Below you will find my Felder and Solomon results as a graph.The short questionnaire is based on the Felder-Silverman learning style model.
I tend to have difficulty filling out these types of questionnaires as base my answers on my recall of specific examples or situations. This raises the questions a) whether I would answer them the same if I completed it again, b) is my recall of and c) is what I perceive to be the best match to each question the same as everyone else sees it? I am often told that I am detailed, however I don't always see myself that way. In addition to these three questions you could ask if I have I interpreted the question correctly and if I able to use the questionnaire effectively (language skills, sight, hand mobility etc).
My learning style results:
The learning styles referred to are:
ACT = active REF = reflective SEN = sensing INT = intuition
VIS = visual VRB = verbal SEQ = sequential GLO - global
The graph indicates that (on this occasion) I was fairly balanced on three of the scales, and have a moderate preference towards reflection on the first scale.
I agree with a moderate preference towards reflection. I like to jump in and try solutions (active) and like to discuss it (active, although this may actually be a reflection of scenarios where I like to verbalise instructions) however I like to think problems through (reflective) and have a preference to work on my own (reflective) once I understand the requirements.
Scoring mid range for sensing and intuition is accurate also. I much prefer non-fiction to fiction and documentaries to movies, however having a need to understand the bigger picture (global) I also want to know the relationships that exist. Reading though the attributes for sensing v intuition I can see how I would swing between the two depending on the situation.
I seem to remember more about an idea when I have a visual representation - 'a picture speaks 1000 words' (visual). However when learning something new I like to ask questions and hear the global overview (verbal). I have a preference to present information visually.
Sequential v global is another area where I see myself strongly one or the other depending on the situation. I acknowledge that I have trouble with or don't see the importance of information if I don't know the purpose of it (global). I find that if I have a global understanding I am more able to make use of the details and are more likely to find a way to solve problems myself. I also like to study one subject in depth (global), not short bursts of many subjects.
Being mid range means that as a learner I would be comfortable with most learning experiences. I will want to know the big picture and will appreciate time to think about the content of what I am learning and make connections with the bigger picture (global). Like everyone I will have different preferences in different situations.
The best way to support a group of learners it to accommodate all learning styles. This may mean that a portion of information is presented in the opposing style or that additional information in the alternative style is made available. I am not an education student, but I presume that the most important idea when supporting others is to simply acknowledge that everyone learns differently and that as an educator you are trying to engage the learner and reach an outcome, and this will only occur if they can use their preferred learning style at least some of the time.
I note that the provided 'overview of learning theory' suggests it is critical to understand how participants learn in the current context. This is an interesting idea, one that I would like to explore more over this course. Is it as simple as identifying that young people are connected with their technology? Perhaps instead of schools seeing mobile phones as a nuisance in the classroom we will see them used as tools. Thinking a little deeper I wonder about the effect of such exposure to electronic devices, for example text messaging, on learning. Are young learners more likely to respond better to frequent short, succinct messages? Will they need to be taught how to read and evaluate complex documents? Or should complex documents be condensed, and come with short text speak captions? Is it too much to expect a uni student these days to sit attentively and take notes for two hours of droning reading from the text book? (Yes, CQU lecturers who do this please stop!). Those people who are used to multiple activities going on in front of them - think listening to TV/music/lecture while at a computer with multiple gadgets running and flashing and streaming and playing and then pausing, no, make that diverting a portion of attention to reading and responding to 12 second interval text messages. On the other hand this bombardment could be quite overwhelming for someone not conditioned to splitting and flitting their attention.
With your current knowledge of ICT, how could your design and digital pedagogy support your learners better?
ICT provides a greater opportunity to offer multi modal learning to students. I presume it would also be easier to manage the outcomes of having multiple strategies and would be more able to be changed to suite a new cohort of learners.
What sorts of profiling questions would you be asking about your learners to ensure you cater for everyone's preferences?
- You may wish to post an OPTIONAL posting in your blog identifying your own learning style, the accuracy of the test, and a reflection on the implication for online learning design.
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