Transcript Diverse Learning Styles

Best Practices
in Engaging Students
with Diverse Learning Styles
Diane Holtzman
Michael Ciocco (of Rowan University)
Mary Ann Trail
Workshop Goals


This session will present ideas for designing online courses that
address students’ diverse learning styles as well as creative
methods for integrating library resources such as database links
and online videos.
Learning outcomes include:
◦ Greater understanding of the importance of designing online
course materials and activities that address students’ diverse
learning styles.
◦ Learning about the various teaching materials, library resources
and methods used in online environments to engage students in
learning.
◦ Gaining insight about the best practices of applying online
technology to support diverse learning styles.
Best Practices in Online Classes:
Holtzman, Ciocco, Trail
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Common Goals in the Online Class
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Stimulate student interest in course material
Use media appropriate to course content
Present alternative means for students to access information;
content should reach students in as many ways as possible.
Online classes provide a sense of community and interactivity
Concrete content is of the utmost importance
◦ even when interactive strategies and multi-media options
provide for a variety of learning styles
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Engaging Students in Learning
High Impact Learning
 Online classes can engage students in activities through
discussions, simulations, virtual teams--creating conditions for
authentic and high impact learning.
 Can foster students’ engagement with others through dialogue,
collaboration and exchange (Bass & Eynon, 2009)
High Impact Activities may increase students’:
 Investment of more time and effort in the course
 Interaction with faculty & peers
 Experience with diversity of opinions, culture
 Feedback and participation
 Relate the relevance of their learning through real-world
applications
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Individual Differences

New instructional technology offers faculty
◦ Greater capabilities for adapting instruction to students’
learning styles
◦ Creative ways to have interactive engagement methods with
the online students
 Faculty can make material available to students in different
forms
 Allowing students to engage with course material at their own
pace
 Engage with course material in the medium that suits them
best
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Learning Styles

Individual differences influence students’ unique learning
preference: Learning Style
◦ Impacts student achievement
◦ Influences how they engage in online learning activities
◦ Aid faculty in the planning of instruction by matching students’
learning styles with specific instructional approaches
 (Howles & Jeong, 2004; Diaz & Cartnal, 1999 )

Learning Styles: Kolb, Gardner, and VAT (Visual-AuditoryKinesthetic )
◦ The concepts are an aid, not a dogma to be followed and
applied rigidly.
◦ Aid in understanding
 overall personality, preferences and strengths
 often a mixture in each individual person.
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VAK (visual, auditory, kinesthetic)
Learning Styles
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A classical intelligence and learning styles model--(VAK)
◦ Developed by psychologists and teaching specialists such as
Fernald, Keller, Orton, Gillingham, Stillman and Montessori,
beginning in the 1920's
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The three predominant learning styles are visual, auditory, and
tactile/kinesthetic.
◦ How much students tend to remember is a function of the type
of learning they prefer
◦ And their level of involvement in the learning.
◦ People often learn through a combination of the ways
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Learning Style Preference
for Information Acquisition
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VAK learning styles model
◦ provides a very easy and quick reference inventory to assess
people's preferred learning styles
◦ and then to design learning methods and experiences that
match people's preferences:
Visual learning style involves the use of seen/ observed things,
including pictures, diagrams, demonstrations, displays, films
Auditory learning style involves the transfer of information
through listening: to the spoken word, of self or others, of sounds
and noises.
Kinesthetic learning involves physical experience - touching, doing,
practical hands-on experiences.
Best Practices in Online Classes:
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Visual Learners
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Learn best when information is presented visually and in a
written form
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Visualize information in their "minds' eyes" in order to remember
something.
◦ The online environment appropriate for visual learners-- most
information is presented in written form.
◦ Like graphics to help process text-based information (charts)
◦ When you add graphics student recall increased by up to 50%
 Simple graphics (pictures) which show rather than tell (such as
examples of facial expressions or gestures in a Communications
course).

Prefer visual aids such as PowerPoint, Whiteboard
◦ These learners want to see an outline or list of the essential points of a
lecture in order to supplement text material
◦ Can include more complex images such as animated GIFs or
rollovers/”mouseovers”.
