Transcript Learning Profiles: Impact and Benefits on higher Education

Learner Profiling: Impact on
and Benefits to Developing
Care Professionals
By Margaret Finch, BA., MA., Dip Stat.,
Dip Crim Psych.
Task of Higher Education Institutions
“There are increasing social and economic pressures
on higher education to generate a wider ranger of
knowledge, skills and attitudes for coping with the
demands of our ‘super complex age’. The current
pace of technological and social change is
impelling teachers to think in terms of educating
students not for today’s problems but for those of
tomorrow” (Light and Cox, 2001)
Learner Profiling
Involves having adequate knowledge
of:
Individual learning styles.
Learning Process.
Adult Learners.
Individual Learning Styles
Learning Style Taxonomies: Most
commonly worked with;
Apter: Motivational Style Profile ,
Vermunt: Inventory Learning Styles ,
Allinson and Hayes: Learning Styles
Questionnaire,
Felder: Index of Learning Styles Inventory.
Individual Learning Styles
Continued
Issues of Validity and Reliability:
Construct,
Test Re-Test,
Internal Consistency,
Predictive.
Understanding the Learning Process
No learning without action and no
action without learning (Revans,
1991).
Knowledge
is
composed
and
constructed continuously through
learners’ cognitive activity and
participation (Choi, 2006).
Understanding the Learning
Process
•Learning Cycle;
Active Experimentation, Concrete
Experience, Reflective
Observation, Abstract
Conceptualization (Kolb, 1984).
Understanding the Learning
Process
Five Factors underpinning learning;
wanting, needing, doing, feedback,
digesting (Race, 2006).
Understanding
learning
process
through understanding individual
information processing (Shannon
Consortium, 2008).
Understanding Adult Learners
Individual need assessment.
Safety.
Sound relationships.
Sequence of content and
reinforcement.
Praxis action and reflection or
learning by doing.
Respects for learners as decision
makers.
Understanding Adult
Learners
Ideas, feelings and actions.
Immediacy of learning.
Clear roles and role development.
Teamwork and use of small groups.
Engagement of the learners in what
they are learning.
Accountability.
How to Apply Learning profile
Knowledge
Co-ordinated Transparent Approach in
Organization.
Implicit/ Explicit Contract: Student and
Lecturer.
Positive, Safe, Caring Learning
Environment.
Group Contract: Respect, Active
Participation.
Transparency in Course Content.
Clear, Relevant and Practical Assessment
Processes.
Teaching and Learning
Strategies
Didactic.
In Class individual/Group
Research/discussion.
Role Play.
Case Studies.
Video/DVD Work.
Action Learning Sets/Problem based
learning.
Teaching and Learning
Strategies
Experimentation work.
Guest Speakers.
External Learning Options: Media,
Conferences.
Professional Work Experience.
E Learning.
Assessments
Continuous Assessment.
Integrated Projects Problem based.
Exams: Written/ Oral.
Practical Exams/ Presentations/
Written Assignments.
Professional Observations of Work
Experience.
Assessments
Individual/ group.
Reflective Journals.
Alternate Medium use e.g. Video.
External Supervisor Assessment.
Student Self Assessment/ Peer Group
Assessment.
Feedback
Prompt.
Consistent.
Clear.
Constructive.
Informative.
Motivating.
Impacts and Benefits For Student
Meet individual learning needs.
Experience both Group work and
Individual work.
Improve student study and learning
skills.
Increase in students self
accountability in their learning and
their sense of ownership of their
acquired knowledge.
Impacts and Benefits for Care
Professional Development
Critical Thinkers.
Reflective Practitioners.
Informed Role Models.
Adaptable.
Effective Communicators.
Initiative Takers.
Team Players.
Leaders of innovation.
Bibliography
Race, P. (2006) The Lecturer’s Tool Kit. A practical guide to learning
teaching and assessment, Routledge Falmer: Abingdon.
Carlile, O. and Jordan, A. (2005) It works in practice but will it work in
theory? The theoretical underpinnings of pedagogy. Emerging
Issues in the Practice of University Learning and Teaching. All
Ireland
Society
for
Higher
Education
(AISHE)
www.aishe.org/readings/2005-1/carlie-jordanChoi, M. (2006) Communities of Practice: An alternative learning
model for knowledge creation. British Journal of Educational
Technology, Vol. 37., No. 1.
Finch, M. (2008) A Reflective Comparison of ‘Action Learning’
Methods’ and ‘Traditional Study Group Methods’ on Professional
Development of Third Level Community/ Social Care Students.
Presented at International Action Learning Conference: Practices,
Problems and Prospects, Henley. Awaiting publication.
Kolb. D. A. (1984) Experiential Learning: Experience as the source of
learning and development, Prentice-Hall: New Jersey.
Light, G. and Cox. R. (2001) Evaluating: Teaching and course
evaluation. Learning and teaching in Higher Education: The
reflective professional, Mission statement, Office of Institutional
Research, University of Florida.
Bibliography
Revans, R. Cited in Pedler, M., Burgoyne. J. And
Boydell, T. (1991) The Learning Company. A
Strategy of Sustainable Development, Mc Graw –
Hill: London.
Shannon Consortium (2008)
Learning Styles.
Summary Report.
An analysis of third level
learners in the Shannon Consortium 2007- 2008.
Vella, J. (2002) Learning to Listen, Learning to
Teach: The power of dialogue in educating adults,
Jossey Boss: San Francisco.
Waddill, D. & Marquardt (2003) Adult learning
orientations and action learning, Human Resource
Development Review. Vol.2., No.4.