ellie <3 libraries

sooooo much!

ALA 2012 – Sunday, June 24th, 2012 – Learning Styles: Fiction, Nonfiction, or Mystery? July 12, 2012

Filed under: ALA 2012 — ellie @ 1:35 am

Learning Styles: Fiction, Nonfiction, or Mystery?

What do we really know about learning styles? This program will examine the conventional wisdom about learning styles and lead us into deeper consideration of how we address learning styles in our online and classroom teaching. A moderated panel of speakers will investigate the relevance and validity of learning styles in relation to information literacy instruction, and lead participants in exercises to reflect on their perceptions of learning styles.

Session URL: http://ala12.scheduler.ala.org/node/148

My notes:

Part 1: Char – learning styles

  • there are 71 types of instruments that measure learning styles
  • history of theory – state (context matters and style of learnings adapt – people choose how they approach learning situations) vs. trait (innate/intrinsic)
  • in the 80s a woman researched and categorized 4 types
    • 1 – cognitive personality (innate)
    • 2 – information processing
    • 3 – social interaction (social dynamic has impact)
    • 4 – instructional preference (dynamic in a person’s life)
  • some instruments are proprietary. Worth thinking about why they were developed and what is meant to be done with them.
    • 1 – pavio – verbal/visual, meyers-briggs
    • 2 – kolb – learning styles inventory – how people grapple with info when they receive it
    • 3 – grasha, dunn, duun & price
    • 4 – canfield, letteri – more about needs and motivations. Expectations a learner might bring
  • IL applications?
  • What do we do if we’re not testing students?
    • Active learning
    • Multiple modalities – trying to appeal to many types
    • Reflective practice – by trying to meet many types, we’re being reflective in our practice
  • focus on learner engagement and differentiate our instruction
  • slideshare.net/charbooth

Part 2: learning style controversies – dr. lori s. mestre

  • not as important to focus on learning styles, but to provide (variety?)
  • controversies
  • good slides (not posted?)
  • knowledge that you can’t just design things the way you learn
  • many learning style inventories are self reports
  • if people quickly answer without reflecting it’s not sure if that one instance is indicative of an overall preference
  • some tests aren’t good enough (slide on better terms)
  • not had an adequate research design
  • most people are likely multimodal and multisituational
  • idea of adapting style to content
  • burden on teachers
  • intentional variety in instruction – mix it up

Part 3: distance education

  • used to really be about distance. Not a new phenomenon
  • correspondence courses from 1800s. Btwn ww1 & 2 radio courses
  • after ww2 – tv
  • telecourses
  • online courses, late 90s and some just getting into now
  • distance not about distance anymore, more about the environment
  • community college research center released a report on online classes and student success
    • reported that students were 8% less successful than students taking traditional courses
    • but need to see if your institution’s numbers are similar
  • learning outcomes have to be the same regardless of delivery
  • as educators we tend to teach the way we learn best, but we need to take into account differences
  • slides with citations (not posted on ALA site yet)

Q & A:

  • char – instructional design gives more universal approach than learning styles
  • need to design outcomes, not enough to just pull on learning styles
  • middle woman – had 2 tutorials – webpage with the screenshots was more effective than screencast regardless of learning style
  • learning styles don’t take into account motivations – why is this student engaging in this course
  • how can we speak to those issues?
  • Chance for students to reflect within the class session
  • some of the inventories give advice on tips on how to deal with an instructors style
  • a stated preference for learning style doesn’t necessarily map to actual learning/retention of information
  • look into online tutorials of middle woman’s school
  • having conversations with your learners to see what they want next in that moment
  • reminder about generational jargon
  • be sensitive to whether something is working and have an arsenal to pull from
  • it’s important to think about why we’re doing particular activities
  • when you’re looking at educational psychology, you get a definition of learning that is testable, which tends to be recall – so definition is limited by the scientific method – testing hypothesis
  • research is showing video tutorials don’t work
  • top tech trends includes instructional design

I had also been interested in seeing:

Do You See What I See? Academic Librarians’ Experiences of Racism

This research project uses the framework of microaggressions, which psychologist Derald Wing Sue defines as “brief, everyday exchanges that send denigrating messages to certain individuals because of their group membership” (2010), to investigate academic librarians’ experiences and observations of racism in the profession. Researchers – Solorzano, Ceja, and Yosso, as well as Griffin, Pifer, Humphrey, and Hazelwood –  have already used this framework to investigate the experiences of African American students and faculty members. If college students and faculty of color are encountering race-based microaggressions, it is possible that minority librarians are also experiencing them, which may lead to negative consequences for individuals, including decreased productivity (Sue, 2010), psychological withdrawal, and/or physical departures from institutions (Griffin et al, 2011). The academic library profession could also be adversely affected if minority librarians choose to leave not only an institution but also the profession. The Racial and Ethnic Microaggression Scale (REMS) survey instrument has been modified and academic librarians of all races will be invited to participate in an online survey. This poster will present preliminary findings of that survey.

Session URL: http://ala12.scheduler.ala.org/node/2595


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