ALTC07 LF MFP

Accommodating Multiple Learning Styles and Abilities in Large-Scale Online Resources: 

Accommodating Multiple Learning Styles and Abilities in Large-Scale Online Resources Liz Falconer Manuel Frutos-Perez

The research question: 

The research question What are the technological and pedagogical implications for designing online learning resources that can be offered to accommodate a variety of learning styles and abilities?

The Research Observatory: 

The Research Observatory Groups learning objects into “constellations”, that are visible from an “observatory”. Learning objects are of 3 types, viz. Explore Engage Apply RO version 1

Underpinning theory: 

Underpinning theory E-learning materials can be described in two categories, viz. Non-specific, re-usable learning objects that can be repurposed, and Contextual materials in the form of narrative objects that relate to the precise meaning or context for groups or individual students

Maps as metaphors: 

Maps as metaphors “By virtue of their spacio-cognitive abilities, humans are able to navigate through geographical space …… those cognitive skills also have value in the exploration and analysis of non-geographic information.” Skupin (2000) Maps show us where we are relative to other places how to get to somewhere from where we are now how big the surrounding environment is and what is close and what is far away

ASD: 

ASD “I find abstract concepts difficult, despite the fact that my ‘problem’ is abstract.” “Nobody believed I could have problems paying attention, given the complete absorption with which I could focus on some things. But I could not shift my attention from one subject to another by an act of will.” “I had great difficulty in absorbing all the information without having any visual prompts. I was very distracted by the proximity of so many other students and got irritated when they talked amongst themselves and didn’t pay attention to the lecturer. This was made easier when I had an aisle seat, but I still found it very difficult to take in so much verbal information.” From Jamieson and Jamieson (2004)

The ASD Quotient: 

The ASD Quotient Study by Baron-Cohen et al (2001) to test a measuring tool for autistic tendencies in the neurotypical population. Tested on approximately 800 Cambridge University students, a general population control group and winners of the Mathematics Olympiad. Also tested on a control group with diagnosed ASD. In the neurotypical groups: Males scored slightly but significantly higher than females. Scientists, including mathematicians, scored significantly higher than humanities and social sciences. Of all groups, mathematicians scored the highest.

The autistic spectrum continuum: 

The autistic spectrum continuum Is an assumption that ASD lies on a continuum of social communication disability, with Asperger’s syndrome the “bridge” between autism and normality. Baron Cohen et al (2001) autism “very unautistic” Asperger’s syndrome Normal part of the continuum can partly be construed as learning styles?

RO1 User experiences: 

RO1 User experiences Construction management students fairly warm about the metaphor Physics and mathematics very cold – just give me the information Computing research students were very keen on the online support and requested more on the RO e.g. “(Would like to see) continued development of the Research observatory as it gives a different perspective.” “What I like about the site is the way that it is set up both hierarchically and visually. I like the visual metaphors and seem to be able to work much better with these than with the traditional linear structures. At the same time the linear structures are more useful for follow-up reading. The visuals give me the big picture in a way and allow me to generate my own “frame” … so it’s like the visual mapping allows me to shape my own ideas without the potential distraction of the already “framed” structures.” From “A Learner’s Space” personal blog, 1st August 2006 User’s views on the metaphor

RO1 Dissemination: 

Data gathered with Google Analytics RO1 Dissemination The site has never been actively marketed outside UWE 15,000 visits/year - 80,000 page views/year

RO2 methodology: 

RO2 methodology Evaluate the metaphorical approach and general design features of RO1 Research and evaluate appropriate technological solutions to the issues raised Develop RO2

Technology evaluation and development: 

Technology evaluation and development Best structure would be 3-tier, i.e. File store Database to control relationships between los, nos, constellations, rooms and contexts Application layer to control interface with the user Used DSDM approach for development methodology “A commonly recurring problem in IT systems development is the inability of both user and developer to envision a full set of requirements at the outset of a project. DSDM is predicated on the belief that nothing is built perfectly first time, and that development must proceed both iteratively and incrementally, enabling stakeholders’ views to converge towards a solution that is fit for business purpose.” File store SAN Database DB Server Application Web Server UWE Network DMZ

RO2 demo: 

RO2 demo You have already seen RO1 ! Now we’ll show you RO2 The first radio telescope at Jodrell Bank The Very Large Array

Conclusions: 

Conclusions One single context is unlikely to facilitate learning in all learners Current technologies can create the potential for choice in learning environments and contexts Need for learning resources to be flexible enough to adapt to different learning contexts – current VLEs, portals etc tend not to offer that kind of choice

References: 

References Cook SH and Gordon MF. 2004. Teaching qualitative research: a metaphorical approach. Journal of Advanced Nursing, 47, 6, pp. 649 – 655. Skupin A. 2000. From Metaphor to Method: Cartographic Perspectives on Information Visualization at http://geography.sdsu.edu/People/Pages/skupin/research/pubs/InfoVis2000.pdf Accessed 10th February 2006 Learner’s Blog, 2006. A Learner’s Space – into the semiosphere at http://www.itbubble.com/?m=20060801 . Accessed 8th September 2006 Baron-Cohen S et al 2001. The Autism-Spectrum Quotient (AQ). Journal of Autism and Developmental Disorders, 31, 1, pp. 5-17 Jamieson J and Jamieson C 2004. Managing Asperger Syndrome at College and University. David Fulton Publishers, London. DSDM Consortium (2002). Business Driven Systems Development: the DSDM approach. The DSDM Consortium, National Computing Centre; Manchester UK.