Student Profiling and Beyond The Classroom Activities E-learning and Laptop Forum Zayed University,...

Student Profiling andStudent Profiling andBeyond The ClassroomBeyond The ClassroomActivitiesActivities

E-learning and Laptop Forum Zayed University, Abu Dhabi April 2, 2005E-learning and Laptop Forum Zayed University, Abu Dhabi April 2, 2005

Peter Hatherley-GreenePeter Hatherley-Greene

Dubai Men’s CollegeDubai Men’s College

VARK Learning PreferencesVARK Learning Preferenceshttp://www.vark-learn.com/

VARK – inventory (onlineonline and PDF)

VARK Learning PreferencesVARK Learning Preferences

• This is not a This is not a learning style eg. Kolb’s Model eg. Kolb’s Model

• VARK deals with just one dimension of the complex VARK deals with just one dimension of the complex amalgam of preferences that make up a learning style –amalgam of preferences that make up a learning style –

– the ways in which people like information to come to themthe ways in which people like information to come to them

– the ways in which they like to deliver their informationthe ways in which they like to deliver their information

• Inventory consists of 13 questions supported by Arabic text consists of 13 questions supported by Arabic text

• Four main modal preferences and one multimodal preferenceFour main modal preferences and one multimodal preference

VVARK - ARK - visualvisual

This preference includes the depiction of This preference includes the depiction of information in charts, graphs, flow charts, information in charts, graphs, flow charts, and all the symbolic arrows, circles, and all the symbolic arrows, circles, hierarchies and other devices that hierarchies and other devices that instructors use to represent what could have instructors use to represent what could have been presented in words. been presented in words.

VVAARK - RK - auralaural

This perceptual mode describes a This perceptual mode describes a preference for information that is "heard." preference for information that is "heard." Students with this modality report that they Students with this modality report that they learn best from lectures, tutorials, tapes, learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, group discussion, speaking, web chat, talking things through. talking things through.

VVAARRK – K – read/writeread/write

This preference is for information displayed This preference is for information displayed as words. Not surprisingly, many academics as words. Not surprisingly, many academics have a strong preference for this modality. have a strong preference for this modality. This preference emphasizes text-based This preference emphasizes text-based input and output - reading and writing in all input and output - reading and writing in all its forms. its forms.

VVARARKK - - kinesthetickinesthetic

By definition, this modality refers to the By definition, this modality refers to the perceptual preference related to the use of perceptual preference related to the use of experience and practice (simulated or real). experience and practice (simulated or real). The key is that the student is connected to The key is that the student is connected to reality, either through experience, example, reality, either through experience, example, practice or simulation. practice or simulation.

VVARK - ARK - multimodalmultimodal

Multimodal students need to process Multimodal students need to process information in more than one mode in order information in more than one mode in order to get effective understanding. They can be to get effective understanding. They can be more flexible about how they take in and more flexible about how they take in and give out information than those with a profile give out information than those with a profile that emphasizes a single preference. They that emphasizes a single preference. They tend to be able to match their preferences tend to be able to match their preferences with whatever mode(s) are being used. with whatever mode(s) are being used.

VVARK – ARK – results (Diploma Year 1)results (Diploma Year 1)

n=276n=276

VVARK – ARK – results (HD Foundations)results (HD Foundations)

n=162n=162

VARK – resultsresults (combined)

n=438n=438

VARK – resultsresults (comparison to VARK database)

(n=438)(n=438)

VARK – multimodalmultimodal breakdown

VARK – breakdownbreakdown comparisons

VVARK – ARK – supporting evidencesupporting evidence

Reid, J. (1987). The learning style preferences of ESL students. Reid, J. (1987). The learning style preferences of ESL students. TESOL QuarterlyTESOL Quarterly, 21/1, 87-111., 21/1, 87-111.

Reid investigated multiple learning styles preferences in nine ESLReid investigated multiple learning styles preferences in nine ESL language groups. Arabic learning styles support multimodalism. language groups. Arabic learning styles support multimodalism.

VARK VARK – – summary of resultssummary of results

• Strong multimodalism (63%) indicates adult learning styles Strong multimodalism (63%) indicates adult learning styles

• Old myth of Arab learning preferences (aural and visual learners) Old myth of Arab learning preferences (aural and visual learners) appears to be debunkedappears to be debunked

• No observable difference between Diploma and FoundationsNo observable difference between Diploma and Foundations

• Bimodal differences between DMC and VARK resultsBimodal differences between DMC and VARK results

• R/W learning preference strongly indicates they do have the R/W learning preference strongly indicates they do have the potential ability to function in an academic arenapotential ability to function in an academic arena

• Other studies support findings of multimodalismOther studies support findings of multimodalism

VVARK ARK – – Study StrategiesStudy StrategiesFaculty address study strategies through one-on-one Faculty address study strategies through one-on-one counselling with students. The study strategy for each modal counselling with students. The study strategy for each modal preference is outlined and reinforced at various times during preference is outlined and reinforced at various times during the semester, especially leading up to assessments. the semester, especially leading up to assessments.

