Student Profiling and Beyond The Classroom Activities : Student Profiling and Beyond The Classroom Activities E-learning and Laptop Forum Zayed University, Abu Dhabi April 2, 2005 Peter Hatherley-Greene
Dubai Men’s College
VARK Learning Preferences : VARK Learning Preferences http://www.vark-learn.com/
VARK – inventory (online and PDF) : VARK – inventory (online and PDF)
VARK Learning Preferences : VARK Learning Preferences This is not a learning style eg. Kolb’s Model
VARK deals with just one dimension of the complex amalgam of preferences that make up a learning style –
the ways in which people like information to come to them
the ways in which they like to deliver their information
Inventory consists of 13 questions supported by Arabic text
Four main modal preferences and one multimodal preference
VARK - visual : VARK - visual This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.
VARK - aural : VARK - aural This perceptual mode describes a preference for information that is "heard." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.
VARK – read/write : VARK – read/write This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output - reading and writing in all its forms.
VARK - kinesthetic : VARK - kinesthetic By definition, this modality refers to the perceptual preference related to the use of experience and practice (simulated or real). The key is that the student is connected to reality, either through experience, example, practice or simulation.
VARK - multimodal : VARK - multimodal Multimodal students need to process information in more than one mode in order to get effective understanding. They can be more flexible about how they take in and give out information than those with a profile that emphasizes a single preference. They tend to be able to match their preferences with whatever mode(s) are being used.
VARK – results (Diploma Year 1) : VARK – results (Diploma Year 1) n=276
VARK – results (HD Foundations) : VARK – results (HD Foundations) n=162
VARK – results (combined) : VARK – results (combined) n=438
VARK – results (comparison to VARK database) : VARK – results (comparison to VARK database) (n=438)
VARK – multimodal breakdown : VARK – multimodal breakdown
VARK – multimodal breakdown : VARK – multimodal breakdown
VARK – breakdown comparisons : VARK – breakdown comparisons
VARK – supporting evidence : VARK – supporting evidence Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21/1, 87-111.
Reid investigated multiple learning styles preferences in nine ESL language groups. Arabic learning styles support multimodalism.
VARK – summary of results : VARK – summary of results Strong multimodalism (63%) indicates adult learning styles
Old myth of Arab learning preferences (aural and visual learners) appears to be debunked
No observable difference between Diploma and Foundations
Bimodal differences between DMC and VARK results
R/W learning preference strongly indicates they do have the potential ability to function in an academic arena
Other studies support findings of multimodalism
VARK – Study Strategies : VARK – Study Strategies Faculty address study strategies through one-on-one counselling with students. The study strategy for each modal preference is outlined and reinforced at various times during the semester, especially leading up to assessments.
VARK – CEPA scores comparison : VARK – CEPA scores comparison increasing percentage of multimodals with increasing CEPA score
support for Fleming's notion that multimodalism is a characteristic of scholastic adult learners
more single mode learners in CD Year 1 compared to Foundations
Other measures – Gardiner’s Multiple Intelligences : Other measures – Gardiner’s Multiple Intelligences Naturalistic – aptitude for being with and respecting nature
Musical – aptitude for musical expression
Logical/mathematical – aptitude for math, logic, deduction
Existential – aptitude for understanding one’s purpose
Interpersonal – aptitude for working with others
Bodily/kinesthetic – aptitude for being physical
Linguistic/verbal – aptitude for the written/spoken word
Intrapersonal – aptitude for working alone
Spatial/visual – aptitude for picturing, seeing
Emotional – aptitude for identifying emotion (not assessed)
Gardiner’s Multiple Intelligences : n=213 Gardiner’s Multiple Intelligences
Gardiner’s Multiple Intelligences : n=213 Gardiner’s Multiple Intelligences
Gardiner’s Multiple Intelligences - implications : Gardiner’s Multiple Intelligences - implications Know your students
See your students in different contexts
Vary your teaching approach
Vary your assessment approach
Keep an eye on what’s going on outside
Student Profiling 2002-2004 : Student Profiling 2002-2004
Student Profiling contd. : Student Profiling contd.
