Download
designing distance education learning materials to cater for different learning styles n.
Skip this Video
Loading SlideShow in 5 Seconds..
Designing Distance Education Learning Materials to Cater for Different Learning Styles PowerPoint Presentation
Download Presentation
Designing Distance Education Learning Materials to Cater for Different Learning Styles

Designing Distance Education Learning Materials to Cater for Different Learning Styles

381 Vues Download Presentation
Télécharger la présentation

Designing Distance Education Learning Materials to Cater for Different Learning Styles

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Designing Distance Education Learning Materials to Cater for Different Learning Styles Dr. Mohamed Ally Athabasca University Canada mohameda@athabascau.ca 13º Congresso Internacional da ABED September 2, 2007

  2. Objective By the end of this session you will be able to identify your own learning style and describe how to design distance education materials for different learning styles.

  3. Separation of professor or teacher and student by distance Distance Education

  4. Generations of Distance Education

  5. Print First Generation

  6. Print with support Second Generation

  7. E-Learning Third Generation

  8. Mobile Learning (M-Learning) Next Generation

  9. Kolb Learning Style

  10. Learning style is defined as a combination of cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. Learning Style

  11. Style One Learners Strength:Innovation & ideas Function By: Value clarification Goals: To be involved in important issues and bring harmony. Favorite Question: Why?

  12. Style Two Learners Strength: Creating concepts & models Function by: Thinking things through Goals: Intellectual recognition Favorite Question: What?

  13. Style Three Learners Strength:Practical application of ideas Function By:Factual data from“hands on” experience Goals: Align their view of present with future security Favorite Question: How?

  14. Style Four Learners Strength: Action, getting things done Function By: Acting and testing experience Goals: To bring action to ideas Favorite Question: What if?

  15. Learning and Learners

  16. LEAD BY the heart build community - seek harmony sense of noble purpose TEACH BY facilitation discussion group work LEARNING STYLE ONESUPPORTER

  17. LEAD BY fitting information into current reality sequential thinking use facts to persuade TEACH BY transmit knowledge accurate information knowledge leads to comprehension LEARNING STYLE TWOTHEORIST

  18. LEAD BY plans & timelines favor productivity shares knowledge of results TEACHES BY matching curriculum to economic usefulness demonstrates detailed hands-on processes uses tricks of the trade - shows short-cuts LEARNING STYLE THREEACHIEVER

  19. LEADS BY offering crisis and challenge looks for patterns and possibilities energizing TEACHES BY enabling sketches and illustrates concepts encouraging the use of alternatives, choices LEARNING STYLE FOURINFLUENCER

  20. Students who score high in the CE dimension prefer experience-based approach to learning that relies on feelings-based judgment. Tend to be empathetic Find theoretical approaches to be unhelpful Prefer to treat each situation as a unique case Learn best from specific examples in which they can be involved Related more to other students rather than the instructor Learn from specific experience Concrete Experience (CE)

  21. Provide a variety of learning activities to meet the needs of CE. Provide real life examples that students can relate to. Provide opportunities to interact with other students e.g. small group work using computer conference or videoconferencing. Prefer instructor/tutor to be a coach. Implications for Distance Education

  22. Prefer an analytical, conceptual approach to learning that relies heavily on logical thinking and rational evaluation More oriented towards things and symbols, and less towards other people Learn best in instructor-directed, impersonal learning situations that emphasize theory and systematic analysis Do not learn from unstructured "discovery learning" approaches such as exercises and simulations Good at logical analysis of ideas Like to do systematic planning Abstract Conceptualization (AC)

  23. Layout a plan for the students to follow Use a linear sequence for the learning Like theoretical readings Implications for Distance Education (AC)

  24. Prefer a tentative, impartial and reflective approach to learning. Rely heavily on careful observation in making judgment Prefer learning situations such as presentations Look for the meaning of things Tend to be introverts Reflective Observation (RO)

  25. Allow enough time to apply the information Provide all the information to students Provide opportunities to work alone Prefer passive delivery Prefer norm-reference evaluation See the instructor/tutor as the expert Implications for Distance Education (RO)

  26. Prefer an active "doing" orientation to learning that relies heavily on experimentation. Prefer to do activities such as projects, homework, or group discussions Do not like passive learning situations such as presentations and readings Get things done Like to take risks Tend to be extroverts Active Experimentation (AE)

  27. Use active learning strategies Like to do things Prefer to work in small groups to solve problems Tend to be self-directed Implications for Distance Education (AE)

  28. Combination of concrete experience and reflective observation Strengths lie in an imaginative ability Interested in people and emotional elements Have broad cultural interests Diverger

