Listen and learn: Snapshot Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
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At the conclusion of the session, participants will be able to identify benefits of accommodating learner differences. Students will apply their understanding of learner variability in organizing and designing a project infographic to use with their students. Participants will gain experience in simple and advanced features of the Google Drawings application and be able to apply these skills to their practice.
Participants will receive an editable template to complete in the session or use later. Participants will be able to effectively use this model in their classroom to aid student learning.
Participants will begin with a peer-to-peer ice-breaker/warm-up activity. Next they will view a guided slideshow noting the process and details of accommodating learner differences with the use of project infographics. Participants will have access to the presenter slides. Participants will receive a link to prompt a copy of a supplied project infographic template. We will take some time to note the features of the template and offer time for Q/A. Any additional time will be used for sharing completed templates with the group. If virtual, participants will watch the presenter slides and be able to ask questions during the Q/A.
Designing Instruction to Match Learning Style Preferences in the Online Environment: The Effect on Learner Performance
Koslo, Jennifer L.
ProQuest LLC, Ph.D. Dissertation, Capella University
Advances in the technology available for the design and delivery of online courses, together with the increasingly diverse learning needs of students, have encouraged a stronger focus on instructional design that is more closely aligned to learner requirements and contexts. The 21st century learner is accustomed to acquiring information in a variety of ways and technology can support a learning environment for these digital learners by accommodating differences in individual styles and preferences. Learners have a dominant and several subdominant learning styles they use when studying new information. This pre-experimental study used the Canfield Learning Style Inventory to identify the dominant and subdominant learning styles of 109 students and for creating individualized learning pathways. The effect on performance of following a learning pathway that included the participant's dominant learning style was compared to performance when the learning pathway included the dominant learning style plus one to three subdominant learning styles. Sixty-nine students successfully completed the study and the results showed a statistically significant improvement in test scores following instruction in all four dominant learning style groups. No statistically significant differences were found between the 16 pathways. However, significant academic improvements were found for learners with a dominant learning style of iconic and direct experience when one or more subdominant learning styles were included in the pathway. The findings from this study confirmed that addressing differences in learning styles results in improved test scores; therefore, instructional activities should be created to match a variety of learning style preferences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ERIC Number: ED519915
Record Type: Non-Journal
Publication Date: 2010
Pages: 137
Abstractor: As Provided
ISBN: ISBN-978-1-1242-5008-3
ISSN: N/A
EISSN: N/A
Supporting materials and resources related to a lesson in which participants would like to implement the Project Infographic model/approach.
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