Transcript Document

Student Profiling and
Beyond The Classroom
Activities
Peter Hatherley-Greene
Dubai Men’s College
E-learning and Laptop Forum
Zayed University, Abu Dhabi
April 2, 2005
VARK Learning Preferences
http://www.vark-learn.com/
VARK – inventory (online and PDF)
VARK Learning Preferences
• This is not a learning style eg. Kolb’s Model
• VARK deals with just one dimension of the complex amalgam
of preferences that make up a learning style –
– the ways in which people like information to come to them
– the ways in which they like to deliver their information
• Inventory consists of 13 questions supported by Arabic text
• Four main modal preferences and one multimodal preference
VARK - visual
This preference includes the depiction of
information in charts, graphs, flow charts,
and all the symbolic arrows, circles,
hierarchies and other devices that
instructors use to represent what could have
been presented in words.
VARK - aural
This perceptual mode describes a
preference for information that is "heard."
Students with this modality report that they
learn best from lectures, tutorials, tapes,
group discussion, speaking, web chat,
talking things through.
VARK – read/write
This preference is for information displayed
as words. Not surprisingly, many academics
have a strong preference for this modality.
This preference emphasizes text-based
input and output - reading and writing in all
its forms.
VARK - kinesthetic
By definition, this modality refers to the
perceptual preference related to the use of
experience and practice (simulated or real).
The key is that the student is connected to
reality, either through experience, example,
practice or simulation.
VARK - multimodal
Multimodal students need to process
information in more than one mode in order
to get effective understanding. They can be
more flexible about how they take in and
give out information than those with a profile
that emphasizes a single preference. They
tend to be able to match their preferences
with whatever mode(s) are being used.
VARK – results (Diploma Year 1)
n=276
VARK – results (HD Foundations)
n=162
VARK – results (combined)
n=438
VARK – results (comparison to VARK database)
(n=438)
VARK – multimodal breakdown
VARK – multimodal breakdown
VARK – breakdown comparisons
VARK – supporting evidence
Reid investigated multiple learning styles preferences in nine ESL
language groups. Arabic learning styles support multimodalism.
Reid, J. (1987). The learning style preferences of ESL students.
TESOL Quarterly, 21/1, 87-111.
VARK – summary of results
• Strong multimodalism (63%) indicates adult learning styles
• Old myth of Arab learning preferences (aural and visual learners)
appears to be debunked
• No observable difference between Diploma and Foundations
• Bimodal differences between DMC and VARK results
• R/W learning preference strongly indicates they do have the
potential ability to function in an academic arena
• Other studies support findings of multimodalism
VARK – Study Strategies
Faculty address study strategies through one-on-one
counselling with students. The study strategy for each modal
preference is outlined and reinforced at various times during
the semester, especially leading up to assessments.
VARK – CEPA scores comparison
• increasing percentage of multimodals with increasing CEPA score
• support for Fleming's notion that multimodalism is a characteristic of scholastic adult learners
• more single mode learners in CD Year 1 compared to Foundations
Other measures – Gardiner’s
Multiple Intelligences
•
Naturalistic – aptitude for being with and respecting nature
•
Musical – aptitude for musical expression
•
Logical/mathematical – aptitude for math, logic, deduction
•
Existential – aptitude for understanding one’s purpose
•
Interpersonal – aptitude for working with others
•
Bodily/kinesthetic – aptitude for being physical
•
Linguistic/verbal – aptitude for the written/spoken word
•
Intrapersonal – aptitude for working alone
•
Spatial/visual – aptitude for picturing, seeing
•
Emotional – aptitude for identifying emotion (not assessed)
Gardiner’s Multiple Intelligences
n=213
Gardiner’s Multiple Intelligences
n=213
Gardiner’s Multiple Intelligences implications
• Know your students
• See your students in different contexts
• Vary your teaching approach
• Vary your assessment approach
• Keep an eye on what’s going on outside
Student Profiling 2002-2004
Student Profiling contd.
Student profiling – summary
VARK, Multiple Intelligences and LPQ help
us to define how our students learn and
what strengths they bring to the learning
process
Rationale
• HCT Graduate Outcomes
• converging technologies
• constructivism
• e-learning experimentation
• student profile
• success reports from other campuses
Conceptual Framework - example
“I want my students to develop effective teams”
GO 6.3 “Contribute to group decision-making”
GO 4.4 “Determine the scope of the potential impact of IT in their
personal and professional lives”
ENGL 1116 Goal 1.3
MATH 1100 Goal 6.1
COMP 1100 Goal 5.1
CARE 1100 Goal 3.1
“Respond appropriately to simple oral instructions and directions”
“Read times from the 12- and 24-hour clock”
“Input text into a word processing application”
“Identify the elements of effective communication…”
The Knowledge Hunt asks students to work in small teams to locate three different locations
around Dubai and report back via three different communication devices to receive the next
clues. The performance will be determined by the successful completion of the task within
the time frame, the criteria will be effective use of English for communication and the
condition is the use of technology tools such as email and mobile phones.
