Vark learning style

I have completed the questionnaire to identify my learning style according to VARK, I actually completed the questionnaire twice and found I had a different result.  The first time my result show that my preferred method of learning is by read/write, I totally disagreed.  The second result showed that my preferred learning style is multimodal, this style uses all the senses which allows learners to choose two or three or four modes to use for my interactions with others.  Multimodal people are approximaltely 60% of any population.  I believe my learning style is mostly kinesthetic and visual,  I perfer to use my hands and like making and doing something creative, I am a hairdresser by trade.  My observation of students learning hairdressing is if they are not kinesthetic and visual they often have difficulty with the creative side of hairdressing.  I further believe that learning styles can change depending on the subject, teacher, time and motivation to learn.  I have found e-learning to be frustrating when you are unsure of how to do something, this causes motivational levels to drop.  How my preferred learning style my be reflected in the layout of my weblog?  I still need to reflect on this question, I think others looking at my weblog may better to answer that question.

Activity 3.1, Watkins article

The article ‘Preparing E-Learners for Online Success’ by Ryan Watkin, 2005, http://www.learningcircuits.org/2005/sep2005/watkins.htm, discusses e-learning experiences for learners and trainers and  demands that e-learning has created.  E-learning training includes desktop video, instant messaging, just-in-time training using PDAs and iPods.  Incorporating the use of  e-learning tools to traditional methods of learning is designed to enhance and improve teaching and learning.  This has created demands on learners, instructors, instructional designers and curriculum developers to incorporate strategies to update study and learning skills. 

Watkins states the importance of students learning to use technologies adequately in order to be able to  partake in completing e-learning tasks and assessments.  This can have an impact on learners readiness to learn on-line.  Watkins discusses that two essential skills in e-learning is to incorporate old, traditional methods of learning and developing and adapting new methods for e-learning.  Watkins method of anticipating how successful e-learning might be for an organisation is by developing a questionnaire, this is to assess learners readiness to in e-learning.  The questionnaire covered areas such as:

  • technology access
  • online skills and relationships
  • motivation
  • online audio/video
  • Internet discussions
  • importance to your success

 The results of the surveys trainers are able to identify resources and develop activities to assist and prepare learners for the e-learning journey. 

Watkins concludes that for e-learning to be successful, learners have to be prepared and learn new skills to take on the e-learning experience.  Therefore “e-learning can offer engaging, entertaining, interactive and valuable and meaningful learning experience” (Watkins, 2005, p.5). 

The Technology of Reading and Writing in the Digital Space: Why RSS is crucial for a Blogging Classroom

http://blogsforlearning.msu.edu/articles/view.php?id=6

I have included the abstrat for this article, I found this an interesting read as it relates to me as a new blogger and how it relates to students.  It discusses issues between learner and facilitator and the importance of writing and much more.

  Abstract

Although in the past fews years there has been a marked growth in the number of higher education classrooms that utilize an on-line writing component, adapting the teaching of writing to digital spaces has met with resistance on the part of both students and professors. While there are many hurdles to address in navigating technological changes in writing practices, I would like to suggest that part of the problem has been a lack of understanding about the ways that information is disseminated and archived in these spaces. We need to begin by framing the approach in a new way to contextualize writing better, and, more importantly, to make classroom blogging (and even more broadly writing in digital spaces) more productive for the students and professors. In particular, I want to show how the technology of RSS is crucial both from a theoretical and a practical standpoint to any digital writing, but especially to any blogging classroom.

Technology in Education

This website is an interesting and informative read.  It covers critical issues in relation to learning using modern technologies. 

http://www.ncrel.org/sdrs/areas/te0cont.htm

Critical Issues: Technology in Education

week 8 class review.

I think that I have completed case study 2, however I am going to review what I have already done.  Roman discussed with Peter and I some research suggestions that we could google to give us a broarder perspective on case studies, have an open mind when researching.  I also down loaded some readings to assist me, and I down loaded Module 3 on my flash drive incase I have trouble downloading from my work computer.  I have also collaborated with my collegues with wikis, etc and spelling mistakes I might have made.

assignment 2~case study review

Assignment 2 Case study review 

The research topic I chose is about ‘learner readiness’.  The chosen describes academic staff being the reluctant learners. This online journal is about the importance of academic teaching staff undertaking continuing professional development, and the consequences of effective change management strategies for embedding online learning within higher education.  It also includes reasons for inadequacies in online learning such as funding, teaching staff lack of skills, why some academic staff is reluctant to continue in professional development and how these factors impact on the learners. 

 

 Knowledge is ‘power’, it affects all aspects of our lives and the “global nature of our society” (Goolnik, 2006, p1), and the way information technology “…enables the rapid exchange of information, and networking…” (cited in Goolnik, 2006, p1).  Technology has had an effect on higher education, student numbers have increased, and running expenses are greater however government funding have not matched those increases.  In the
United Kingdom, universities are encouraged to use new technologies to acquire funds, making them less reliant on public funding. 

 

Universities have to make changes in the way they deliver their courses, moving away from traditional methods and practices.  Students will have greater control in their learning with teachers having less.  The teachers’ role is becoming more of a facilitator rather than a ‘teacher’.  Therefore, educational staffs have to adopt new innovative strategies, allowing for learning that is more flexible.  However many academics are reluctant to change, due to deficiencies in resources and facilities to undertake new approaches, inadequate technical and administrative support.  If the above concerns are addressed resistance to change is likely to be conquered.   

 

According to Ehrman, (2002) Lathchem and Hanna (2001), forming a central working group involving all educational stakeholders from senior to student bodies allows communication opportunities to address various institutional, departmental and personal visions.  This will allow discussions on polices and procedures currently in place regarding the above mentioned concerns including appropriate continuing professional development strategies for online learning.   There is now a greater emphasis on continuing professional development regarding “…pedagogical techniques within a technology enhanced arena” (Goolnik, 2006, p3) this will address the shortfalls of information and communications technology skills which academic staff require.  

 

In conclusion, research studies show that academic staff concerns need to be acknowledge by management and their efforts appreciated.  The establishment of a coordinating body representative, with all the main stakeholders, communicate in matters of importance in continuing professional development.   When teachers are better equipped with the knowledge and skills through continuing professional development it allows their students a greater, more sustainable learning experience.

 

The journal includes more in-depth details of the above-mentioned problems. I found this an interesting read because in my opinion it relates to academic staff universally.  

 

Marianna P. Brice compiled this review from  

http://tojde.anadolu.edu.tr/tojde21/articles/goolnik.htm