DOCUMENT RESUME CE 075 844 ED 416 374 AUTHOR Lockitt, Bill Learning Styles: Into the Future. TITLE Further Education Development Agency, London (England).; INSTITUTION National Council for Educational Technology, London (England). ISBN-1-85338-464-X ISBN PUB DATE 1997-00-00 81p.; A product of the Quality in Information and Learning NOTE Technology (QUILT) Program. Further Education Development Agency, Publications Dept., AVAILABLE FROM Mendip Centre, Blagdon, Bristol BS18 6RG, England, United Kingdom (5 British pounds). Non-Classroom (055) PUB TYPE Guides MF01/PC04 Plus Postage. EDRS PRICE DESCRIPTORS *Adult Learning; Classroom Techniques; *Cognitive Style; Computer Uses in Education; Educational Environment; Educational Resources; *Educational Technology; Educational Trends; Experiential Learning; Flexible Progression; Foreign Countries; *Information Technology; Instructional Design; Instructional Development; Learning Processes; *Learning Theories; Open Education; Postsecondary Education; Teaching Methods; Technical Institutes; *Theory Practice Relationship; Vocational Education IDENTIFIERS *United Kingdom ABSTRACT This document is intended to help British further education (FE) practitioners, managers, and governors develop a strategic approach to integrating information and learning technology (ILT) within flexible and open learning environments based on an understanding of learning styles. The following topics are discussed in the document's three chapters: understanding learning styles (the need to put learning into context, eight critical questions that should be asked when attempting to achieve an integrated model of education and work-based training; and the theories of Honey and Mumford, and Kolb); unlocking the potential of ILT within the context of what learners already know (the nature of learning; individual learners; development of Kolb's "learning by doing" model, and effective communication); and matching learning styles with available learning resources (identifying different learning styles and strategies, matching resources and learning styles, identifying learning environments, developing resource-based learning, assessing an FE college's potential, and evaluating learning materials). Each chapter contains a series of staff development activities. The document contains 10 references and a 12-item bibliography. Handouts and overhead transparencies are appended along with a chart to help assess FE colleges' integration of ILT in libraries and development of flexible and open learning centers. (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** QUILT 7 Further Education mg ma ma v... Development Agency 1111 0* Allif00 S DEPARTMENT OF EDUCATION 0 Ice of Educational Research and Improvement CATIONAL RESOURCES INFORMATION E CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy °ERMISSION TO REPPODLCE DISSEMINATE THIS .1ATE°IAL HAS BEEN OR,V TEC 1,1J)i)`2 TO THE EDUCATIONA,_ RES: jR'ZES INFORMATION CE',TEF a BEST COPY AVAILABLE 4.:Z ()I Lir Further Education FEDA NCET IMV MO Development Agency Allii0 Learning styies: into the future Bill Lockitt 3 Published by the Further Education Development Agency (FEDA), Dumbarton House, 68 Oxford Street, London W1N ODA Tel: [0171] 436 0020 Fax: [0171] 436 0349 Feedback and orders should be directed to: Publications Department, FEDA, Coombe Lodge, Blagdon, Bristol BS40 7RG Tel: [01761] 462 503 Fax: [01761] 463 140 Registered with the Charity Commissioners Editor: Angela Dewsbury Designer: Mike Pope Printed by: Blackmore Limited, Shaftesbury, Dorset Cover photograph: Picture Tel ISBN: 1-85338-464-x © 1997 FEDA and NCET All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, elec- trical, chemical, optical, photocopying, recording or otherwise, without prior permission of the copyright owner. Quality in information and learning technology The QUILT programme aims to support the development of information and learning technology in further education. The programme includes events, pub- lications, multimedia resources, a consultancy service and development activ- ities. These are focused on staff development and on enabling colleges to develop a response to ILT which encompasses staff, curriculum and resources. About the author Bill Lockitt is a member of FEDA's education staff. In 1993 he obtained one of the 12 Esmee Fairbairn Fellowships 'to develop multimedia flexible and open learning in order to attract those who would not normally use FE/HE'. During the period of the fellowship, several innovative projects and systems were undertaken in the areas of learning centres/bases, the networking of CD-ROMs and supporting open learning via a library/college/TEC partnership. The latter was awarded the NIACE/NEC Open Learning Award for 1996. Bill has published widely on the subject of multimedia flexible and open learn- ing. He is currently undertaking a part time PhD investigating the potential of integrated learning systems. Since joining FEDA, Bill has been responsible for Information and Learning Technologies (ILT) via the QUILT (Quality in Information and Learning Tech- nology) programme (Wales). He has also undertaken a number of consultancies in England and Wales focused on ILT strategic planning, resourced-based learning and computer-assisted/based learning. 4 ILJ I LT Learning styles 2 QUILT 1.,.. INN AN.Waua.lia. III, a 'ain't% Alp los AI 'riser el Contents Preface 4 Overview 5 Understanding learning styles 1 8 Putting the learning into context Critical questions Honey and Mumford Kolb Staff development activities Unlocking the potential of ILT 2 14 Nature of learning Individual learner Developing the Kolb learning by doing model Effective communications Staff development activities Learning resources and environments 3 21 Learning styles and strategies Matching resources and learning styles Identifying the learning environment Developing resource-based learning Assessing your college's potential Evaluating learning materials Staff development activities Into the future 30 References 31 Bibliography 32 Appendices 33 Appendix 1: Handouts Key issues and questions National, institutional, team and individual learning Kolb in context Matching resources and learning styles Resource availability Appendix 2: OHTs Critical questions Honey and Mumford's learning cycle and learning styles Kolb's learning cycle Learner's contribution to the learning process Individual's contribution Essentials of effective communications Environmental identification model Staff development activities Appendix 3: Integrating ILT in libraries, flexible and open learning centres BEST COPY AVAILABLE ILJ I 1_-1- Learning styles 3 QUILT INW It 00 so.111 r00 011 Preface There is no single model of learning that is perfect for every individual; of human beings are far more complex than that. However, there are a number exceptionally good