching and
Learning)
program
• what are learning styles (LS)?
• which LS concepts are suitable in
e-learning (and what is e-learning)?
• the practical use of LS in e-learning?
• a list of problems
what is e-learning?
on-line learning
• distance learning
• blended learning
the use of
• online information retrieval
• CD-ROMs
• web sites
e-learning standards
International standardization
• Information Technology for Learning,
Education, and Training
(ISO/IEC JTC1 SC36)
• Collaborative Technology
(ISO/IEC JTC1 SC36 WG2)
what is e-learning?
• e-learning
• mere online learning
= distance learning
virtual classroom
virtual university
• tel(l)
cal(l)
cbs…
• the mere use of ICT in
the learning process
= supplement to F2F
subset of e-learning
learning styles: problems of definition
• It has yet to be precisely (or singularly) defined.
Terry O’Connor
• People rely on personally constructed filters to
orient their relationships towards the world. These
filters [depend on] age, experience, internal psychodynamics, maturity, cognition, physiology, biochemistry, and so on. Since no one [can switch endlessly]
between all these filters, … each individual has a
unique approach to perceive, understand, and plan
his/her interactions. … Our personal way of
selecting can be described as our style.
Terry O’Connor
cognitive styles
• the ways in which the individual takes in
new information in a broad perspective
• the ways in which the individual thinks and
recollects
• the ways in which the individual solves
problems
• thus the cognitive styles have a significant
impact on the opinions, the values, and the
socialization of the individual
learning styles: definition
• learning styles are the ways in which the
individual takes in new information in an
educational context
•
there will be large overlaps between cognitive
styles and learning styles; to a large extent,
learning is part of everyday life, and vice versa
• living in the learning society, I would give up
the distinction altogether
learning styles: definition
• the way in which the individual learns: his/her
strengths, strategies, tactics
the layman’s definition
• the way in which each individual learner begins to
concentrate on, process, absorb, and retain new
and difficult information
Rita Dunn & Ken Dunn
• individual differences in cognitive approach and
process of learning
Lynn Curry
• perception and processing of new information
David A. Kolb; Bernice McCarthy
learning styles inventory
• LS
• LS
• LS
• LS
• LS
• LS
based
based
based
based
based
based
on
on
on
on
on
on
environment
personality typology
intelligences
sensor modality
perception
information processing
LS: environment
• external stimuli
• sound
• light
• temperature
• design of furniture in the classroom
· ergonomy
· aesthetics
• (ICT: colors and layout in general)
LS: multiple intelligences
Howard Gardner
A new intelligence concept moving towards a
pluralistic, contextual and distributive view and
away from a psychometric and/or hierarchic one
7 intelligence modules:
• body and movement
• space
• music
•
•
•
•
language
logic
intrapersonality
interpersonality
LS: personlity typology
Myer-Brigg (Jung*)
•E for extroversion
•I for introversion
• T for thinking
• F for feeling
•S for sensing
•N for intuition
• J for judgment
• P for perception
16 types: ESTJ, ISTJ, INTP osv.
LS: sensor modality
Russell French, Daryl Gilley, and Ed Cherry
Print – printed or written text
Visual – graphs and pics
Visual
Auditive
Auditive – listening
Interactive – verbalizing
Tactile
Tactile – touching
Kinesthetic – body movement
Olfactory – smelling and tasting
LS: perception and processing (1)
Anthong F. Gregorc and Kathleen A. Butler
SEQUENTIAL
PARTIAL/HOLISTIC
CONCRETE
C-S
C–H
ABSTRACT
A–S
A-H
LS: perception and processing (2)
David A.Kolb
divergers
assimilators
convergers
accommodators
all concepts have the following features
in common
• all individuals have certain preferences
•
presumably, we can take it for granted that
there are intrapersonal variations depending
on the learning subject
• the learning process should to a great
extent implement as many styles as
possible which will develop the individual
and his/her learning potential
LS: “the natural selection”
Perceptuelle
stile
Perceptual
styles
Sensor modalities
• Kolb
•
• sequential/holistic
sekventiel/holistisk
•visual modality
•auditive modality
•taktil modality
KOLB and THE 4MAT SYSTEM
Course Organizing
ICT tools)
Filter (ICT)
kolb < jung’s personality typology
Jung worked with 8 typological groups:
• 2 attitudes: introversion and extroversion
objectivism
• subjectivism
4 functions:
• thinking, feeling - rational
• intuition and sensing – irrational
· the 4 functions can be realized as
either introvert or extrovert
kolb < jung’s personality typology
extrovert
feeling
intuition
introvert
sensing
thinking
kolb
KOLB
Perception
Concrete Experience
Intake: concrete
Active
Experimentation
DynamicFEELERS
&
Intuitive
DOERS
Learner
ACTIVIST
ACCOMMODATOR
Imaginative
Learner
FEELERS &
WATCHERS
PRAGMATIST
DIVERGER
ASSIMILATOR
THEORIST REFLECTOR
CONVERGER
THINKERS
& THINKERS
Analytic- &
Common
Sense/
DOERS
Theoretical
Practical
Learner WATCHERS
Learner
Student
driven
Intake: abstract
Abstract Conceptualization
Perception
Processing: reflective
Processing
Processing: active
Teacher
driven
Processing
Reflective
Observing
4MAT®
Concrete Experience
R R
WHY?
WHAT IF?
Active
Experimentation
L
R
doing/trying to, sensing/feeling, teach to
others or oneself
concrete examples,
meaningful
applications
problem solving,
problem predictions
classifying, ordering,
seeing relationships,
comparing, prioritizing
HOW?
WHAT?
L L
Abstract Conceptualization
L
R
Reflective
Observing
4MAT®
Concrete Experience
R R
WHY?
WHAT IF?
Active
Experimentation
L
R
doing/trying to
sensing/feeling,
teach to others
concrete examples,
meaningful
applications
problem solving,
predicting
classifying, ordering,
seeing relationships,
comparing, prioritizing
HOW?
WHAT?
L L
Abstract Conceptualization
L
R
Reflective
Observing
the hemispheres
direction of sight
left hemisphere:
right hemisphere:
digitally analyzing,
“western”
analogically perceiving,
“eastern”
•
•
•
•
•
•
•
•
language
numbers
logical sequences
reflection, etc.
cognitive unity
space
colors
rhythm
intuition, etc.
Active experimentation
Version sharing (CampusNet)
Process writing (Markin)
R/L +
sens. mod.
develop web exercises and web sites,
communi-cation,
role plays
WHAT IF?
HOW?
web exercises &
information retrieval, ICT tools (web
& PC)
R/L + sens.
mod.
4MAT®
R/L +
sens. mod.
text corpora,
concordance programs, videos, chat
WHY?
WHAT?
power point, interactive web pages,
video/web
conferencing
R/L + sens.
mod.
Abstract Conceptualization
Reflective observing
ICT and the 4 quadrants
Concrete Experience
LS: problems
•
•
•
•
•
•
•
•
fuzzy definitions
diagnosing
no broad longitudinal investigations of the effect
what is good results and how can we measure
them – grades?
is it, after all, only the enthusiasm of the teacher
and the charm of novelty that is crucial to
apparently good results?
time
money
wish