Student profiling – summary : Student profiling – summary VARK, Multiple Intelligences and LPQ help us to define how our students learn and what strengths they bring to the learning process
Slide28 : HCT Graduate Outcomes
converging technologies
constructivism
e-learning experimentation
student profile
success reports from other campuses
Rationale Converging
Technologies
Slide29 : Conceptual Framework - example “I want my students to develop effective teams” GO 6.3 “Contribute to group decision-making”
GO 4.4 “Determine the scope of the potential impact of IT in their personal and professional lives” ENGL 1116 Goal 1.3 “Respond appropriately to simple oral instructions and directions”
MATH 1100 Goal 6.1 “Read times from the 12- and 24-hour clock”
COMP 1100 Goal 5.1 “Input text into a word processing application”
CARE 1100 Goal 3.1 “Identify the elements of effective communication…” The Knowledge Hunt asks students to work in small teams to locate three different locations around Dubai and report back via three different communication devices to receive the next clues. The performance will be determined by the successful completion of the task within the time frame, the criteria will be effective use of English for communication and the condition is the use of technology tools such as email and mobile phones.
Slide30 : Operationalizing the Framework – scenario #1 work in teams of 3 students
start Knowledge Hunt from College
students receive initial instructions via email in computer labs
Location #1 – following instructions, students ring faculty and describe their location. If correct, next clue is given orally
Location #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is given via text message
Location #3 – following instructions in #2, students access WebCT or Weblog via Internet Cafe at next location and write about their location. Once confirmed, students return to College.
Slide31 : Operationalizing the Framework – scenario #2 work in teams of 3 students
starting points at six different workstations
teams move sequentially from station to station to complete each task
Slide32 : Operationalizing the Framework – scenario #2 work in teams of 3 students
starting points at six different workstations
teams move sequentially from station to station to complete each task
successful task completion is achieved when all stations have been visited
Slide33 : Operationalizing the Framework – scenario #2 work in teams of 3 students
starting points at six different workstations
teams move sequentially from station to station to complete each task
successful task completion is achieved when all stations have been visited
workstations may be physical or virtual locations
Slide34 : Operationalizing the Framework – scenario #3 main task is divided into sub-tasks
each team or individual receives only their/his part
each team or individual must NOT know about the other tasks
this can be achieved through careful mixed of physical and virtual locations
meet at agreed time at physical or virtual location (WebCT) to share results of tasks to complete main task 1 2 5 3 6 4
Slide35 : Operationalizing the Framework – scenario #4 use Webquests to distribute tasks and resources, assign responsibilities and set goals
use WebCT to conduct an online lesson while students remain at home or in LRC
explore the use of asynchronous discussion boards to archive learning
use graphic organizers and concept mapping in your introduction to assist with task comprehension
use targeted emails
blended learning that combines traditional and e-learning methodologies
BTC webpage available from WebCT
Slide37 : BTC Shopping Task visit four main shopping malls in Dubai
compare the prices of each item from all four malls
return to the mall that has the cheapest item and buy it
directions to each mall were given from both faculty either through email, text messaging or mobile phone
follow-up and pre-tasks included
shopping dialogue and vocabulary work in English
preparation of a price comparison table in Word and use of comparative sentences (< > =) in Math
completion of a task feedback form that allowed students to reflect on the task both in terms of their individual contributions and the team’s overall performance Method
Slide38 : BTC Shopping Task contd… Text messaging
Slide39 : BTC Shopping Task contd… Email
Slide40 : BTC Shopping Task contd… Video
Slide41 : BTC Shopping Task contd… Reports – section 1
Slide42 : BTC Shopping Task contd… Reports – section 4
Slide43 : BTC Shopping Task contd… Reports – section 5
Slide44 : What did we do to verify task participation?
phone call from teams at location
business cards from interviews or visits
mobile or digital photographs of specific locations
task completion
From our experiences, you will be active during the task – acting as a kind of home base, responding to all communications from teams
Summary : Students are not homogeneous in any culture
To know them truly, we must view them in different contexts
We have reflected upon the results
We now need to
establish theory, not evaluation
principles, not practices
pedagogies, not applications
Gut-feelings are positive
Issues remain – insurance (Waiver of Liability), learning focus, “tail wagging the dog” effect Summary
References : References Fleming, N.D. (1995), I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 - 313
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.
Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21/1, 87-111.
St Hill, R. (1997), Modal Preferences In Teaching And Learning Economics, Contributed paper, Fifth Annual Teaching Economics Conference, University of Southern Queensland, Toowoomba, 2-4 July, 1997. Peter Hatherley-Greene
Dubai Men’s College
Office phone: 04 3048 321
peter.greene@hct.ac.ae