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Visual Learners

Learn best when information is presented visually and in a
picture or design format.
◦ The online environment allows graphical representations of
information-- can help students remember concepts and ideas.
◦ Information can be presented using charts, tables, graphs, and
images
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Relate well to information obtained from the images and
charts in textbooks
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Benefit from lectures supplemented with film, video, maps
and diagrams.
Examples given on Making a Change: Ideas for Lively eLearning Web site
http://blog.cathy-moore.com/elearning-samples/
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Tactile/Kinesthetic Learners
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Learn best when doing a physical "hands-on" activity--they like to
click the mouse, move things around.
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The online environment is suited for presentation and discussion of
group or individual projects and activities
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These students learn in physically active learning situations.
◦ Benefit from demonstrations, hands-on learning experiences,
and fieldwork outside the classroom
◦ Simulations with 3-Dimensional graphics that replicate physical
demonstrations
◦ Outside fieldwork can be incorporated into the coursework, with
online discussion preceding and following the experience
◦ Lab sessions can be conducted either at predetermined
locations then discussed online (Learn Anytime Anywhere Physics
(LAAPhysics), an online virtual laboratory learning environment being developed
at the University of North Carolina)
http://www.laaphysics.com/movies/laaphysics_7mb%20.html
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Tactile/Kinesthetic Learners
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Flash Technology with drag and drop functions work well for
kinesthetic learners
http://www.palmwebdesign.com/flash/Intro_Page_Examples/intro_page_6.htm
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For some Kinesthetic Learners it helps to write things down as part
of the kinesthetic and visual aspects.
◦ If a notepad is offered in the course, or if the instructor prompts
the learner to write down their thoughts or responses, it helps
students with better retention
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Auditory Learners
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Learn best when information is presented aurally
◦ like to brainstorm, talk with people
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More to adapting online curriculum for auditory learners than inserting
sound files or video clips into a web-based course
◦ Instructors need to translate the spoken aspect of their face to face
course into the communicative aspect of their online course--things
that correspond to the need of auditory learners to be with people.
◦ Benefit from listening to lecture and participating in group discussions
◦ Benefit from obtaining information from podcasts, voice-over
PowerPoints. When trying to remember something, they often repeat it
out loud and can mentally "hear" the way the information was
explained to them
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Learn best when interacting with others in a listening/speaking activity
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Best Practices
Results of Survey
“Application of Online Technology
to Support Students' Diverse Learning Styles”
Conducted at
The Richard Stockton College and
Rowan University
By Diane Holtzman and Michael Ciocco
August 2009
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Demographic Data
Of the 44 respondents to the survey
59% (26) are full-time faculty
 41% (18) are part-time faculty
--------------------------------------------------------------------------------------------- 45% (20) teach hybrid/online courses that are undergraduate
 30% (13) graduate
 5% (2) doctoral
-------------------------------------------------------------------------------------------- 9% (4) have 4 years of experience teaching online
 14% (6) --3-5 years
 23% (10) -- 6-10 years
 2% (1) -- 11-15 years
 52% (23) – 16 and more years
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Pedagogical Techniques most engaging for your students
Pedagogical Technique
%
#
Discussion
86 %
38
Problem-based learning
57 %
25
Group problem-solving & collaborative tasks
55 %
24
Guided learning
48 %
21
Case-based learning
43 %
19
Lecturing or teacher-generated activities
39 %
17
Student-generated content
36 %
16
Coaching and/or mentoring
25 %
11
Modeling of the solution process
25 %
11
Simulation or role play
18 %
8
Exploratory or discovery
14 %
6
Socratic questioning
9%
4
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Technology tools used online- most engaging for the students
Technology tool
%
#
Discussion board
73 %
32
Class E-Mail
45 %
20
Assignment drop box
34 %
15
Voice-over PowerPoint or PowerPoint podcast
32 %
14
Blackboard gradebook
23 %
10
Online chat
20 %
9
Links to external resources relating to course
18 %
8
Blackboard quiz/exam
16 %
7
Digital video
11 %
5
Blogs
11 %
5
Vodcasts/video (publisher, student, instructor made)
9%
4
PowerPoint (no voice)
7%
3
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Technology Tools Used Online
PowerPoint (no voice over)
91 % 40
Discussion board
89 % 39
Blackboard gradebook
80 % 35
Links to external resources relating to course
77 % 34
Assignment drop box
75 % 33
Blackboard quiz/exam
68 % 30
Online chat
61 % 27
Voice-over PowerPoints or PowerPoint podcasts
59 % 26
Links to college resources (library, career center)
55 % 24
Digital video
36 % 16
