MPLecture3_Learning_Styles.pptVIP

Learning Styles Introduction Types of style Learning tips Introduction to learning styles A complex field of research, proliferating since Honey and Mumford in 1982 Findings adopted by many large organisations Common finding that learning patterns are not well suited to actual range of preferred learning styles Wide range of models to characterise learning styles Range of models include: Honey and Mumford (1982) distinguished between four preferred learning styles: Activist Reflector Theorist Pragmatist Honey and Mumford model (1.1) Activists learn best from activities in which there are: New experiences and challenges Short ‘here and now’ tasks including teamwork and problem-solving Excitement, change and variety ‘High visibility’ tasks such as leading discussions Honey and Mumford model (1.2) Reflectors learn best from activities where they: Are allowed or encouraged to watch/think/ponder on activities Have time to think before acting Can carry out careful, detailed research Have time to review their learning Don’t have pressure and tight deadlines Honey and Mumford model (1.3) Theorists learn best from activities where: What is offered is part of a system, model, concept or theory They can explore the interrelationships between ideas, events and situations They are asked to analyse and evaluate, then generalise They can question basic assumptions or logic Honey and Mumford model (1.4) Pragmatists learn best from activities if: There’s an obvious link between the subject matter and a ‘real life’ problem They are shown techniques for doing things with practical advantages They see a model they can emulate, or can concentrate on practical issues They are given immediate opportunities to implement what they have learned Range of models (2) Pask (1988) distinguished between: Holist learners, who prefer to form a global view of what is learned and make relations between its parts Serialist learners, who prefer to take a step-by-step approach Range of models Broad