the stylish way

learning stylesin e-learning

presentation

Ole Lauridsen, Aarhus School of Business, Aarhus, DK

mag.art. (≈ PhD) Professor of GermanStudy Director of MILS (Master of ICT in Language Teaching and Learning)

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

what is e-learning?

on-line learning • distance learning• blended learning

the use of • online information retrieval• CD-ROMs• web sites

Standardization needed

e-learning standards

International standardization• Information Technology for Learning,

Education, and Training (ISO/IEC JTC1 SC36)

• Collaborative Technology (ISO/IEC JTC1 SC36 WG2)

what is e-learning?

• e-learning • mere online learning

• tel(l)cal(l)cbs…

• the mere use of ICT in the learning process

= distance learning virtual classroom virtual university

= supplement to F2F subset of e-learning

learning styles: problems of definition

• It has yet to be precisely (or singularly) defined.Terry O’Connor

• 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 O’Connor

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

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

learning styles: definition

• the way in which the individual learns: his/her strengths, strategies, tacticsthe layman’s 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

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

LS: environment

• external stimuli• sound• light• temperature• design of furniture in the classroom

· ergonomy· aesthetics

• (ICT: colors and layout in general)

LS: multiple intelligences

Howard GardnerA new intelligence concept moving towards a pluralistic, contextual and distributive view and away from a psychometric and/or hierarchic one

7 intelligence modules:

• body and movement• space• music

• language• logic• intrapersonality• interpersonality

LS: personlity typology

•E for extroversion•I for introversion

Myer-Brigg (Jung*)

• T for thinking• F for feeling

•S for sensing•N for intuition

• J for judgment• P for perception

16 types: ESTJ, ISTJ, INTP osv.

Print – printed or written textVisual – graphs and picsAuditive – listeningInteractive – verbalizing

Tactile – touchingKinesthetic – body movementOlfactory – smelling and tasting

LS: sensor modality

Russell French, Daryl Gilley, and Ed Cherry

Visual

Auditive

Tactile

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

LS: perception and processing (2)

David A.Kolb

accommodators

divergers

assimilators

convergers

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

LS: “the natural selection”

Sensor modalities

•visual modality•auditive modality•taktil modality

Perceptuelle stile

• Kolb• sekventiel/holistisk

Perceptual styles

• Kolb• sequential/holistic

Filter (ICT)Course OrganizingICT tools)

KOLB and THE 4MAT SYSTEM

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

kolb < jung’s personality typology

objectivismsubjectivism

kolb < jung’s personality typology

feeling

sensing intuition

thinkingintr

overtextro

vert

kolb

PerceptionConcrete Experience

PerceptionAbstract Conceptualization

Active Experimentation

ProcessingProcessingReflective Observing

ASSIMILATORAnalytic-Theoretical Learner

Dynamic-IntuitiveLearner

ACCOMMODATOR

ImaginativeLearner

DIVERGERCONVERGER Common Sense/Practical Learner

Intake: concrete

Intake: abstract

Pro

cessing

: reflectivePro

cess

ing

: ac

tive

Teach

er:

Motiv

ator/W

ittnes

s

Met

hod:

Stimula

tion/D

iscu

ssio

n

Teacher:

Evaluator/Remediator

Method: Self Discovery

Teach

er: C

oach

Met

hod: Fac

ilita

tion

Teacher: “Teacher”

Method: Inform

ation

Teacherdriven

Studentdriven

FEELERS &WATCHERSPRAGMATISTREFLECTORTHINKERS &WATCHERS

THEORISTTHINKERS &

DOERS

FEELERS &DOERS

ACTIVIST

KO

LB

Concrete Experience

Abstract Conceptualization

Active Experimentation

Reflective Observing

4M

AT

®

RR

L L

R

L L

R

WHY?

WHAT?

WHAT IF?

HOW?

concrete examples,meaningful applications

problem solving,problem predictions

classifying, ordering, seeing relationships,comparing, prioritizing

doing/trying to, sens-ing/feeling, teach to others or oneself

Concrete Experience

Abstract Conceptualization

Active Experimentation

Reflective Observing

4M

AT

®

RR

L L

R

L L

R

WHY?

WHAT?

WHAT IF?

HOW?

concrete examples,meaningful applications

classifying, ordering, seeing relationships,comparing, prioritizing

problem solving,predicting

doing/trying to sensing/feeling,teach to others

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

ICT a

nd

th

e 4

qu

ad

ran

tsConcrete Experience

Abstract Conceptualization

Act

ive

exp

erim

ent

atio

n

Reflective observing

4MAT®

WHY?

WHAT?

WHAT IF?

HOW?

power point, inter-active web pages, video/web conferencing

web exercises & information retrie-val, ICT tools (web & PC)

develop web exer-cises and web sites, communi-cation, role plays

text corpora, concordance pro-grams, videos, chat

Pro

cess

wri

tin

g (

Mark

in)

Vers

ion s

hari

ng (

Cam

pu

sNet) R/L +

sens. mod.R/L +

sens. mod.

R/L + sens.mod.

R/L + sens.mod.

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