The Nexus Explored: A Generalised Model of Learning Styles

1. The Nexus Explored: A Generalised Model of Learning Styles Damian Gordon, Gordon Bull e-Learning Research Group, School of Computing, Dublin Institute of Technology, Kevin Street, Dublin 8, Ireland.

2. Overview • What is a Learning Style ? • Criticisms of Learning Styles • Equivalence of Martinez and MBTI • The Four-Dimensional Leaning Style • Gordon-Bull MetaModel • Addressing the Criticisms • Questions ???

3. Introduction • Looking at learning styles • a strength or preference • Build into a Virtual Learning Environment • Which model of Learning Styles to use ? • Are there ‘core’ or fundamental dimensions of all of these models ?

4. What is Learning Style ? • the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979) • a consistent pattern of behaviour within a range of individual variability (Cornet, 1983); • a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978); • how individuals process information and prefer to learn (Garity, 1985); • the way individuals organise information and experiences (Laschinger & Boss, 1984) and; • an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).

5. Criticisms of Learning Styles • Lack of stability over time • Lack of stability over skills • Leads to stereotyping

6. Models of Learning StylesCurry (1987) Instructional & Environmental Models Social Interaction Models Information Processing Models Personality Models

7. Learning Styles Models

8. I E N P S J F T Myers-Briggs Type Indicator

9. MBTI Extraversion E Introversion I Intuition N Sensing S Feeling F T Thinking Perceptive P J Judging

10. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Small group Exercises F T Clear Objectives Always seeking more Information P J Lectures & Essays

11. Gordon-Bull Algorithm

12. Gordon-Bull Algorithm

13. Gordon-Bull Algorithm Case Study Mixture of Case Study and Theory Theory

14. Gordon-Bull Algorithm Martinez Transforming Learner Case Study Mixture of Case Study and Theory Performing Learner Conforming Learner Theory Resistant Learner

15. Keirsey Temperament Sorter Guardians (SJ) Idealists (NF) Artisans (SP) Rationals (NT)

16. What are the ‘core’ dimensions?

17. Keirsey Temperament Sorter Guardians Idealists Artisans Rationals

18. Keirsey Temperament Sorter • Whatever their field, Rationals set out to comprehend the natural world in all its complexity. • Guardians are sensible, down-to-earth people who are the backbone of institutions and the true stabilisers of society. • Idealists believe that friendly co-operation is the best way for people to achieve their goals. They dream of removing the walls of conflict and selfishness that divide people • Artisans are most at home in the external world of solid objects that can be made and manipulated, and of real-life events that can be experienced in the here and now.

19. Kolb’s Learning Style Inventory

20. Kolb’s Learning Style Inventory • Theorists/Assimilator: Like case studies, theory readings, and thinking alone. Their strengths lie in their ability to create theoretical models. • Pragmatists/Convergers: peer feedback; activities that apply skills; self-directed autonomous learner. The pragmatist's greatest strength is in the practical application of idea. • Activists/Accomadators: like practising the skill, problem solving, small group discussions, peer feedback; trainer should be a model of a professional, leaving the learner to determine her own criteria for relevance of materials. • Reflectors/Divergers: like lectures with plenty of reflection time; trainer should provide expert interpretation - taskmaster/guide; judge performance by external criteria. Their strengths lie in an imaginative ability.

21. Quad A Problem-Solving Logical, Analytical Quad B Controlled Conservative Quad D Holistic Imaginative Quad C Emotional Interpersonal Hermann Brain Dominance

22. Gregorc Learning Style Abstract Sequential Abstract Random Concrete Random Concrete Sequential

23. 4MAT Learning Model

24. Honey-Mumford Model Activist Reflector Pragmatist Theorist

25. Gordon-Bull Learning Styles Model Style αStructured & Practical Style β Intrapersonal & Discussion Style γ Imaginative & Holistic Style δ Logical & Analytical

26. Resistant Learners What’s the Added Value ?

27. Resistant Learners (Like the Avoidant dimension in the Grasha-Riechmann Model) 1. they may lack the ICT skills to interact effectively with e-Learning materials, 2. they may lack the self-confidence to use ICTs effectively, or 3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.

28. Resistant Learners What Else ? Evolutionary Learning Style Models

29. Evolutionary Models • Lewin's Cycle • Saljo's Conceptions of Learning • Bloom's Taxonomy • Gagne’s Conditions of Learning

30. Criticisms of Learning Styles • Lack of stability over time • Lack of stability over skills • Leads to stereotyping

31. Criticisms of Learning Styles • Lack of stability over time • Need to retest: Evolutionary Models • Lack of stability over skills • Leads to stereotyping

32. Criticisms of Learning Styles • Lack of stability over time • Need to retest: Evolutionary Models • Lack of stability over skills • Need to retest: With different tests • Leads to stereotyping

33. Criticisms of Learning Styles • Lack of stability over time • Need to retest: Evolutionary Models • Lack of stability over skills • Need to retest: With different tests • Leads to stereotyping • Technological Solution ?? • Educate Learners and teachers

34. Coming Soon...

35. Other Learning Styles Models Dual Coding VARK

36. ???Questions???