Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. As a teacher I should supply specific examples of concepts and procedures, and find out how the concepts apply in practise. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates. (Felder & Soloman)
source: (http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm)
After reading the results from Felder-Silverman Learning Style Model and about the different learning styles I gauge that it is best to use all the learning styles to engage the majority of student the majority of time. If students only learn from one or two methods they are limiting themselves to learning and understanding concepts in different and more in depth ways. So if for example I was teaching a classroom of 25 students to support the range of learning styles I would need to strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.) If the balance is achieved, all students will be taught partly in a manner they prefer, which leads to an increased comfort level and willingness to learn, and partly in a less preferred manner, which provides practise and feedback in ways of thinking and solving problems which they may not initially be comfortable with but which they will have to use to be fully effective professionals. (Felder & Silverman 1988)
(http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html)
Multiple intelligences is another interesting concept I have learnt this week. Here are my results from Birmingam Grid for Learning test. I am rated higher on myself smart, people smart, word smart and number smart. This show that your learners are likely to learn using a number of different methods, and the more methods used the more likely they will comprehend the topic in more depth.
| It has been claimed by some researchers that our intelligence or
ability to understand the world around us is complex. Some people are better at
understanding some things than others. Instead of having one intelligence it is claimed that we have several different intelligences. These are listed below: | |
Considering
the evidence found on the nature of today’s learners and in particular the very
important aspect of learning theory in that the student learns better when they
can link new information to already existing ideas and knowledge and also to
relevance. These facts indicate that the learners of today really are demanding
the use of technology to assist with their learning, as technology is what the
learners of today are familiar with!!
Generally held
beliefs match my opinion that if we do not engage our learner’s with content
and stimulation that is relevant to their worlds then they will become enraged
as it becomes un-important and as it doesn’t seem relevant to them they will
not learn the material to their long term memory.
The statement below came from our engagement activity for this week:
A number of authors contest
Siemens' ideas. It is unsettling to be challenged about existing perceptions of
"knowing", in particular, the lack of purpose in asking our students
to KNOW and be able to RECALL what they know in assessment. Many academics contest
these ideas because they are not yet supported by research, rather, they are a
position about the nature of learning. They also contend that learning is a
state within the individual, and therefore connectivism cannot be regarded as a
theory of learning, rather a theory about how learning is best supported.
Do you agree with them?Can you
see Siemen's point of view? What is your position?
In discussing whether or not
connectivism can or cannot be regarded as a theory of learning or rather a theory
about how learning is best supported I feel that as with the other learning theories that demonstrate a process for learning so too does connectivism, in that it has a process or methodology. Connectivism encourages and teaches independent critical thinking. I feel it is a way of learning because you are engaging a
wider range of resources and it uses a combination of visual, auditory methods
of learning. Isn't this great learning for a multitude of learning styles ??
Another great concept from my readings this week was the term raised by Prensky (2001) "Digital immigrant" and "Digital natives". This is a concept I can refer to at both ends. Myself being the digital immigrant and then my children 5 and 2 years old being the digital natives. It amazes me that they can use a computer, ipad, iphone, dvd player and often this is all at once!! What I also found interesting is the discussion on how digital natives are used to parallel processing, multi-tasking and receiving information really fast (Prenksy, 2001 p2). This could not be more evident that with my multi tasking children and their use of the ipad, dvd and computer all at the one time!!
Another great concept from my readings this week was the term raised by Prensky (2001) "Digital immigrant" and "Digital natives". This is a concept I can refer to at both ends. Myself being the digital immigrant and then my children 5 and 2 years old being the digital natives. It amazes me that they can use a computer, ipad, iphone, dvd player and often this is all at once!! What I also found interesting is the discussion on how digital natives are used to parallel processing, multi-tasking and receiving information really fast (Prenksy, 2001 p2). This could not be more evident that with my multi tasking children and their use of the ipad, dvd and computer all at the one time!!
I feel I have a limited knowledge of ICT which I cant wait to expand on!! Just this week I have learnt about mind mapping on the computer and so many other engaging and interesting ways to learn using technology.... Stay posted for more on my e-learning journey!!
References
Prenksy. (2001). Digital Natives, Digital Immigrants Retrieved from http://www.marcprensky.com/writing/
R.M. Felder and L.K. Silverman, "Learning and
Teaching Styles in Engineering Education," Engr. Education, 78(7),
674-681 (1988).
R.M. Felder and B.A Soloman, "Learning Styles and Strategies" retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
