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Learning Preferences

Learning Preferences. Considering the Importance of Learning Styles Before Developing Online Instruction Rachel Rebello INSDSG 640. Goal:.

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Learning Preferences

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  1. Learning Preferences Considering the Importance of Learning Styles Before Developing Online Instruction Rachel Rebello INSDSG 640

  2. Goal: While participating in a fully online training to learn how to transition from face-to-face course instructional methods to blended or online course instructional strategies; faculty will partake in the following lesson as a portion of the overall training. As a result of this lesson: • Faculty will gain an understanding of how their own learning preference influences their teaching style. • Additionally, faculty will consider the existence of varied learning preferences among their students when they develop their online instruction.

  3. Objectives: • Identify own learning preference(s). • Recognize various learning styles. • Plan to incorporate online instruction strategies that accommodate varied learning preferences.

  4. Absorb: • Learners will be provided with information that describes learning styles, defines each major category and it’s dimension, as well as tactics for developing skills by utilizing one’s own learning style. • Learners will attend to this information by: • Reading a web article. • Watching a video. • Viewing supplied charts.

  5. Index of Learning Styles • Developed by Richard Felder and Linda Silverman in the late 1980s. • Revised by Felder in 2002. • Four dimensions of learning styles. • These dimensions are a continuum; one learning preference on far left, and the other on far right. (MindTools, Ltd. 1996-2013)

  6. Explained by… • James Manktelow & Amy Carlson. • Read through the information made available in this web article, Learning Styles - Understanding Your Learning Preference. • Watch the "How-To" video below. Mindtools, Ltd. (1996, 2013)

  7. Do: • Learners will be asked to complete a questionnaire to identify and discover their own learning preferences. • Learners will also be instructed to retain their questionnaire results for the Connect segment of this lesson.

  8. Index of Learning Styles Questionnaire • Learners will need to complete Dr. Richard Felder’s questionnaire at the following link: • http://www.engr.ncsu.edu/learningstyles/ilsweb.html

  9. Connect: • Learners will be asked to share with the class their learning style and questionnaire results via the virtual classroom. • Learners will then be separated into groups using the virtual classroom, categorized by similar learning style(s) to discuss and reflect on the prompts provided below.

  10. Evaluate: • At the end of the virtual classroom session, Learners will then be asked to plan a unit of instruction, for their own course/subject matter, that appeals to and accommodates varied learning styles. • Learners will then submit this unit of instruction plan to training facilitators for review and feedback.

  11. Citations • Mindtools, Ltd. (1996, 2013). Learning styles - Understanding your learning preferences. Retrieved from http://www.mindtools.com/mnemlsty.html • Mindtools, Ltd. (1996-2013). Index of Learning Styles - Dr. Richard Felder. Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html

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