Comments on: Learning Styles and Instructional Design: Do they go hand in hand?

By: Different Styles Of Thought And Their Contribution To Team Building | Custom Training and eLearning Blog

Tue, 15 Jun 2010 08:58:22 +0000

[...] thinking styles match, it results in improved communication. Understanding peoples’ learning styles within a framework of understanding thinking styles can make inroads into better communication [...]

By: Deane Haberern

Deane Haberern — Sat, 05 Jun 2010 17:40:30 +0000

Awesome post man. I was wondering from where do you get all this stuff!!

By: brucejohnson

brucejohnson — Wed, 16 Sep 2009 02:26:50 +0000

Well, I’ve been around since the days of Meso and before. I’m a vet and a heavily contributing member over on Outlaw. I;m already VERY impressed with the volume on this board and that resources available!
I hope to make some friends and maybe help some people out..Take care!

By: Kelly Moller

Kelly Moller — Thu, 20 Aug 2009 22:09:18 +0000

An interesting discussion! Soldier on to Jo Ann…those jolly happy sheet feedback forms are at best just an indicator. I too had a happy classroom for all but the most recently graduated learner (she was 1 out of 12). From one generation to the next there are quantum leaps in changes in preferred learning tools, our children expect to use a computer for almost everything. We older learners on the other hand use them as one of the many tools available. Expectations vary enormously.

What I have found really helpful for moving away from this generation divide in expectations is to think about accelerated learning techniques, multiple intelligences and brain friendly learning. The ‘classroom’ becomes a multisensory playground right down to the brain fuel for lunch – no overdose on simple sugars for our learners! And it really works.
For example, recently one delegate came in, saw all the dried fruit and nut snacks laid out with the water, healthy tea and not so healthy tea and coffee and said….”I can’t wait for lunch!”. He was totally engaged from the outset and gave great feedback at the end, and wanted to know more.

See you on linked in…
Kind regards
Kelly

By: Laura

Laura — Thu, 20 Aug 2009 16:15:48 +0000

Note: I also posted this on LinkedIn.

In 2007, we launched a developmental assessment center around this philosophy. We used Honey and Mumford’s learning styles, and have been very pleased with the results. We presented our data at APA last month. Feel free to contact me if you would like more information.

By: RK Prasad

RK Prasad — Thu, 20 Aug 2009 05:48:17 +0000

JoAnn

I can relate to you as I have faced simliar situations during my days as a
trainer.

You are a very experienced trainer and a PM. If I were you, I will take it
in my stride because for one such incident there are a numereous occasions where you got good feedback. I dont think you should change your method based on this single incident.

By: Terri Cheney

Terri Cheney — Wed, 19 Aug 2009 14:19:56 +0000

[note: I also posted this comment on LinkedIn, where RK Prasad posted a link to his blog post. Reading the thoughtful discussion here, I thought this group might find the resource interesting too.]

I think you will find Daniel Willingham’s website useful (http://www.danielwillingham.com/).

What I like about Willingham’s approach is that it is both solidly research based and very pragmatic. He debunks the more extravagant claims — pretty gently, in my opinion, explaining why the ideas have such appeal and staying power and never coming across as snarky.

He has done some terrific research on learning-related myths, including writing explicitly about learning styles. Scroll down on his home page to the part labeled “Learning Styles Don’t Exist” for links to some very good videos he posted about this rather provocative claim.

I also just found this page when I used Google to find info for you about Dr. Willingham’s work: http://www.thepsychfiles.com/2009/03/episode-90-the-learning-styles-myth-an-interview-with-daniel-willingham/ Looks like there are video, audio and print files on the page.

Brain science fascinates me, so I am always looking for ways to apply the must current findings in my instructional design. Willingham was one of the people who reminded me that we don’t have to make extravagant claims. The more constrained claims are plenty powerful without embellishing them.

Terri Cheney
CONNECT Instructional Design

By: Michael Sadowski

Michael Sadowski — Wed, 19 Aug 2009 13:19:29 +0000

I have found in my experience that when they design courses they do not take into culture variations and all to often and constructing a generic brand course. That is one size fits all and that is not true. Also it is often the mindset that only one model can be used instead of having them interact. They have blinders on that once they decide on a model they vary little or not at all from it no matter what the circumstances are.

By: Felice Tilin,PhD

Felice Tilin,PhD — Wed, 19 Aug 2009 12:02:46 +0000

I use Kolb’s model in designing all of my educational and training programs and have done so for years.

When working with adult students,on line or live, I find it helpful to give them an overview (or review) of this model at the beginning of a course or program. The first benefit is
-they gain awareness of their own preference
The bigger second benefit is that
- they learn to use styles that are NOT their preference! At the very least, they have more patience for the fact that others have different preferences. Assignments/material/discussions and stories that do not resonate for them are probably resonating for others. This understanding transfers at work where adult students find they have a much richer understanding of co workers.

When I design curriculum I often find Bernice McArthy’s interpretation of Kolbs Model very useful. Writing curriculum to answer the questions WHY, WHAT,HOW and IF is simple but highly effective. http://www.aboutlearning.com/what-is-4mat.html

By: Andrew

Andrew — Wed, 19 Aug 2009 11:56:14 +0000

Bob made some really good points. As I am a doctoral learner (EdD), my research is taking me in this area. Research that indicates courseware needs to be designed around the one and two sigma area.
While I have always believed that maximum flexibility is the answer, what I have found over the last 25 years of courseware design, is that as the learner learns, their learning style can change.
I am extremely interested in the field of integrating brain and social patterns. Following Andrew Meltzoff of University of Washington’s Institute for Learning and Brain Science, I believe we may have missed the point. We need more studies to confirm interaction of computational and social learning to determine how our brain circuitry adapts in different environments to produce learning.