  29. Brainstorming Listening Speaking Interacting Knowing oneself Appreciating others Diverger (Why) Skills

  30. Combination of abstract conceptualization and reflective observation Like to create theoretical models More concerned with abstract concepts rather than with people. They are good at planning Assimilator

  31. Observing Analyzing Classifying Seriating Drawing conclusions Theorizing Seeing patterns and connections Conceptualizing Assimilator (What) Skills

  32. Combination of abstract conceptualization and active experimentation. Like to apply ideas Tend to be unemotional Prefer to work with things rather than with people They have narrow technical interest Converger

  33. Experimenting Manipulating materials and ideas Making things work Testing reality Tinkering Trying and failing Converger (How) Skills

  34. Combination of concrete experience and active experimentation Like to do things and involve themselves in new experiences Very adaptable to new situations Tend to solve problems intuitively Rely on others for information Like to work with people Accommodator

  35. Modifying Shifting Adapting Risking Intuiting Acting Innovating Creating Accommodator (If) Skills

  36. 67% of the students learn best actively, yet instruction is passive 69% of the students are visual, yet instruction is mostly verbal and textual 28% of the students are global, yet we seldom focus on the ``big picture'' Learning Style Data (Montgomery)

  37. Using mediated technology (virtual reality, simulation, video conferencing, etc) to provide an illusion that the mediated experience is not mediated. The distance education experience should create a strong sense of presence. Presence in Distance Education

  38. Learners must construct a memory link between the new information and some related information already stored in long-term memory. On the web, learners with diverse background and knowledge can choose the most appropriate link to review previous learning before new information is presented. Active strategies can be built into distance education materials to allow learners to process the information. Sample Strategies for Distance Education

  39. On-line testing can be done to check learners’ achievement level and to provide appropriate feedback. Use the browsing capabilities of the web to encourage higher level learning. Network learning theory suggests that information is stored as networks in LTM. Hence, the hypermedia structure of the web should facilitate storage and retrieval. Visuals can be integrated into the learning materials.

  40. Promote interactivity by providing feedback, adapting the instruction to the learner, and suggesting activities for the learner to process at a deep level. Allow collaboration using synchronous and asynchronous communication. Use guest experts. Access on-line libraries. Use computer conferences for student-student and instructor-student interaction. Ask students to keep an electronic journal. Link to appropriate learning materials on the web

  41. Give the Big Picture (Content map) Connect to the learner and gain interest (Rationale) Set expectations for learning (Objectives) Include strategies to organize the learning (Advance Organizer) Check for readiness (Prerequisites) Check for prior knowledge (Self-assessment) Designing Distance Education Materials

  42. Provide opportunities for learning Activities to Motivate the Learners Activities to Explore to Find the Information Activities to Use the Materials to Improve Performance Activities to Transfer the Knowledge and Skills to New Situations Designing Distance Education Materials

  43. Give learners the opportunity to practice and provide feedback Bring Closure to the Learning Experience Check for Achievement of Objectives Provide Opportunities for Real Life applications Designing Distance Education Materials

  44. Sample Materials

  45. Form small groups Identify a lesson topic and prepare four learning activities (for each type of learner in the Kolb model) for distance education. Select a group leader to present back to the large group (5 minutes). Group Exercise

  46. Interaction pattern by learning style. Tutor and students learning style. Which learning style adapt better to distance education? Level of support required by the different learning styles. Learning style and success in distance education. Adapting instruction for different learning styles. Further Research

  47. Ally, M. & Fahy, P. (2005). Learning Style in Online Interaction in Distance Education. Indian Journal of Open Learning, 14(1), p. 15-33. Ally, M. (2005). Designing Instruction for Successful Online Learning. In C. Howard (Ed.). Encyclopedia of Online Learning. Idea Group Inc. Hershey, PA. Ally, M. (2005). Multimedia information design for mobile devices. In M. Pagani (Ed.). Encyclopedia of Multimedia Technology and Networking. Idea Group Inc. Hershey, PA. Ally, M. (2004). Staff Training and Development in Open and Distance Learning. In Weiyuan Zhang (Ed.) Global Perspectives: Philosophy and Practice in Distance Education. China: China Central Radio and Television University Press, p. 277-297. Ally, M. (2004). Intelligent Tutoring Systems for Distributed Learning. In Fahua Oscar Lin (Ed.) Designing Distributed Learning Environments with Intelligent Software Agents, Hershey, PA: Information Science Publishing, p. 162-183. Ally, M. (2004). Foundations of education theory for online learning. In T. Anderson and F. Elloumi (eds.), Theory and Practice of Online Learning. Athabasca: Athabasca University Press, pp. 3-32, 2004. Available at: http://cde.athabascau.ca/online_book/. Montgomery, S.M. Addressing Diverse Learning Styles Through the Use of Multimedia. University of Michigan. References