Little Shots of Theory

I’ve been having a lot of fun contributing articles and tips to the eLearning Top Tips section of the Kineo website.

Recently, I’ve started a new sub-series series:  Shots of Theory.

This is me gaining more insight into our practice, but I must admit that theory always turns me off a bit.  I’m a practical person; I like to know what works, I don’t want to get too bogged down in the theory and abstractions. But it really is good for me, a little shot of theory really does make me a better person – a better ID!

Check ‘em out and let me know what you think:

Why a Shot of Theory is Good for You

A Shot of Theory – Elaboration Theory (Charles Reigeluth)

A Shot of Theory – Keller’s ARCS Model

C’mon.  It won’t hurt at all. Maybe just a tiny pinch.

Did I miss anything?  Any suggestions for future topics?

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Photo credit:  hypodermic needled IMG_7418 by stevendepolo

Online Chat with Charles Reigeluth (Instructional Design Live!)

As I reported here a few weeks ago, I’ve been reading Reigeluth’s ‘little green book’ for bedtime reading the past few weeks.

The exciting news is that Charles Reigeluth will be joining us on Instructional Design Live this Friday at noon eastern.

Come listen in! We might be addressing some of these scintillating questions:

1. How does the Information-Age paradigm of instruction differ from the Industrial-Age paradigm?

2. What are the key issues for designing instruction for the Information-Age paradigm of instruction?

3. How does use of technology fit in with this new paradigm of instruction?

4. What are the implications for the ISD process?

Stop by Friday at noon: http://edtechtalk.com/live

Learning Styles as Fortune Telling

My research into understanding the role of learning styles in e-Learning continues. I'm struck by why I find this topic so interesting. As a practical person, I tend to avoid theory. But in my quest for an informal M.Ed, I've got to get into theory a bit, right? Somehow this is an easy starting point. And it's kind of controversial, which makes it fun.

I was pointed in the direction of a good article on learning styles from Harold Stolovich via Guy Wallace.

Steven Stahl, Different Strokes for Different Folks? A Critique of Learning Styles American Educator (Fall 1999) American Federation of Teachers.

"The reason researchers roll their eyes at learning styles is the utter failure to find that assessing children's learning and matching to instructional methods has any effect on their learning."

Rather than segregating learners by different styles where they will receive "one-dimensional instruction", we should instead create "multidimensional instruction" using a variety of activities and presentation modes.

Learning Styles and Fortune Telling: We like learning styles because we get a flash of recognition; we see ourself as a pattern. It's like reading our daily horoscope.

Reliability of learning styles test is generally pretty low. A 1.0 rating is 100% reliable. The author cited two learning styles tests which came in at .60 and .70. This is consistent with my own experience taking learning styles tests. My answers were influenced by my mood, how I wanted to be perceived (by others, by myself), my fatigue level.

"The other possibility is that learning styles may change from month to month, or even week to week." I would also add that learning styles may change from topic to topic and level of expertise.

"Rather than different methods being appropriate for different children, we ought to think about different methods being appropriate for children at different stages in their development."

From the perspective of the adult learner, I think it's appropriate to think of skill level in these terms: a novice might have a different "learning style" from an expert. So when designing e-Learning courses, think about the skill level of your audience and present to their "current abilities and the demands of the task they have to master next."

Clark & Mayer address this a bit in e-Learning and the Science of Instruction when talking about closed navigation vs. learner control. Novices should be given less control, while experts should have more options and open navigation. "Program control gave better results during initial learning, while learner control was more effective at alter stages." (p. 236) Navigation isn't really about "learning styles" per se, but it is clearly about program design.

Harold Stolovich's take on the subject of learning styles, is that, yes, we all have different styles and approaches, but that these aren't the main thing we should be focusing on as designers of learning. "Best to apply universally sound methods to enhance learning. Vary activities to maintain interest and attention. Provide support and control mechanisms to help learners "stick with it." This way, you address all learning styles."

The EduTech Wiki also has a good overview on learning style theory.

And on that note, I think I'm pretty much done now with my learning styles assignment. For the moment.