Using Learning Styles to Improve On-line Learning Through Computer Assisted Diagnosis

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Using Learning Styles to Improve On-line Learning
Through Computer Assisted Diagnosis Carolyn May
and Dr Kevin Palmer Yale College, Wrexham and
Salford City Learning Centre
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Using Learning Styles to Improve On-line Learning
Through Computer Assisted Diagnosis Contents The
Context of the Paper North Wales e-training
Partnership The General Context Learning Styles
and Teaching and Learning Honey and Mumford A
Model of Learning Styles Learning Styles and
Learning Tasks Constructivism Deep and Surface
Learning Tasks Classroom to Computer Learning
Object Design The Application of Learning Styles
to LO Content Design The Application of Learning
Styles to VLE Based Learning Management
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Context The Context of this Paper Learning
Styles, Learning Objects and the North Wales
e-training Partnership The General Context
Learning Styles and Teaching and Learning
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Honey and MumfordModel of Learning Styles

• Games
• Active tasks
• Problem-solving
• Decision-making
• Logical analysis
• Text analysis
• Data analysis
• Simulations

• Activist
• Pragmatist
• Theorist
• Reflector

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Learning StylesLearning Tasks

• Games
• Active tasks
• Problem-solving
• Decision-making
• Logical analysis
• Text analysis
• Data analysis
• Simulations

• Matching cards
• Drag and drop
• Category sorting
• Labelling diagrams
• Sequencing cards
• Identifying key points
• Identifying trends
• Ordering events

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Constructivism and Learning Styles

• Learners are unique
• They form constructs
• Constructs must be corrected
• Feedback is crucial

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Deep and Surface Learning
New Learning
New Learning
Existing Learning
Existing Learning
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Tasks Classroom Computer

• Must be
• Kinaesthetic
• Fun
• High order (Bloom)
• Related to effect sizes
• Bloom found that over 95 of the test questions
  students encounter require them to think only at
  the lowest possible level...the recall of
  information.

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Size of Effects

• No effect 0
• 1.00 an increase of one standard deviation
  associated with advancing a students education
  by one year a two grade leap in GCSE e.g. from
  C-A

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Recall Rates

• Lecture
• Reading
• Audio/visual
• Demonstration
• Discussion
• Practice by doing
• Teach others

• 5
• 10
• 20
• 30
• 50
• 75
• 90

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Learning Object Design

• Set Learning Outcomes using Bloom
• Present material
• Create tasks according to effect sizes
• Assess
• Feedback

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The Application of Learning Styles to LO Content
Design Content reviewed VLE Vendor-created
products, most notably Teknical The product
portfolio distributed through the NLN product
development project since the late 1990s The
BBCs on-line education content, most
specifically the GCSE Bitesize group of
products The S-cool range of revision
products Thomson Net-gs product range, and its
published papers on research and development The
FD Learning product range, and its published
papers on research and development Products
created and distributed through JISC programmes,
most notably the 5/99 and Exchange for Learning
programmes
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Figure 1 Simple Linear Learning Object
Cognitive Diagnosis
Learning content phase 1
Learning content phase 2
Learning content phase 3
Learning content phase 4
Assessment
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Figure 2 Linear Learning Object with Internal
Assessment Loops
Learning content phase 1
Learning content phase 2
Learning content phase 3
Learning content phase 4
Cognitive Diagnosis
Assessment
Failed diagnosis sends learner out
Pass on to next action or Learning Object
Failed end-of-phase assessment repeats phase
Failed end-of-phase assessment repeats phase
Failed end-of-phase assessment repeats phase
Failed end-of-phase assessment repeats phase
Failed end-of-Learning-Object assessment repeats
Learning Object
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Figure 3 LS Diagnosis Determines Content
Presented Throughout LO
Learning content Type 1, phase 2
Learning content Type 1, phase 3
Learning content Type 1, phase 4
Learning content Type 1, phase 1
Assessment Type 1
Learning Style Diagnosis
Learning content Type 2, phase 2
Learning content Type 2, phase 3
Learning content Type 2, phase 4
Learning content Type 2, phase 1
Assessment Type 2
Learning content Type 3, phase 2
Learning content Type 3, phase 3
Learning content Type 3, phase 4
Learning content Type 3, phase 1
Assessment Type 3
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Figure 4 LO Structure Based on LS Diagnosis
Learning Content Phase 1
Learning Object assessment
Learning Content Phase 2
Learning Content Phase 3
Learning Content Phase 4
Cognitive pre-assessment
Learning Style Diagnosis
Type 1
Next
Type 2
Type 3
Type 4
Out or re-assess in different style
Failure loops back to phase according to
assessment
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The Application of Learning Styles to VLE Based
Learning Management Three Models Wholly Mixed
Caters for all four learning styles Reflector
and Theorist Mix the caricature of the
academic programme and learner The Activist
and Pragmatist Mix the caricature of the
vocational programme and learner
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Figure 6 A Mixed Profile of Services in an
e-learning Programme
Learning Content
Conversational review
Task
Student/tutor exchange
Recorded performance
Progression
Interaction
LO
VLE
Off-line
VLE
Assessment
VLE
LO interaction
Reflector/ Activist
Reflector
Activist
Pragmatist
Theorist
Reflector
Pragmatist
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Figure 7 A Mixed Profile of Services in an
e-learning Programme Reflector and Theorist
Learning Content
LO interaction
Assessment
Task
Student/tutor exchange
Recorded performance
Store
LO
interaction
LO assessment
Research
VLE
Assessment
VLE score
Reflector/ Activist
Reflector
Theorist
Reflector
Theorist
Reflector
Reflector
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Figure 8 A Mixed Profile of Services in an
e-learning Programme Pragmatist and Activist
Web discovery task
LO interaction
Conversational review
Task
Peer exchange
Group exercise
Progression
LO prompts
interaction
VLE
Off-line
VLE discussion
VLE
VLE
Pragmatist
Reflector/ Activist
Activist
Pragmatist
Activist
Activist
Pragmatist
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Conclusions

• Objectives set using Bloom
• LOs rely on theorist/reflector styles
• Constructivism supports Activist/Pragmatist
  styles
• Integrated assessment and feedback
• Cost and benefit to learning style based LO
  design
• Flexibility and explicitness in programme design
  for e-learners
• Next steps for research