Operationalizing the Framework – scenario #1
•
•
•
•
work in teams of 3 students
start Knowledge Hunt from College
students receive initial instructions via email in computer labs
Location #1 – following instructions, students ring faculty and describe
their location. If correct, next clue is given orally
• Location #2 – following instructions in #1, students send faculty a text
message and describe their location. If correct, next clue is
given via text message
• Location #3 – following instructions in #2, students access WebCT or
Weblog via Internet Cafe at next location and write about
their location. Once confirmed, students return to College.
Operationalizing the Framework – scenario #2
1
• work in teams of 3 students
• starting points at six different
workstations
• teams move sequentially from
station to station to complete
each task
6
2
5
3
4
Operationalizing the Framework – scenario #2
1
• work in teams of 3 students
• starting points at six different
workstations
• teams move sequentially from
station to station to complete
each task
• successful task completion is
achieved when all stations have
been visited
6
2
5
3
4
Operationalizing the Framework – scenario #2
1
• work in teams of 3 students
• starting points at six different
workstations
• teams move sequentially from
station to station to complete
each task
• successful task completion is
achieved when all stations have
been visited
• workstations may be physical or
virtual locations
6
2
5
3
4
Operationalizing the Framework – scenario #3
1
• main task is divided into sub-tasks
• each team or individual receives
only their/his part
• each team or individual must NOT
know about the other tasks
• this can be achieved through careful
mixed of physical and virtual locations
• meet at agreed time at physical or
virtual location (WebCT) to share
results of tasks to complete main task
6
2
6
3 4
5
5
2
3
4
Operationalizing the Framework – scenario #4
• use Webquests to distribute tasks and resources, assign responsibilities and
set goals
• use WebCT to conduct an online lesson while students remain at home or in
LRC
• explore the use of asynchronous discussion boards to archive learning
• use graphic organizers and concept mapping in your introduction to assist
with task comprehension
• use targeted emails
• blended learning that combines traditional and e-learning methodologies
• BTC webpage available from WebCT
BTC Shopping Task
Method
• visit four main shopping malls in Dubai
• compare the prices of each item from all four malls
• return to the mall that has the cheapest item and buy it
• directions to each mall were given from both faculty either through email,
text messaging or mobile phone
• follow-up and pre-tasks included
• shopping dialogue and vocabulary work in English
• preparation of a price comparison table in Word and use of
comparative sentences (< > =) in Math
• completion of a task feedback form that allowed students to reflect on
the task both in terms of their individual contributions and the team’s
overall performance
BTC Shopping Task contd…
Text messaging
BTC Shopping Task contd…
Email
BTC Shopping Task contd…
Video
BTC Shopping Task contd…
Reports – section 1
BTC Shopping Task contd…
Reports – section 4
BTC Shopping Task contd…
Reports – section 5
Verification
What did we do to verify task participation?
• phone call from teams at location
• business cards from interviews or visits
• mobile or digital photographs of specific locations
• task completion
From our experiences, you will be active during the task – acting
as a kind of home base, responding to all communications from
teams
Summary
• Students are not homogeneous in any culture
• To know them truly, we must view them in different
contexts
• We have reflected upon the results
• We now need to
– establish theory, not evaluation
– principles, not practices
– pedagogies, not applications
• Gut-feelings are positive
• Issues remain – insurance (Waiver of Liability), learning
focus, “tail wagging the dog” effect
References
•
Fleming, N.D. (1995), I'm different; not dumb. Modes of presentation
(VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and
Development in Higher Education, Proceedings of the 1995 Annual
Conference of the Higher Education and Research Development Society
of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 - 313
•
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school:
Educational implications of the theory of multiple intelligences.
Educational Researcher, 18(8), 4-9.
•
Reid, J. (1987). The learning style preferences of ESL students. TESOL
Quarterly, 21/1, 87-111.
•
St Hill, R. (1997), Modal Preferences In Teaching And Learning
Economics, Contributed paper, Fifth Annual Teaching Economics
Conference, University of Southern Queensland, Toowoomba, 2-4 July,
1997.
Peter Hatherley-Greene
Dubai Men’s College
Office phone: 04 3048 321
[email protected]