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