1、Best Practices in Engaging Students with Diverse Learning Styles,Diane Holtzman Michael Ciocco (of Rowan University) Mary Ann Trail,Best Practices in Online Classes: Holtzman, Ciocco, Trail,2,Workshop Goals,This session will present ideas for designing online courses that address students diverse le
2、arning styles as well as creative methods for integrating library resources such as database links and online videos. Learning outcomes include: Greater understanding of the importance of designing online course materials and activities that address students diverse learning styles. Learning about t
3、he various teaching materials, library resources and methods used in online environments to engage students in learning. Gaining insight about the best practices of applying online technology to support diverse learning styles.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,3,Common Goals
4、 in the Online Class,Stimulate student interest in course material Use media appropriate to course content Present alternative means for students to access information; content should reach students in as many ways as possible. Online classes provide a sense of community and interactivity Concrete c
5、ontent is of the utmost importance even when interactive strategies and multi-media options provide for a variety of learning styles,Best Practices in Online Classes: Holtzman, Ciocco, Trail,4,Engaging Students in Learning,High Impact Learning Online classes can engage students in activities through
6、 discussions, simulations, virtual teams-creating conditions for authentic and high impact learning. Can foster students engagement with others through dialogue, collaboration and exchange (Bass & Eynon, 2009) High Impact Activities may increase students: Investment of more time and effort in the co
7、urse Interaction with faculty & peers Experience with diversity of opinions, culture Feedback and participation Relate the relevance of their learning through real-world applications,Best Practices in Online Classes: Holtzman, Ciocco, Trail,5,Individual Differences,New instructional technology offer
8、s faculty Greater capabilities for adapting instruction to students learning styles Creative ways to have interactive engagement methods with the online students Faculty can make material available to students in different forms Allowing students to engage with course material at their own pace Enga
9、ge with course material in the medium that suits them best,Best Practices in Online Classes: Holtzman, Ciocco, Trail,6,Learning Styles,Individual differences influence students unique learning preference: Learning Style Impacts student achievement Influences how they engage in online learning activi
10、ties Aid faculty in the planning of instruction by matching students learning styles with specific instructional approaches (Howles Diaz & Cartnal, 1999 ) Learning Styles: Kolb, Gardner, and VAT (Visual-Auditory-Kinesthetic ) The concepts are an aid, not a dogma to be followed and applied rigidly. A
11、id in understanding overall personality, preferences and strengths often a mixture in each individual person.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,7,VAK (visual, auditory, kinesthetic) Learning Styles,A classical intelligence and learning styles model-(VAK) Developed by psycholo
12、gists and teaching specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, beginning in the 1920s The three predominant learning styles are visual, auditory, and tactile/kinesthetic. How much students tend to remember is a function of the type of learning they prefer And the
13、ir level of involvement in the learning. People often learn through a combination of the ways,Best Practices in Online Classes: Holtzman, Ciocco, Trail,8,Learning Style Preference for Information Acquisition,VAK learning styles model provides a very easy and quick reference inventory to assess peopl
14、es preferred learning styles and then to design learning methods and experiences that match peoples preferences: Visual learning style involves the use of seen/ observed things, including pictures, diagrams, demonstrations, displays, films Auditory learning style involves the transfer of information
15、 through listening: to the spoken word, of self or others, of sounds and noises. Kinesthetic learning involves physical experience - touching, doing, practical hands-on experiences.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,9,Visual Learners,Learn best when information is presented v
16、isually and in a written form Visualize information in their “minds eyes“ in order to remember something. The online environment appropriate for visual learners- most information is presented in written form. Like graphics to help process text-based information (charts) When you add graphics student
