3.%20Using%20Technology%20to%20Address%20Different%20Student%20Learning%20Styles

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3. Using Technology to Address Different Student
Learning Styles

• Curt Bonk, Professor, Indiana University
• President, CourseShare.com
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk
• http//CourseShare.com

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Some Technology Ideas

• Bring in experts via video/computer conferencing
• Teleconferencing talks to tchrs experts
• Reflect on field debate cases on the Web
• Make Web resources accessible
• Collab with Students in other places/countries
• Have students generate Web pages/pub work
• Represent knowledge with graphing tools
• Videoconference with colleagues
• Make Web link suggestions

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More Technology Ideas

• Take to lab for group collaboration.
• Take to computer lab for Web search.
• Take to an electronic conference.
• Put syllabus on the Web.
• Create a class computer conference.
• Require students sign up for a listserv.
• Use e-mail minute papers e-mail admin.
• Have students do technology demos.

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Still More Technology Ideas

• Find Free Concept Clips on Internet.
• Show Web site glossary--let explore eval.
• Student final project presentations with tech.
• Scavenger Hunt (including items on Web).
• Explore simulated businesses, hospitals, schools,
  farms, planets, etc.
• Videotape performances (speaking, teaching,
  coaching, etc.)
• Peer Mentoring sign up.

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Kolbs Learning Styles Inventory
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• Kolb found that "it is the combination of how
  people perceive and how people process that forms
  the uniqueness of 'learning style'-the most
  comfortable way to learn". By combining two
  dimensions of concrete experience and abstract
  conceptualization ("how we perceive") with two
  dimensions of active experimentation and
  reflective observation ("how we process"), Kolb
  established four categories of learning styles
  based on four learning modes (Kolb 1984).

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Kolb (1984)

• According to Kolb, effective learning involves
  four phases from getting involved (Concrete
  Experience) to listening/observing (Reflective
  Observation) to creating an idea (Abstract
  Conceptualization) to making decisions (Active
  Experimentation). A person may become better at
  some of these learning skills than others as a
  result, a learning style develops.

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4MAT System (Bernice McCarthy)

• Type 1 Innovative Learners are primarily
  interested in personal meaning.
• Type 2 Analytic Learners are primarily
  interested in acquiring facts to understand
  concepts and processes
• Type 3 Common Sense Learners are primarily
  interested in how things work
• Type 4 Dynamic Learners are primarily interested
  in self-directed discovery

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More Learning Styles

1. Global/analytical (More 1984)
2. Impulsive/reflective (More 1976)
3. Field dependence/field independence (Witkin et
   al.1977)
4. Simultaneous/sequential processing (Kirby 1984)

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Howard Gardners Multiple Intelligences

• Musical Intelligence - This intelligence is
  possessed by a person who thinks in musical terms
  and tends to learn best when music and/or
  musical-type patterns are used.
• Naturalistic Intelligence - A person with
  naturalistic intelligence has the ability to
  connect to the environment and categorize
  objects.
• Verbal/Linguistic Intelligence - A person with
  this intelligence enjoys working with words.
• Mathematical/Logical Intelligence - A person with
  this intelligence enjoys puzzles, logic problems,
  and sequences.
• Spacial Intelligence - This intelligence is
  evident in a person who can easily visualize
  objects and situations in his mind.
• Interpersonal Intelligence - A person who works
  well with others has strong interpersonal
  intelligence.
• Intrapersonal Intelligence Knows self well
• Bodily Kinesthetic Intelligence - A person with
  this type of intelligence uses her whole body to
  solve a problem and prefers projects which allow
  her to move and manipulate objects.

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Visual, Auditory, or Tactile/Kinesthetic Learners

• Visual learners prefer diagrams, flowcharts,
  timelines, pictures, films, and demonstrations.

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Concept MappingInspiration Example
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Graphic Organizers (e.g., Digital Whiteboards)
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Graphic Organizers (e.g., Map edit tool)
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Visual, Auditory, or Tactile/Kinesthetic Learners

• Auditory and verbal learners prefer words, spoken
  or written explanations.

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Questioning(Morten Flate Pausen, 1995
morten_at_nki.no)

1. Shot Gun Post many questions or articles to
   discuss and answer anystudent choice.
2. Hot Seat One student is selected to answer many
   questions from everyone in the class.
3. 20 Questions Someone has an answer and others
   can only ask questions that have yes or no
   responses until someone guesses answer.

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Goal Driven

• Jigsaw Technique each student becomes an expert
  on a topic and teaches that to his/her group.
• e.g., Assign chapters within groups
• (member 1 reads chapters 1 2 2 reads 3 4,
  etc.)

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Instructor Generated Virtual Debate (or student
generated)

1. Select controversial topic (with input from
   class)
2. Divide class into subtopic pairs one critic and
   one defender.
3. Assign each pair a perspective or subtopic
4. Critics and defenders post initial position stmts
5. Rebut person in ones pair
6. Reply to 2 positions with comments or qs
7. Formulate and post personal positions.