Group project management
36 % 16
Vodcasts/videos (publisher, student, instructor made)
30 % 13
Flash
30 % 13
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Technology Tools- Would Like to Use
Podcasting
55 % 24
Group project management
52 % 23
DVD case studies linked to course website
48 % 21
Vodcasts/videos (publisher, student, instructor made)
45 % 20
Simulations (publisher or instructor generated)
45 % 20
Use of notetaking tool for students
43 % 19
Online games related to course content
43 % 19
Online portfolio
39 % 17
Wikis
39 % 17
Links to college resources (library, career center)
36 % 16
Links to RSS feeds
34 % 15
Links to social media sites
34 % 15
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Responses to the Question on the
Best Practice Used in Your Online Class
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Each lesson is created, described and an example/model (or two) is
given followed by an assignment requiring the student to
demonstrate understanding by creating an example that would be
beneficial for practical application for each student
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The practice that seemed to generate the most response was
applying lessons learned in the book to real life scenarios out of
the news. For example, we were learning construction scheduling
techniques and I asked the class to research the scheduling
problems encountered by Tiger Woods when building his golf
course in Dubai.
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Experience with a real product available free online, then
discussion re: reactions and potential applications
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Responses to the Question on the
Best Practice Used in Your Online Class
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Using Groups for a collaborative assignment with a private
Discussion topic. The students can work together to successfully
create the project which can then be posted for the other students
in the class to view. (3)
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All assignments and examinations are at the application level of
Bloom's Taxonomy
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Case analysis discussion in the Discussion Board (2)
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Project based learning - student projects that were real (real units
designed and taught to their students), and based on backward
design - students were VERY intrigued with backward design
(Understanding By Design) and the GRASPS project model.
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Responses to the Question on the
Best Practice Used in Your Online Class
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Posing a discussion question based on a combination of readings, slide
show lecture, and video samples; have students respond and then
interact to their postings in randomly assigned small groups.
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End of course portfolio
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Online learning modules that incorporate screen capturing with
problem based learning
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I have had success using video links--One example is from NOVA
Science; have students respond to a critical thinking question on the
discussion board. Usually there is no "right answer" but they need to
address key points of the question & support their answers.
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Show video clips and have students write a response that integrates
what they viewed with what they learned from the text. (2)
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Responses to the Question on the
Best Practice Used in Your Online Class
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Voice-over slides
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Student- generated projects
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Assignments, quizzes, and/or exams that serve as reinforcement
and assessment after each major learning topic
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In one course, each student brings a case from their clinical
practice to the table for discussion. The student is responsible for
presenting a set amount of information. Then the other students
are expected to contribute other things to the discussion or raise
questions, etc. Students find this an extremely important aspect of
this particular course because it makes the course materials
immediately applicable to their everyday professional lives.
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Responses to the Question on the
Best Practice Used in Your Online Class
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Specific assignments that all students must research with individual
responses and then threads/responses/critiques of each
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Multiple discussion post questions of varying types and my response to
each question for each student
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Mentoring
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Peer learning through peer review and assessment
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Keep the students informed of upcoming events or deliverables. On the
home page, I post weekly focus at a glance and upcoming deliverables
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My voice-over powerpoint presentations make extensive use of online
figures and video clips to illustrate real-world technology in action
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Translation Chart
Activity
Traditional Class
Online Class
Lecture
You may have a formal, stand-up lecture accompanied by
a PowerPoint slide show presented to the class.
