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Best Practices in Engaging Students with Diverse Learning Styles
Diane HoltzmanMichael Ciocco (of Rowan University) Mary Ann Trail
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Workshop Goals
This session will present ideas for designing online courses that address students’ diverse learning 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 the 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.
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Common Goals 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 content is of the utmost importance◦ even when interactive strategies and multi-media
options provide for a variety of learning styles
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Engaging Students in Learning
High Impact Learning Online classes can engage students in activities through
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 course Interaction with faculty & peers Experience with diversity of opinions, culture Feedback and participation Relate the relevance of their learning through real-world
applications
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Individual Differences New instructional technology offers 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 Engage with course material in the medium that suits them
best
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Learning Styles
Individual differences influence students’ unique learning preference: Learning Style
◦ Impacts student achievement ◦ Influences how they engage in online learning activities ◦ Aid faculty in the planning of instruction by matching students’
learning styles with specific instructional approaches (Howles & Jeong, 2004; 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.
◦ Aid in understanding overall personality, preferences and strengths often a mixture in each individual person.
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VAK (visual, auditory, kinesthetic) Learning Styles A classical intelligence and learning styles model--(VAK)
◦ Developed by psychologists and teaching specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, beginning in the 1920's
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 their level of involvement in the learning. ◦ People often learn through a combination of the ways
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Learning Style Preference for Information Acquisition
VAK learning styles model ◦ provides a very easy and quick reference inventory to assess
people's preferred learning styles◦ and then to design learning methods and experiences that
match people's 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
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.
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Visual Learners
Learn best when information is presented visually 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 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 in order to supplement text material ◦ Can include more complex images such as animated GIFs or
rollovers/”mouseovers”.
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Visual Learners
Learn best when information is presented visually and in a picture or design format.
◦ The online environment 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 textbooks
Benefit from lectures supplemented with film, video, maps and diagrams.
Examples given on Making a Change: Ideas for Lively eLearning Web sitehttp://blog.cathy-moore.com/elearning-samples/
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Tactile/Kinesthetic Learners
Learn best when doing a physical "hands-on" activity--they like to click the mouse, move things around.
The online 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 graphics 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 online virtual laboratory learning environment being developed at the University of North Carolina)
http://www.laaphysics.com/movies/laaphysics_7mb%20.html
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Tactile/Kinesthetic Learners
Flash Technology with drag and drop functions work well for kinesthetic learners
http://www.palmwebdesign.com/flash/Intro_Page_Examples/intro_page_6.htm
For some Kinesthetic 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
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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 to 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 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
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Best Practices
Results of Survey“Application 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
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Demographic Data
Of the 44 respondents to the survey
59% (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
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Pedagogical Technique % #
Discussion 86 % 38
Problem-based learning 57 % 25
Group problem-solving & collaborative tasks 55 % 24
Guided learning 48 % 21
Case-based learning 43 % 19
Lecturing or teacher-generated activities 39 % 17
Student-generated content 36 % 16
Coaching and/or mentoring 25 % 11
Modeling of the solution process 25 % 11
Simulation or role play 18 % 8
Exploratory or discovery 14 % 6
Socratic questioning 9 % 4
Pedagogical Techniques most engaging for your students
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Technology tool % #
Discussion board 73 % 32
Class E-Mail 45 % 20
Assignment drop box 34 % 15
Voice-over PowerPoint or PowerPoint podcast 32 % 14
Blackboard gradebook 23 % 10
Online chat 20 % 9
Links to external resources relating to course 18 % 8
Blackboard quiz/exam 16 % 7
Digital video 11 % 5
Blogs 11 % 5
Vodcasts/video (publisher, student, instructor made) 9 % 4
PowerPoint (no voice) 7 % 3
Technology tools used online- most engaging for the students
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PowerPoint (no voice over) 91 % 40
Discussion board 89 % 39
Blackboard gradebook 80 % 35
Links to external resources relating to course 77 % 34
Assignment drop box 75 % 33
Blackboard quiz/exam 68 % 30
Online chat 61 % 27
Voice-over PowerPoints or PowerPoint podcasts 59 % 26
Links to college resources (library, career center) 55 % 24
Digital video 36 % 16
Group project management 36 % 16
Vodcasts/videos (publisher, student, instructor made) 30 % 13
Flash 30 % 13
Technology Tools Used Online
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Podcasting 55 % 24
Group project management 52 % 23
DVD case studies linked to course website 48 % 21
Vodcasts/videos (publisher, student, instructor made) 45 % 20
Simulations (publisher or instructor generated) 45 % 20
Use of notetaking tool for students 43 % 19
Online games related to course content 43 % 19
Online portfolio 39 % 17
Wikis 39 % 17
Links to college resources (library, career center) 36 % 16
Links to RSS feeds 34 % 15
Links to social media sites 34 % 15
Technology Tools- Would Like to Use
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Responses to the Question on the Best Practice Used in Your Online Class Each lesson is created, described and an example/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 life 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: reactions and potential applications
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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 project 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 Bloom's Taxonomy
Case analysis discussion in the Discussion Board (2)
Project based learning - student projects that were real (real units designed and taught to their students), and based on backward design - students were VERY intrigued with backward design (Understanding By Design) and the GRASPS project model.