VVARK – ARK – CEPA scores comparisonCEPA scores comparison• increasing percentage of multimodals with increasing CEPA scoreincreasing percentage of multimodals with increasing CEPA score

• support for Fleming's notion that multimodalism is a characteristic of scholastic adult learnerssupport for Fleming's notion that multimodalism is a characteristic of scholastic adult learners•

more more single mode learnerssingle mode learners in CD Year 1 compared to Foundations in CD Year 1 compared to Foundations

Other measuresOther measures – – Gardiner’sGardiner’s Multiple IntelligencesMultiple Intelligences

• NaturalisticNaturalistic – aptitude for being with and respecting nature – aptitude for being with and respecting nature

• MusicalMusical – aptitude for musical expression – aptitude for musical expression

• Logical/mathematicalLogical/mathematical – aptitude for math, logic, deduction – aptitude for math, logic, deduction

• ExistentialExistential – aptitude for understanding one’s purpose – aptitude for understanding one’s purpose

• InterpersonalInterpersonal – aptitude for working with others – aptitude for working with others

• Bodily/kinestheticBodily/kinesthetic – aptitude for being physical – aptitude for being physical

• Linguistic/verbalLinguistic/verbal – aptitude for the written/spoken word – aptitude for the written/spoken word

• IntrapersonalIntrapersonal – aptitude for working alone – aptitude for working alone

• Spatial/visualSpatial/visual – aptitude for picturing, seeing – aptitude for picturing, seeing

• EmotionalEmotional – aptitude for identifying emotion (not assessed) – aptitude for identifying emotion (not assessed)

n=213

Gardiner’s MultipleMultiple IntelligencesIntelligences

n=213

Gardiner’s MultipleMultiple Intelligences

Gardiner’s Multiple Intelligences - Gardiner’s Multiple Intelligences - implicationsimplications

• Know your studentsKnow your students

• See your students in different contextsSee your students in different contexts

• Vary your teaching approachVary your teaching approach

• Vary your assessment approachVary your assessment approach

• Keep an eye on what’s going on outsideKeep an eye on what’s going on outside

Student Profiling 2002-2004

Student Profiling contd.

Student profilingStudent profiling – – summarysummary

VARK, Multiple Intelligences and LPQ help VARK, Multiple Intelligences and LPQ help us to define how our students learn and us to define how our students learn and what strengths they bring to the learning what strengths they bring to the learning process process

• HCT Graduate OutcomesHCT Graduate Outcomes

• converging technologies converging technologies

• constructivism constructivism

• e-learning experimentatione-learning experimentation

• student profilestudent profile

• success reports from other campuses success reports from other campuses

Rationale

Converging

ConvergingTechnologies

Technologies

Conceptual Framework - example““I want my students to develop effective I want my students to develop effective

teams”teams”

GO 6.3 “Contribute to group decision-making”GO 6.3 “Contribute to group decision-making”GO 4.4 “Determine the scope of the potential impact of IT in their GO 4.4 “Determine the scope of the potential impact of IT in their

personal and professional lives”personal and professional lives”

ENGL 1116 Goal 1.3 “Respond appropriately to simple oral instructions and ENGL 1116 Goal 1.3 “Respond appropriately to simple oral instructions and directions”directions”

MATH 1100 Goal 6.1 “Read times from the 12- and 24-hour clock”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”COMP 1100 Goal 5.1 “Input text into a word processing application”CARE 1100 Goal 3.1 “Identify the elements of effective communication…”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 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 locations around Dubai and report back via three different communication devices to receive the next clues. The to receive the next clues. The performanceperformance will be determined by the successful will be determined by the successful completion of the task within the time frame, the completion of the task within the time frame, the criteriacriteria will be effective use of will be effective use of English for communication and the English for communication and the conditioncondition is the use of technology tools such is the use of technology tools such as email and mobile phones.as email and mobile phones.

Operationalizing the Framework – scenario #1

• work in teams of 3 studentswork in teams of 3 students• start Knowledge Hunt from Collegestart Knowledge Hunt from College• students receive initial instructions via email in computer labsstudents receive initial instructions via email in computer labs• Location #1 – following instructions, students ring faculty and describeLocation #1 – following instructions, students ring faculty and describe

their location. If correct, next clue is given their location. If correct, next clue is given orallyorally• Location #2 – following instructions in #1, students send faculty a textLocation #2 – following instructions in #1, students send faculty a text message and describe their location. If correct, next clue is message and describe their location. If correct, next clue is given via given via text messagetext message• Location #3 – following instructions in #2, students access WebCT or Location #3 – following instructions in #2, students access WebCT or Weblog via Weblog via Internet CafeInternet Cafe at next location and write about at next location and write about their location. Once confirmed, students return to College. their location. Once confirmed, students return to College.