You record narrations of over your PowerPoint slides
providing explanation and analysis.
Discussions
Students raise their hands in class and present ideas to
you and other students. They may also challenge or
comment the ideas of others.
You facilitate discussion about a topic by having students
most message threads to a discussion board. Students my
respond your posts and the posts of other students over a
given time period.
Assignments
Students complete assignments and submit them by the
due date in paper format (either handwritten or typed).
Students complete assignments and submit them by the
due date in electronic format (as an MS Word Document
attachment) by uploading them to the online course.
Tests & Exams
You issue a test or exam for students to take and
complete within the given class (or exam) period.
You issue a text or exam electronically during a given
window of time. Objective style tests may be timed,
randomized, and issued from a question bank. Subjective
style tests are issued within a timeframe and submitted
electronically by a due date.
Group Work
Students are collected into designated groups where
they meet either in or out of class to collaborate. The
group’s work can be displayed in a final paper,
presentation, on the whiteboard, etc.
Students are collected into designated groups where they
meet in private, group discussion and/or chat rooms to
collaborate. The group’s work can be displayed in a final
paper, online PowerPoint Presentation, as a post to a
discussion board, etc.
Michael
Ciocco
 2008, 2009
Best Practices in
Online
Classes:
Holtzman, Ciocco, Trail
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Translation Chart
Activity
Traditional Class
Online Class
Office Hours
You have designated office hours where students can
stop by your office to ask questions or seek advice.
Additional help can be sought in your office upon
appointment.
You have a designated Virtual office hours discussion board
where students can post public messages to the instructor
at will. The instructor should review and respond to posted
messages within approximately 48 hours.
Grading
You keep a grade book or spreadsheet that you use to
You record grades and comments in the CMS grade book
record your grades. Students get grades and comments interface. Students receive their grades instantly when you
when an assignment is returned.
enter them into the system.
Demos
You provide the class with a demonstration of an object You provide the class with online video vignettes of your
or activity during the class meeting in the classroom.
demonstration of an object or activity.
Software Training
You teach in a computer laboratory where students log
into computers and follow along as you facilitate their
software training. You and immediately answer
questions and they can follow your projected computer
screen to keep on target.
You provide desktop screen capture simulations that walk
students through different demos and software training
situations. Students can view this from home as much as
they want and try it themselves on their own computers.
You can answer questions via a discussion board or email.
Research
You assign a research project for which students are
expected to conduct research online and at the
University Library.
You assign a research project for which students are
expected to conduct research online and using online Rowan
Library Services.
Michael
Ciocco
 2008, 2009
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Online
Classes:
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Lecture Tools
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Voice-Over PowerPoint (VoPP)Technology
◦ Fast way to generate lecture content
◦ Built-in PPT Voice-Over; Impatica, PointeCast, ProfCast (podcast),
& many others
◦ Can appeal to Auditory/Verbal,Visual/Auditory & Visual/Nonauditory learners
◦ Allow students to stop, start, skip, and replay any portion of the
VoPP
◦ Can include audio script (or notes) and printable version
◦ Advantage: reusable in many venues
 From
Survey results, 52% of faculty agree that VoPP technology is
more engaging than PowerPoints alone
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
Trail Ciocco  2008, 2009 27
Discussion Tools
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Most interactive, common CMS Tool
◦ 72 % of faculty surveyed use this tool
◦ 85 % of faculty surveyed said that engaging students in discussion
is one of the best online learning techniques
Can appeal to Visual/Verbal and Visual/Nonverbal learners
◦ Information and topics are linked, connectivity is visual
Encourage engagement
Allow all students to have a voice
◦ No need to raise hands
Instructor serves as discussion facilitator rather than discussion
leader
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
Trail Ciocco  2008, 2009 28
Demonstrations

Software Training, How-to Video, Screen Capture
◦ Can appeal to Visual/Auditory,Visual/Non-auditory, and
Tactile/Kinesthetic learners
◦ Allows for simulation or follow-along scenarios
◦ Students learn through doing or practice on their own
computers
◦ Camtasia, Captivate, or Screen Flow (Mac) software
◦ Allow students to stop, start, skip, and replay any portion of the
demonstration/video
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
Trail Ciocco  2008, 2009 29
Group Activity
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Group projects, case studies, debates, etc.