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Responses to the Question on the Best Practice Used in Your Online Class
Posing 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 learning
I 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 a response that integrates what they viewed with what they learned from the text. (2)
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Responses to the Question on the Best Practice Used in Your Online Class
Voice-over slides
Student- generated projects
Assignments, quizzes, and/or exams 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 other 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.
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Responses to 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 student
Mentoring
Peer 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-world technology in action
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Michael Ciocco 2008, 2009
Translation Chart
Activity Traditional Class Online ClassLecture You may have a formal, stand-up lecture accompanied by
a PowerPoint slide show presented to the class.You record narrations of over your PowerPoint slides providing explanation and analysis.
Discussions Students raise their hands in class and present ideas to you and other students. They may also challenge or comment the ideas of others.
You facilitate discussion about a topic by having students most message threads to a discussion board. Students my respond your posts and the posts of other students over a given time period.
Assignments Students complete assignments and submit them by the due date in paper format (either handwritten or typed).
Students complete assignments and submit them by the due date in electronic format (as an MS Word Document attachment) by uploading them to the online course.
Tests & Exams You issue a test or exam for students to take and complete within the given class (or exam) period.
You issue a text or exam electronically during a given window of time. Objective style tests may be timed, randomized, and issued from a question bank. Subjective style tests are issued within a timeframe and submitted electronically by a due date.
Group Work Students are collected into designated groups where they meet either in or out of class to collaborate. The group’s work can be displayed in a final paper, presentation, on the whiteboard, etc.
Students are collected into designated groups where they meet in private, group discussion and/or chat rooms to collaborate. The group’s work can be displayed in a final paper, online PowerPoint Presentation, as a post to a discussion board, etc.
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Activity Traditional Class Online ClassOffice Hours You have designated office hours where students can
stop by your office to ask questions or seek advice. Additional help can be sought in your office upon appointment.
You have a designated Virtual office hours discussion board where students can post public messages to the instructor at will. The instructor should review and respond to posted messages within approximately 48 hours.
Grading You keep a grade book or spreadsheet that you use to record your grades. Students get grades and comments when an assignment is returned.
You record grades and comments in the CMS grade book interface. Students receive their grades instantly when you enter them into the system.
Demos You provide the class with a demonstration of an object or activity during the class meeting in the classroom.
You provide the class with online video vignettes of your demonstration of an object or activity.
Software Training You teach in a computer laboratory where students log into computers and follow along as you facilitate their software training. You and immediately answer questions and they can follow your projected computer screen to keep on target.
You provide desktop screen capture simulations that walk students through different demos and software training situations. Students can view this from home as much as they want and try it themselves on their own computers. You can answer questions via a discussion board or email.
Research You assign a research project for which students are expected to conduct research online and at the University Library.
You assign a research project for which students are expected to conduct research online and using online Rowan Library Services.
