Dr. Marti Cleveland-Innes Dr. Mohamed Ally. 20 th Annual Conference on Distance Teaching and Learning Madison, Wisconsin August 2004

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1 Learning Styles and Approaches to Learning in Online Environments Dr. Marti Cleveland-Innes Dr. Mohamed Ally 20 th Annual Conference on Distance Teaching and Learning Madison, Wisconsin August 2004

2 Session Overview Deep and surface learning Identifying your approach to learning Experiences of deep learning Identifying your learning style Instruction design for different styles Facilitation for deep approaches to learning

3 Introduction If students are to learn desired outcomes in a reasonably effective manner, then the teacher's fundamental task is to get students to engage in learning activities that are likely to result in their achieving those outcomes.....

4 Introduction.. It is helpful to remember that what the student does is actually more important in determining what is learned than what the teacher does. (Schuell, 1986, p. 429).

5 The first outcome Instructional Design Teaching Strategies Student Approaches to Learning Motivation + Strategies Learning Outcomes

6 Different from learning style... Everyone is capable of both deep and surface approaches, from early childhood onwards. An approach describes a relationship between the student and the learning he or she is doing. Ramsden, 1992

7 Definition Approaches to Learning are a composite of the ways in which students choose to strategize their learning, based on the motivation they have regarding particular outcomes, in a particular learning setting. These approaches can be either deep, surface or achievement approaches.

8 Surface Approach to Learning intention to complete only the task requirements use rote memorization focus is on the signs or external pieces of information principal of minimalism treat the task as an external imposition little integration, synthesis

9 Deep Approach to Learning intention to understand the material fully focus is on what the material means and how it may be applied use linking to past knowledge and everyday experiences to learn material internal motivation integration, synthesis of knowledge

10 Achievement Approach to Learning intention is to get best possible grades work to assignments, not personal interest focus is on what the teacher is looking for ego gratification through external rewards organize time and work space, scheduling behave as a model student

11 Experience with Deep Learning Exercise When were you engaged as a deep learner? Dialogue with assigned partner Create list of environmental influences affecting deep learning

12 Your approach to learning The Study Process Questionnaire identifies motives and strategies that fall into the three categories of approach to learning: deep, surface and achievement approaches to learning.

13 Evaluate your approach to learning

14 Not very helpful to determine individual differences Past Measures for Individual Differences Phrenology head-bump reading Graphology handwriting analysis Astrology

15 Learning Style 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.

16 Data 67% of students learn best actively; instruction often passive 69% of students visual; instruction mostly verbal and textual 28% of students global; instruction seldom focuses on ``big picture''

17 Kolb Learning Style

19 Concrete Experience (CE) Empathetic Prefer experiencebased approach to learning that relies on feelingsbased judgment Theoretical approaches unhelpful Learn from specific experience Engaging, specific examples Each situation unique case Relate more to other students than instructor

20 Abstract Conceptualization (AC) Analytical, conceptual approach; heavy on logical thinking rational evaluation Instructordirected, impersonal learning; theory and systematic analysis Things and symbols; less towards people Logical analysis of ideas Systematic planning "Discovery learning"

21 Reflective Observation (RO) Prefer learning situations such as presentations Look for the meaning of things Tend to be introverts Tentative, impartial and reflective Careful observation in making judgment

22 Active Experimentation (AE) No passive learning (presentations and readings) Tend to be extroverts Projects, homework, or group discussions Active "doing" relies heavily on experimentation Get things done Like to take risks

23 Diverger Combination of concrete experience and reflective observation Strengths lie in an imaginative ability Interested in people and emotional elements Have broad cultural interests Ask the question Why?

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

25 Assimilator 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 Ask the question What?

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

27 Converger 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 Ask the question How to?

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

29 Accommodator 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 Ask the question What if?

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

31 Fostering deep learning Manage workload/ time constraints Provide assessment that requires reflection and synthesis Provide opportunity for metacognition through conferencing ask the right questions Teaching presence online: explanation, enthusiasm, empathy Choices maximize student control foster engagement

32 Allow for varying technical competencies Fostering deep learning online Validate comments that go beyond material review FACILITATING DEEP LEARNING ONLINE Engage the personal in assignments and conferencing Use openended questions Show yourself as a real person

33 Instructional design and facilitation selfawareness exercises to identify online learning strategies application exercises within and outside online course high touch online environment for high engagement group activities high interaction reflection on learning practice online

34 Fostering deep learning Similarities among group Authentic Engaging Facilitation Relevant Immediate application Ongoing immediate feedback Experiential

35 Fostering deep learning Differences among group Context Task based vs. cognitive

36 Fostering deep learning Unique characteristics Hands-on application Lots of feedback from many (immediacy( immediacy) Peer accountability(pressure) Interaction that is social and personal Sense of self Good model of behavior and skills Role play and/or application Small, achievable goals kept motivation levels high Time for reflection & self assessment

37 Fostering deep learning Role of instructor Characteristics Learner centered approach (respect for individual outcomes) Guide personalized instruction Feedback constructive Creates opportunities for learners to learn from each other Passion/competence Rich learning environment And recognition of richness that exists

38 Fostering deep learning Relevance and practicality to our lives Collaboration and common purpose Relationship with peers and content Mutual inquiry and power embedded in teacher-student relationship must be acknowledged Fun (assumes trust and safety)

39 Fostering deep learning Connection to instructor get in my way no problem, I ll get there Relevance subject - very contextual Meaningful for me as the learner Speeds up learning Clear outcomes tell me the end pt. Go with the process 10 things okay Right books, materials & activities Achievement learners goal has to be relevant Deep learners picks own rate will get there

40 Fostering deep learning Instructor was critical Socratic method, small groups, philosophy of mind There because they wanted to be engaged with content wanted student's engagement too Authentic, not the 3M award, not edutainment prof Had status/stature human and real listened to students having dialogue Modeled the way; taught us the filter students approach to learning

41 Fostering deep learning Personally meaningful content Carrying on dialogue with content Reflective aspects Assessment style: feedback on value and space to grow; value as a learner Learning with personal gain Freedom in a project, personal investment Instructor as a resource A base established from commitment Application regardless of course structure and instructors Readiness to learn and apply More than motivation

42 Design for Online Learning 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)

43 Design for Online Learning 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

44 Design for On-line Learning 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

-----------------------------2008 Farmer Mentor Handbook----------------------------- Adult Learning Styles. Adult Learning Styles

-----------------------------2008 Farmer Mentor Handbook----------------------------- Adult Learning Styles. Adult Learning Styles Learning Styles Primer for Farmer Mentors You are now considering the possibility of mentoring a future farmer; taking an intern under your wing; and inviting someone to come to your farm to observe, listen