the stylish way

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the stylish way

• learning styles
• in e-learning

2
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)

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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

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what is e-learning?

• on-line learning
• distance learning
• blended learning
• the use of
• online information retrieval
• CD-ROMs
• web sites

Standardization needed
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e-learning standards

• International standardization
• Information Technology for Learning, Education,
  and Training (ISO/IEC JTC1 SC36)
• Collaborative Technology (ISO/IEC JTC1 SC36 WG2)
  

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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
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learning styles problems of definition

• It has yet to be precisely (or singularly)
  defined.Terry OConnor
• People rely on personally constructed filters to
  orient their relationships towards the world.
  These filters depend on age, experience,
  internal psycho-dynamics, maturity, cognition,
  physiology, bioche-mistry, 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 OConnor

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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

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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

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learning styles definition

• the way in which the individual learns his/her
  strengths, strategies, tacticsthe laymans
  definition
• the way in which each individual learner begins
  to concentrate on, process, absorb, and retain
  new and difficult informationRita Dunn Ken
  Dunn
• individual differences in cognitive approach and
  process of learningLynn Curry
• perception and processing of new
  informationDavid A. Kolb Bernice McCarthy

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learning styles inventory

• LS based on environment
• LS based on personality typology
• LS based on intelligences
• LS based on sensor modality
• LS based on perception
• LS based on information processing

alone or more commonly in various combinations
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LS environment

• external stimuli
• sound
• light
• temperature
• design of furniture in the classroom
• ergonomy
• aesthetics
• (ICT colors and layout in general)

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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

• language
• logic
• intrapersonality
• interpersonality

• 7 intelligence modules
• body and movement
• space
• music

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LS personlity typology
Myer-Brigg (Jung)

• T for thinking
• F for feeling

• E for extroversion
• I for introversion

• S for sensing
• N for intuition

• J for judgment
• P for perception

16 types ESTJ, ISTJ, INTP osv.
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LS sensor modality
Russell French, Daryl Gilley, and Ed Cherry

• Print printed or written text
• Visual graphs and pics
• Auditive listening
• Interactive verbalizing
• Tactile touching
• Kinesthetic body movement
• Olfactory smelling and tasting

Visual
Auditive
Tactile
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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
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LS perception and processing (2)

• David A.Kolb

divergers
assimilators
convergers
accommodators
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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

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LS the natural selection
KOLB and THE 4MAT SYSTEM

• Sensor modalities
• visual modality
• auditive modality
• taktil modality

• Perceptuelle stile
• Kolb
• sekventiel/holistisk

• Perceptual styles
• Kolb
• sequential/holistic

Course OrganizingICT tools)
Filter (ICT)
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kolb lt jungs personality typology

• Jung worked with 8 typological groups
• 2 attitudes introversion and extroversion
• 4 functions
• thinking, feeling - rational
• intuition and sensing irrational
• the 4 functions can be realized as either
  introvert or extrovert

subjectivism
objectivism
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kolb lt jungs personality typology
introvert
extrovert

feeling
facilitator
intuition
sensing
thinking
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kolb
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Perception
Concrete Experience
KOLB
Teacher Motivator/Wittness Method
Stimulation/Discussion
Teacher Evaluator/Remediator Method Self
Discovery
Intake concrete
Teacher driven
Dynamic- Intuitive Learner ACCOMMODATOR
ImaginativeLearner DIVERGER
FEELERS DOERS ACTIVIST
FEELERS WATCHERSPRAGMATIST
Processing
Processing
Processing reflective
Processing active
Active Experimentation
Reflective Observing
ASSIMILATORAnalytic-Theoretical Learner
REFLECTORTHINKERS WATCHERS
CONVERGER Common Sense/Practical Learner
THEORIST THINKERS DOERS
Student driven
Teacher Teacher Method Information
Teacher Coach Method Facilitation
Intake abstract
Abstract Conceptualization
Perception
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Concrete Experience
4MAT
R
R
WHY?
WHAT IF?
concrete examples, meaningful applications
doing/trying to, sens-ing/feeling, teach to
others or oneself
L
L
R
Active Experimentation
Reflective Observing
R
classifying, ordering, seeing relationships, compa
ring, prioritizing
problem solving, problem predictions
HOW?
WHAT?
L
L
Abstract Conceptualization
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Concrete Experience
4MAT
R
R
WHY?
WHAT IF?
concrete examples, meaningful applications
doing/trying to sensing/feeling,teach to others
L
L
R
Active Experimentation
Reflective Observing
R
classifying, ordering, seeing relationships, compa
ring, prioritizing
problem solving, predicting
HOW?
WHAT?
L
L
Abstract Conceptualization
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the hemispheres
direction of sight

• left hemisphere
• digitally analyzing,western
• language
• numbers
• logical sequences
• reflection, etc.

• right hemisphere
• analogically perceiving, eastern
• space
• colors
• rhythm
• intuition, etc.

cognitive unity
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ICT and the 4 quadrants
Process writing (Markin)
Version sharing (CampusNet)
4MAT
R/L sens. mod.
Concrete Experience
R/L sens. mod.
develop web exer-cises and web sites,
communi-cation, role plays
text corpora, concordance pro-grams, videos, chat
WHY?
WHAT IF?
Active experimentation
WHAT?
HOW?
Reflective observing
web exercises information retrie-val, ICT tools
(web PC)
power point, inter-active web pages, video/web
conferencing
R/L sens. mod.
R/L sens. mod.
Abstract Conceptualization
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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