Michael Ciocco 2008, 2009
Translation Chart
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Lecture 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
portion 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
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Discussion 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, connectivity is
visual Encourage engagement Allow all students to have a voice
◦ No need to raise hands Instructor serves as discussion facilitator rather than
discussion leaderMichael Ciocco 2008, 2009
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Demonstrations
Software Training, How-to Video, 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
Michael Ciocco 2008, 2009
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Group Activity
Group projects, case studies, debates, etc.◦ Requires strategic planning & management◦ Students should delegate work and hold
responsibility◦ Instructors should mandate a student review and
feedback process◦ Students can be made fully accountable for their
own participation Opportunity to incorporate active learning May appeal more to various learning styles depending
on the nature of the activity
Michael Ciocco 2008, 2009
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KISS: Keep it Simple, Sweetheart Less is More
◦ Plan to phase in ideas and activities Plan your entire course in advance
◦ Strategize for the long term Use scaffolding to reach learning objectives
◦ Prevent overwhelming students (and yourself)◦ Make the most of time and technology
Avoid high-maintenance technology◦ Available & Popular (usually) = Easier to support
Start with ready-made resources
Michael Ciocco 2008, 2009
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Instructional Design Tips
Create a detailed syllabus with specific “Online” policies
Set Clear & Detailed Expectations◦ Detailed instructions: how many pages, double
spaced?, level of grammar, spelling, etc. Provide timely and insightful feedback
◦ i.e. Grading w/ comments Put Students in the Driver Seat
◦ Democratic discussions
Michael Ciocco 2008, 2009
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Instructional Design Tips
Get some mileage out of your course◦ Strategize for Re-use each term it is offered◦ Avoid using dating materials where possible
Avoid the latest BUZZ software unless it’s proven itself “tried & true”
Make good use of Ready Made materials provided by your textbook publisher, or freely available online.◦ Check with the library; unfound multi-media
treasures await
Michael Ciocco 2008, 2009
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Teaching Tips
Introduce the syllabus by quizzing the students on its contents the first week of class
Let your CMS be a clearing house of information Use discussion boards to collect and send messages (reduce email) Use Assignment Drop Boxes to collect work (forget attachments) Designate an Office Hours board Review your course materials in advance Avoid time-wasting mistakes (wrong page #s, incomplete
instructions, missing handouts)
Michael Ciocco 2008, 2009
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Teaching Tips
Police your course◦ Stand by your policies◦ Let your CMS be the bad cop
Keep track of your students◦ Set an attendance policy regarding hours spent
online◦ Track attendance using your CMS’s tracking tools◦ Look for students who might be falling behind
Review your course materials in advance◦ Avoid time-wasting mistakes (wrong page #s,
incomplete instructions, missing handouts)
Grade Everything
Michael Ciocco 2008, 2009
Best Practices in Online Classes: Holtzman, Ciocco, Trail
Creative Methods for Integrating Library Resources
The Richard Stockton College Library offers a number of online video tutorials at: http://intraweb.stockton.edu/eyos/page.cfm?siteID=86&pageID=382
These video tutorials offer accompanying scripts to accommodate different learning styles.
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Conclusion: You can create e-learning courses that will engage students.
Adapt activities from the traditional classroom Add imaginative ideas that take advantage of the online
technologies Include a variety of interactive e-learning experiences you should be able to increase learner participation, achieve
your learning objectives, develop online learning communities, and ensure that your online courses engage learners
To Make a Difference to Student Learning and Success◦ Reduce barriers to participation ◦ Emphasize the importance of students’ involvement online◦ Ensure that the online classes provide high quality content
and experiences What is your evidence for effectiveness?
◦ Know how your students benefited from the activities presented in the online class—
◦ Get student feedback periodically throughout the course, use rubrics, and students’ reflections/blogs
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Results of Survey“Application of Online Technology to Support Students' Diverse Learning”
Surveyed: Faculty who teach online classes and hybrid classes
Results from Survey conducted at The Richard Stockton College of New Jerseyand Rowan University August 2009
by Diane Holtzman & Michael Ciocco
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For More Information contact
Diane Holtzman: [email protected]
Michael Ciocco: [email protected]
Mary Ann Trail: [email protected]