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Brainstorming

• Come up with interesting or topic or problem to
  solve
• Anonymously brainstorm ideas in a chat discussion
• Encourage spin off ideas
• Post list of ideas generated
• Rank or rate ideas and submit to instructor
• Calculate average ratings and distribute to group

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Synchronous Testing Assessment(Giving Exams in
the Chat Room!, Janet Marta, NW Missouri State
Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute
   slots, first come, first serve.
2. Give 10-12 big theoretical questions to study
   for.
3. Tell can skip one.
4. Assessment will be a dialogue.
5. Get them there 1-2 minutes early.
6. Have hit enter every 2-3 sentences.
7. Ask qs, redirect, push for clarity, etc.
8. Covers about 3 questions in 30 minutes.

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XanEdu Coursepacks
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Annotations and Animations MetaText (eBooks)
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Discussion Multiple Topics

• Generate multiple discussion prompts and ask
  students to participate in 2 out of 3
• Provide different discussion tracks (much like
  conference tracks) for students with different
  interests to choose among
• List possible topics and have students vote
  (students sign up for lead diff weeks)
• Have students list and vote.

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Web Resource Reviews
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Visual, Auditory, or Tactile/Kinesthetic Learners

• Tactile/kinesthetic senses can be engaged in the
  learning process are role play, dramatization,
  cooperative games, simulations, creative movement
  and dance, multi-sensory activities,
  manipulatives and hands-on projects.

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Feedback When Videoconferencing

• Human Graph
• Have students line up on a scale (e.g., 1 is low
  and 5 is high) on camera according to how they
  feel about something (e.g., topic, the book,
  class).
• Debrief

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Interactive Videoconferencing

• Stand and Share
• Have students think about a topic or idea and
  stand when they have selected an answer or topic.
• Call on students across sites and sit when speak.
• Also, sit when you hear your answer or your ideas
  are all mentioned by someone else.

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Final Presentations via Videoconferencing

• Assign a task for students to present on.
• Have them create PowerPoint slides, bring
  videotapes or other media, and items for document
  camera.
• Consider have peer and instructor evaluation
  forms for each group and/or individual.

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Authentic Data Analysis

• Jeanne Sept, IU, Archaeology of Human Origins
  Components From CD to Web
• A set of methodologies and addl background info
  (TimeWeb tool to help students visualize and
  explore space/time dimensions)
• Students work collaboratively to integrate
  multidisciplinary data interpret age of site
• Interpret evidence for sites ancient
  environments
• Analyze info on artifacts and fossils from the
  site

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Wireless and Wearable Computing
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Online Co-Laborative Psych Experimentshttp//psyc
hexps.olemiss.edu/

• PsychExperiments (University of Mississippi)
• Contains 30 free psych experiments
• Run experiments over large number of subjects

Ken McGraw, Syllabus, November, 2001
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SimuLearns Virtual Leader
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eDrama (Front Desk Hiring)
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Perspective Taking Foreign Languages

• Katy Fraser, Germanic Studies at IU and Jennifer
  Liu, East Asian Languages and Cultures at IU
• Have students receive e-newsletters from a
  foreign magazine as well as respond to related
  questions.
• Students assume roles of those in literature from
  that culture and participate in real-time chats
  using assumed identity.

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Perspective Taking Oral Histories and Interviews

• Have learners relate the course material to a
  real-life experience.
• Example In a course on Technology Culture,
  students freely shared experiences of visiting
  grandparents on rural farms.

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E-Portfolios (Format CD, Web, videotape,
combination, etc.)

• Digital pictures of student activities
• Handouts from coursework
• Philosophy statements
• Videotapes of teaching
• Audio recordings
• Lesson plans

• Letters of rec
• Letters to parents
• Sample writing
• Newspaper clippings of their activities
• Work from students
• Student evaluations
• Self-evaluations

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Six Hats (from De Bono, 985 adopted for online
learning by Karen Belfer, 2001, Ed Media)

• White Hat Data, facts, figures, info (neutral)
• Red Hat Feelings, emotions, intuition, rage
• Yellow Hat Positive, sunshine, optimistic
• Black Hat Logical, negative, judgmental, gloomy
• Green Hat New ideas, creativity, growth
• Blue Hat Controls thinking process
  organization
• Note technique used in a business info systems
  class where discussion got too predictable!

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Role Play

• Role Play Personalities
• List possible roles or personalities (e.g.,
  coach, optimist, devils advocate, etc.)
• Sign up for different role every week (or 5-6 key
  roles)
• Reassign roles if someone drops class
• Perform within rolesrefer to different
  personalities
• Alternative Assume Persona of Scholar

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Role 3 Conqueror or Debater/Arguer/Bloodletter

• Takes ideas into action, debates with others,
  persists in arguments and never surrenders or
  compromises nomatter what the casualties are when
  addressing any problem or issue.

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Role 12 Slacker/Slough/Slug/Surfer Dude

• In this role, the student does little or nothing
  to help him/herself or his/her peers learn.
  Here, one can only sit back quietly and listen,
  make others do all the work for you, and
  generally have a laid back attitude (i.e., go to
  the beach) when addressing this problem.

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Pick an Idea

• Definitely Will Use ___________________________
• May Try to Use ___________________________
• No Way ___________________________