A Unified Model of Learning Styles Damian Gordon Gordon Bull.
A Unified Model of Learning Styles
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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.
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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 ???
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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 ?
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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).
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Criticisms of Learning Styles
• Lack of stability over time
• Lack of stability over skills
• Leads to stereotyping
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Models of Learning StylesCurry (1987)
PersonalityModels
Information ProcessingModels
Social InteractionModels
Instructional &Environmental Models
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Learning Styles Models
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Gordon-Bull Algorithm
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Gordon-Bull Algorithm
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Gordon-Bull Algorithm
Case Study
Mixture of Case Study and Theory
Theory
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Gordon-Bull Algorithm
Case Study
Mixture of Case Study and Theory
TheoryConforming
Learner
Performing
Learner
Transforming
Learner
Martinez
Resistant
Learner
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Keirsey Temperament Sorter
Guardians (SJ)
Idealists (NF)
Artisans (SP)
Rationals (NT)
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What are the ‘core’ dimensions?
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Keirsey Temperament Sorter
Guardians
Idealists Artisans
Rationals
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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.
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Kolb’s Learning Style Inventory
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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.
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Hermann Brain Dominance
Quad A
Problem-Solving
Logical, Analytical
Quad B
Controlled
Conservative
Quad D
Holistic
Imaginative
Quad C
Emotional
Interpersonal
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Gregorc Learning Style
Concrete
Sequential
Concrete
Random
Abstract
Sequential
Abstract
Random
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4MAT Learning Model
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Honey-Mumford Model
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Gordon-Bull Learning Styles Model
Style α Structured & Practical
Style β Intrapersonal & Discussion
Style γ Imaginative & Holistic
Style δ Logical & Analytical
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What’s the Added Value ?
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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.
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What Else ?
Evolutionary Learning Style Models
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Evolutionary Models
• Lewin's Cycle
• Saljo's Conceptions of Learning
• Bloom's Taxonomy • Gagne’s Conditions of Learning
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Criticisms of Learning Styles
• Lack of stability over time
• Lack of stability over skills
• Leads to stereotyping
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Criticisms of Learning Styles
• Lack of stability over time
• Need to retest: Evolutionary Models
• Lack of stability over skills
• Leads to stereotyping
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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
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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
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Coming Soon...
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Other Learning Styles Models
VARK
Dual Coding
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Questions
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