SMS


• work in teams of 3 studentswork in teams of 3 students• starting points at six starting points at six differentdifferent workstations workstations • teams move sequentially teams move sequentially fromfrom station to station to station to station to completecomplete each task each task

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• work in teams of 3 studentswork in teams of 3 students• starting points at six starting points at six differentdifferent workstations workstations • teams move sequentially teams move sequentially fromfrom station to station to station to station to completecomplete each task each task• successful task completion successful task completion isis achieved when all stations achieved when all stations havehave been visited been visited

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• work in teams of 3 studentswork in teams of 3 students• starting points at six starting points at six differentdifferent workstations workstations • teams move sequentially teams move sequentially fromfrom station to station to station to station to completecomplete each task each task• successful task completion successful task completion isis achieved when all stations achieved when all stations havehave been visited been visited• workstations may be workstations may be physical orphysical or virtual locations virtual locations

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• main task is divided into sub-main task is divided into sub-taskstasks• each team or individual receiveseach team or individual receives only their/his part only their/his part • each team or individual must each team or individual must NOTNOT know about the other tasks know about the other tasks• this can be achieved through this can be achieved through carefulcareful mixed of physical and virtual mixed of physical and virtual locationslocations• meet at agreed time at physical meet at agreed time at physical oror virtual location (WebCT) to share virtual location (WebCT) to share results of tasks to complete main results of tasks to complete main tasktask

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• use Webquests to distribute tasks and resources, assign use Webquests to distribute tasks and resources, assign responsibilities andresponsibilities and set goals set goals• use WebCT to conduct an online lesson while students remain at use WebCT to conduct an online lesson while students remain at home or inhome or in LRC LRC • explore the use of asynchronous discussion boards to archive explore the use of asynchronous discussion boards to archive learninglearning• use graphic organizers and concept mapping in your introduction use graphic organizers and concept mapping in your introduction to assistto assist with task comprehension with task comprehension• use targeted emailsuse targeted emails• blended learning that combines traditional and e-learning blended learning that combines traditional and e-learning methodologiesmethodologies• BTC webpage available from WebCT

BTC Shopping Task

• visit four main shopping malls in Dubai visit four main shopping malls in Dubai • compare the prices of each item from all four mallscompare the prices of each item from all four malls• return to the mall that has the cheapest item and buy itreturn to the mall that has the cheapest item and buy it• directions to each mall were given from both faculty either directions to each mall were given from both faculty either through email,through email, text messaging or mobile phone text messaging or mobile phone • follow-up and pre-tasks included follow-up and pre-tasks included

• shopping dialogue and vocabulary work in Englishshopping dialogue and vocabulary work in English• preparation of a price comparison table in Word and use of preparation of a price comparison table in Word and use of comparative sentences (< > =) in Math comparative sentences (< > =) in Math• completion of a task feedback form that allowed students to completion of a task feedback form that allowed students to reflect on reflect on the task both in terms of their individual contributions and the the task both in terms of their individual contributions and the team’s team’s overall performance overall performance

MethodMethod

BTC Shopping Task contd…

Text messagingText messaging


EmailEmail


VideoVideo


Reports – section 1Reports – section 1

What did we do to verify task participation?What did we do to verify task participation?

• phone call from teams at locationphone call from teams at location

• business cards from interviews or visitsbusiness cards from interviews or visits

• mobile or digital photographs of specific locationsmobile or digital photographs of specific locations

• task completiontask completion

From our experiences, you will be active during the task – From our experiences, you will be active during the task – acting as a kind of home base, responding to all acting as a kind of home base, responding to all communications from teamscommunications from teams

Verification

• Students are not homogeneous in any culture

• To know them truly, we must view them in differentcontexts

• 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

ReferencesReferences• Fleming, N.D. (1995), Fleming, N.D. (1995), I'm different; not dumb. Modes of presentation I'm different; not dumb. Modes of presentation

(VARK) in the tertiary classroom(VARK) in the tertiary classroom, in Zelmer, A., (Ed.) Research and , in Zelmer, A., (Ed.) Research and Development in Higher Education, Proceedings of the 1995 Annual Development in Higher Education, Proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 - 313 of Australasia (HERDSA), HERDSA, Volume 18, pp. 308 - 313

• Gardner, H., & Hatch, T. (1989). Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Multiple intelligences go to school: Educational implications of the theory of multiple intelligencesEducational implications of the theory of multiple intelligences. . Educational Researcher, 18(8), 4-9.Educational Researcher, 18(8), 4-9.

• Reid, J. (1987). The learning style preferences of ESL students. Reid, J. (1987). The learning style preferences of ESL students. TESOL TESOL QuarterlyQuarterly, 21/1, 87-111., 21/1, 87-111.

• St Hill, R. (1997), St Hill, R. (1997), Modal Preferences In Teaching And Learning Modal Preferences In Teaching And Learning EconomicsEconomics, Contributed paper, Fifth Annual Teaching Economics , Contributed paper, Fifth Annual Teaching Economics Conference, University of Southern Queensland, Toowoomba, 2-4 July, Conference, University of Southern Queensland, Toowoomba, 2-4 July, 1997. 1997.

Peter Hatherley-GreenePeter Hatherley-GreeneDubai Men’s CollegeDubai Men’s College

Office phone: 04 3048 321Office phone: 04 3048 321

[email protected]@hct.ac.ae

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