Learning styles

We discussed learning styles with the students a couple of weeks ago and here are some thoughts/outcomes from that discussion.

• There are numerous models and tests available to discover our learning styles. No two models seem the same.


• There is some criticism of the idea of modelling learning styles into concise categories.


• Many students already knew they had certain preferences for their style of learning but were surprised with some of the results.


• We used an online tool to assess individual styles -- I found this at www.learning-styles-online.com/


• The tool allowed us to generate a diagram for each students and then l'ayer these up' and compare them to find similiarities and differences. I set up a group account for this purpose and it worked very well even notifying me by email when students completed the activity.


• Students expected everyone in the class to have some similiar preferences. This was so but there were some exceptions.


• Some students were absent however as the tool is web-based they were still able to participate in the exercise from home or later in the week.

Screenr

Thought I'd mentioned this earlier but I hadn't so here is some info about Screenr now.

Continuing the theme of the last post, an important concept in this subject is for the users to understand the role of instructional design in e-learning development. They may not be training to be teachers, but ID is an important component in the design of any e-learning project.

With this in mind, I asked them to use Screenr to post two video based screencasts showing how to complete a computer-based task using a tool they are very familiar with (eg: Photoshop, Flash, etc). In f2f class we examined good and bad examples of this and discussed hints to improve the end-product. We also experimented with the tool to get familiar with its basic operation.

Recording a screencast is quite difficult given the multi-tasking nature of the work. It involves demonstrating one program, whilst operating another program and explaining the first program and its context in a planned and logical way. Whilst the end-product may only be 3-5 minutes long (for eg), it takes many attempts to get to an acceptable result - especially for the beginner. This is a big ask, even for a Diploma student, however many of the submissions have been quite good (with more still to come).

They arent studying teaching, but I am sure they all have a new found respect for teachers and trainers, now that they have experienced this role first-hand. This may actually impact on their assesment of me and my performance as a teacher.

This learning activity was designed to stretch and extend them and it definitely was the most challenging so far for students.

Dipity

Used dipity this week as an example of a web2 tool that allows learners to generate content for learning. In my context I have asked the students to put on their "instructional designer" hats and create a timeline that teaches the audience about a person, thing, or event. This will give them an opportunity to apply some instructional design concepts that we have discussed into their work and also have some fun with a different multimedia tool.

Dipity has limited variations in appearance and can exhibit some quirky behaviour at times (being an online tool) however it has a lot of features which I have earmarked as important to e-learning, including

• allows the audience to interact with the end product as a form of discovery
• incorporates true multimedia via support for text, images, video, maps, etc
• the multimedia assists audience engagement and motivation
• an element of play
• can be collaborative, ie a number of people can contribute to a single timeline

A few thoughts...

Haven't posted for a little while so I'll rectify that with a few thoughts now:

1. Based on feedback and participation levels it seems that students are genuinely enjoying the flexibility of the 'course'. New ideas are grasped enthusuastically and after some initial questions/introductions to each topic, they get down to work.


2. The blended approach (2hrs in classroom + 2hrs online per week) is definitely making things work better - for both me and them. I can guage their individual reactions better, help those that need more support, move back'n'forth between the roles of sage/guide/friend, etc. I think this has been a critical aspect of the success of the module so far.


3. My workload has increased a little and this is mainly the result of converting a classroom delivery into an online format. Whilst the flexibility of the online component has assisted me, there has been considerable setup and maintenance to make things work both pedagogically and technically. I think the second time I run this subject in this format will be more straight-forward.