◦ Requires strategic planning & management
◦ Students should delegate work and hold responsibility
◦ Instructors should mandate a student review and feedback
process
◦ Students can be made fully accountable for their own
participation
Opportunity to incorporate active learning
May appeal more to various learning styles depending on the
nature of the activity
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Holtzman, Ciocco, Michael
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KISS: Keep it Simple, Sweetheart
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Less is More
◦ Plan to phase in ideas and activities
Plan your entire course in advance
◦ Strategize for the long term
Use scaffolding to reach learning objectives
◦ Prevent overwhelming students (and yourself)
◦ Make the most of time and technology
Avoid high-maintenance technology
◦ Available & Popular (usually) = Easier to support
Start with ready-made resources
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
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Instructional Design Tips
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Create a detailed syllabus with specific “Online” policies
Set Clear & Detailed Expectations
◦ Detailed instructions: how many pages, double spaced?, level of
grammar, spelling, etc.
Provide timely and insightful feedback
◦ i.e. Grading w/ comments
Put Students in the Driver Seat
◦ Democratic discussions
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Holtzman, Ciocco, Michael
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Instructional Design Tips
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Get some mileage out of your course
◦ Strategize for Re-use each term it is offered
◦ Avoid using dating materials where possible
Avoid the latest BUZZ software unless it’s proven itself “tried &
true”
Make good use of Ready Made materials provided by your textbook
publisher, or freely available online.
◦ Check with the library; unfound multi-media treasures await
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Teaching Tips
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Introduce the syllabus by quizzing the students on its contents the
first week of class
Let your CMS be a clearing house of information
Use discussion boards to collect and send messages (reduce email)
Use Assignment Drop Boxes to collect work (forget attachments)
Designate an Office Hours board
Review your course materials in advance
Avoid time-wasting mistakes (wrong page #s, incomplete
instructions, missing handouts)
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
Trail Ciocco  2008, 2009 34
Teaching Tips
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Police your course
◦ Stand by your policies
◦ Let your CMS be the bad cop
Keep track of your students
◦ Set an attendance policy regarding hours spent online
◦ Track attendance using your CMS’s tracking tools
◦ Look for students who might be falling behind
Review your course materials in advance
◦ Avoid time-wasting mistakes (wrong page #s, incomplete
instructions, missing handouts)
Grade Everything
Best Practices in Online Classes:
Holtzman, Ciocco, Michael
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Creative Methods for Integrating
Library Resources
The Richard Stockton College Library
offers a number of online video
tutorials at:
http://intraweb.stockton.edu/eyos/page.
cfm?siteID=86&pageID=382
These video tutorials offer accompanying scripts to
accommodate different learning styles.
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Conclusion:
You can create e-learning courses
that will engage students.
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Adapt activities from the traditional classroom
Add imaginative ideas that take advantage of the online technologies
Include a variety of interactive e-learning experiences
you should be able to increase learner participation, achieve your learning
objectives, develop online learning communities, and ensure that your
online courses engage learners
To Make a Difference to Student Learning and Success
◦ Reduce barriers to participation
◦ Emphasize the importance of students’ involvement online
◦ Ensure that the online classes provide high quality content and
experiences
What is your evidence for effectiveness?
◦ Know how your students benefited from the activities presented in the
online class—
◦ Get student feedback periodically throughout the course, use rubrics,
and students’ reflections/blogs
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Results of Survey
“Application of Online Technology
to Support Students' Diverse Learning”
Surveyed: Faculty who teach online classes and hybrid classes
Results from Survey conducted at
The Richard Stockton College of New Jersey
and Rowan University
August 2009
by Diane Holtzman & Michael Ciocco
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For More Information contact
Diane Holtzman: [email protected]
Michael Ciocco: [email protected]
Mary Ann Trail: [email protected]
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