17、 recall increased by up to 50% Simple graphics (pictures) which show rather than tell (such as examples of facial expressions or gestures in a Communications course). Prefer visual aids such as PowerPoint, Whiteboard These learners want to see an outline or list of the essential points of a lecture
18、in order to supplement text material Can include more complex images such as animated GIFs or rollovers/”mouseovers”.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,10,Visual Learners,Learn best when information is presented visually and in a picture or design format. The online environme
19、nt allows graphical representations of information- can help students remember concepts and ideas. Information can be presented using charts, tables, graphs, and images Relate well to information obtained from the images and charts in textbooksBenefit from lectures supplemented with film, video, map
20、s and diagrams. Examples given on Making a Change: Ideas for Lively eLearning Web site http:/blog.cathy- Practices in Online Classes: Holtzman, Ciocco, Trail,11,Tactile/Kinesthetic Learners,Learn best when doing a physical “hands-on“ activity-they like to click the mouse, move things around. The onl
21、ine environment is suited for presentation and discussion of group or individual projects and activities These students learn in physically active learning situations. Benefit from demonstrations, hands-on learning experiences, and fieldwork outside the classroom Simulations with 3-Dimensional graph
22、ics that replicate physical demonstrations Outside fieldwork can be incorporated into the coursework, with online discussion preceding and following the experience Lab sessions can be conducted either at predetermined locations then discussed online (Learn Anytime Anywhere Physics (LAAPhysics), an o
23、nline virtual laboratory learning environment being developed at the University of North Carolina) http:/ Practices in Online Classes: Holtzman, Ciocco, Trail,12,Tactile/Kinesthetic Learners,Flash Technology with drag and drop functions work well for kinesthetic learners http:/ For some Kinesthetic
24、Learners it helps to write things down as part of the kinesthetic and visual aspects. If a notepad is offered in the course, or if the instructor prompts the learner to write down their thoughts or responses, it helps students with better retention,Best Practices in Online Classes: Holtzman, Ciocco,
25、 Trail,13,Auditory Learners,Learn best when information is presented aurally like to brainstorm, talk with people More to adapting online curriculum for auditory learners than inserting sound files or video clips into a web-based course Instructors need to translate the spoken aspect of their face t
26、o face course into the communicative aspect of their online course-things that correspond to the need of auditory learners to be with people. Benefit from listening to lecture and participating in group discussions Benefit from obtaining information from podcasts, voice-over PowerPoints. When trying
27、 to remember something, they often repeat it out loud and can mentally “hear“ the way the information was explained to them Learn best when interacting with others in a listening/speaking activity,Best Practices in Online Classes: Holtzman, Ciocco, Trail,14,Best Practices,Results of Survey “Applicat
28、ion of Online Technology to Support Students Diverse Learning Styles” Conducted at The Richard Stockton College and Rowan University By Diane Holtzman and Michael Ciocco August 2009,Best Practices in Online Classes: Holtzman, Ciocco, Trail,15,Demographic Data,Of the 44 respondents to the survey59% (
29、26) are full-time faculty 41% (18) are part-time faculty - 45% (20) teach hybrid/online courses that are undergraduate 30% (13) graduate 5% (2) doctoral - 9% (4) have 4 years of experience teaching online 14% (6) -3-5 years 23% (10) - 6-10 years 2% (1) - 11-15 years 52% (23) 16 and more years,Best P
30、ractices in Online Classes: Holtzman, Ciocco, Trail,16,Pedagogical Techniques most engaging for your students,Best Practices in Online Classes: Holtzman, Ciocco, Trail,17,Technology tools used online- most engaging for the students,Best Practices in Online Classes: Holtzman, Ciocco, Trail,18,Technol
31、ogy Tools Used Online,Best Practices in Online Classes: Holtzman, Ciocco, Trail,19,Technology Tools- Would Like to Use,Best Practices in Online Classes: Holtzman, Ciocco, Trail,20,Responses to the Question on the Best Practice Used in Your Online Class,Each lesson is created, described and an exampl
32、e/model (or two) is given followed by an assignment requiring the student to demonstrate understanding by creating an example that would be beneficial for practical application for each student The practice that seemed to generate the most response was applying lessons learned in the book to real li
33、fe scenarios out of the news. For example, we were learning construction scheduling techniques and I asked the class to research the scheduling problems encountered by Tiger Woods when building his golf course in Dubai.Experience with a real product available free online, then discussion re: reactio
34、ns and potential applications,Best Practices in Online Classes: Holtzman, Ciocco, Trail,21,Responses to the Question on the Best Practice Used in Your Online Class,Using Groups for a collaborative assignment with a private Discussion topic. The students can work together to successfully create the p
35、roject which can then be posted for the other students in the class to view. (3)All assignments and examinations are at the application level of Blooms Taxonomy Case analysis discussion in the Discussion Board (2)Project based learning - student projects that were real (real units designed and taugh
36、t to their students), and based on backward design - students were VERY intrigued with backward design (Understanding By Design) and the GRASPS project model.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,22,Responses to the Question on the Best Practice Used in Your Online Class,Posing
37、a discussion question based on a combination of readings, slide show lecture, and video samples; have students respond and then interact to their postings in randomly assigned small groups.End of course portfolio Online learning modules that incorporate screen capturing with problem based learningI
38、have had success using video links-One example is from NOVA Science; have students respond to a critical thinking question on the discussion board. Usually there is no “right answer“ but they need to address key points of the question & support their answers. Show video clips and have students write
39、 a response that integrates what they viewed with what they learned from the text. (2),Best Practices in Online Classes: Holtzman, Ciocco, Trail,23,Responses to the Question on the Best Practice Used in Your Online Class,Voice-over slidesStudent- generated projects Assignments, quizzes, and/or exams
40、 that serve as reinforcement and assessment after each major learning topic In one course, each student brings a case from their clinical practice to the table for discussion. The student is responsible for presenting a set amount of information. Then the other students are expected to contribute ot
41、her things to the discussion or raise questions, etc. Students find this an extremely important aspect of this particular course because it makes the course materials immediately applicable to their everyday professional lives.,Best Practices in Online Classes: Holtzman, Ciocco, Trail,24,Responses t
42、o the Question on the Best Practice Used in Your Online Class,Specific assignments that all students must research with individual responses and then threads/responses/critiques of each Multiple discussion post questions of varying types and my response to each question for each studentMentoring Pee
43、r learning through peer review and assessment Keep the students informed of upcoming events or deliverables. On the home page, I post weekly focus at a glance and upcoming deliverables My voice-over powerpoint presentations make extensive use of online figures and video clips to illustrate real-worl
44、d technology in action,Best Practices in Online Classes: Holtzman, Ciocco, Trail,25,Michael Ciocco 2008, 2009,Translation Chart,Best Practices in Online Classes: Holtzman, Ciocco, Trail,26,Michael Ciocco 2008, 2009,Translation Chart,Best Practices in Online Classes: Holtzman, Ciocco, Trail,27,Lectur
45、e Tools,Voice-Over PowerPoint (VoPP)Technology Fast way to generate lecture content Built-in PPT Voice-Over; Impatica, PointeCast, ProfCast (podcast), & many others Can appeal to Auditory/Verbal, Visual/Auditory & Visual/Non-auditory learners Allow students to stop, start, skip, and replay any porti
46、on of the VoPP Can include audio script (or notes) and printable version Advantage: reusable in many venues From Survey results, 52% of faculty agree that VoPP technology is more engaging than PowerPoints alone,Michael Ciocco 2008, 2009,Best Practices in Online Classes: Holtzman, Ciocco, Trail,28,Di
47、scussion Tools,Most interactive, common CMS Tool 72 % of faculty surveyed use this tool 85 % of faculty surveyed said that engaging students in discussion is one of the best online learning techniques Can appeal to Visual/Verbal and Visual/Nonverbal learners Information and topics are linked, connec
48、tivity is visual Encourage engagement Allow all students to have a voice No need to raise hands Instructor serves as discussion facilitator rather than discussion leader,Michael Ciocco 2008, 2009,Best Practices in Online Classes: Holtzman, Ciocco, Trail,29,Demonstrations,Software Training, How-to Vi
49、deo, Screen Capture Can appeal to Visual/Auditory, Visual/Non-auditory, and Tactile/Kinesthetic learners Allows for simulation or follow-along scenarios Students learn through doing or practice on their own computers Camtasia, Captivate, or Screen Flow (Mac) software Allow students to stop, start, skip, and replay any portion of the demonstration/video,