models which highlight possible areas for future research. One area which has attracted a great deal of attention is that of individual learning styles. Researchers Peter Honey and Alan Mumford (1995) have produced a learning fall styles inventory which can be used to identify whether individual learners publi- into one of four categories: activist, reflector, theorist or pragmatist. This learning' cation will develop this research using the Kolb (1984) 'experiential model as its foundation. The Kolb model looks at the process of learning, and identifies four key factors as the key to learning: concrete experience; reflective observation; abstract conceptualisation, and active experimentation. This pub- lication will attempt to show how this model can be used to develop resourcing and educational/training environments. For a more detailed understanding of these two models refer to Learning styles (FEDA, 1995). The introduction of flexible and open learning areas, distance learning, work- based training and an ever-increasing array of new technology has contributed and institutions deliver edu- to changing the way in which individuals learn cation and training. These changes will continue as information learning tech- nology (ILT) develops. It is vital that all involved in education and training understand the potential of ILT. Models need to be developed which can be used to maximise its effect, minimise the costs and provide a foundation for future development. This publication is designed to help practitioners, managers and governors develop a strategic approach to integrating ILT within flexible and open learning environments, based on an understanding of learning styles. It allows a practical approach, by offering: concrete experience: information, case study, model, activity reflective observation: questions asking you to reflect upon what you have done abstract conceptualisation: a chance to think about new ways of doing things active experimentation: putting the new models into practice. staff devel- You can access overhead transparencies (OHTs) and other relevant from the FEDA web page at opment material to use within your institution http : / /www.feda.ac.uk /PubsSupport /. From FEDA's website (at http://www.feda.ac.uk) you can also enter the news- debate on ILT and learning styles. I hope group to be involved in furthering the look forward to discussing issues you will take advantage of this facility and I with you on the World Wide Web. Bill Lockitt http://www.feda.ac.uk 6 4:"Z? U I ILT Learning styles 4 QUILT OM NM so AM lot Inn a5 101 Alf le Overview This publication begins by introducing the concept of learning styles. Next, it discusses the nature of learning and how to make use of ILT within the context of what the learner already knows. It then looks at ways to match learning styles with resources. A set of staff development activities is provided at the end of each chapter. Summarised at the end of most sections, within each chapter, are the key issues for you to consider. Staff development material referred to in each chapter is reproduced as handouts or OHTs in Appendices 1 and 2 respec- tively. These may be photocopied. Powerpoint slides will be available from the FEDA website. Understanding learning styles Research by Honey and Mumford indicates that your individual learning style influences the way in which you accept and assimilate information. They suggest that it is essential that both the learner and the tutor understand the dif- ferent learning styles if the learner's full potential is to be realised. This first section will help you to gain a basic understanding of the concept of learning styles, in particular those theories developed by Peter Honey, Alan Mumford and David Kolb. Unlocking the potential of ILT This section discusses the nature of learning and what individuals bring to the learning process. It highlights the need for an acceptable definition of learning and for a means to measure that the learning process has taken place using cri- teria relevant to a modern learning society. This section also looks at the Kolb learning by doing model in the light of new technology and from the context of an education and training environment. Finally, it considers the importance of effective communications to the whole learning process. Learning resources and environments This section looks at ways to match resources with learning styles. It considers how to help learners to develop confidence in different learning styles, and how to ensure results in a range of learning environments. Key issues and questions Understanding learning styles What needs to be done for colleges to develop a philosophy of ILT integration not ILT acquisition? Educators/trainers need to drive ILT development, not react to it: how can this be achieved? What issues need to be addressed for ILT to be seen as an aid to the learning process not as a replacement for it? What 'value added' does ILT bring to the learning process? 7 ILJ I L-1- Learning styles 5 How can this added value be measured? What effect does it have on the individual? Should we try to adapt ILT to the existing education/training framework or develop a totally new one for future societies? Using ILT, can we develop learning materials that will produce holistic learners (individuals that can adapt to all learning/training environments)? Can we use ILT to develop systems that lead the learner through all stages of the Kolb learning cycle? How do we develop learning environments that develop the full potential of individual learners? How do we ensure that learning styles are used to empower people not to categorise them? Unlocking the potential of ILT What definition of learning can be used in a modern learning society? Can the same definition be applied to academic education and training? Should the needs and aspirations of society dictate the individual learning process? Can ILT be used to support the learning process at all levels? How do we help learners to recognise good and bad learning experiences? What training should we provide to learners using multimedia, flexible and open learning environments and materials? How do we identify the learner's past experience and develop individual learning programmes? How can ILT be used to enhance the learning experience? How can we use the Kolb learning by doing model to evaluate the effectiveness of learning assignments and materials? How can we use it to evaluate the learning experience? How can we adapt the model to a modern learning society? How can we integrate ILT into this process? How can ILT be used to improve communications? Learning resources and environments How can we use ILT to produce learners confident in a range of learning styles? What are the problems associated with a predominant learning style? How can ILT be used to overcome some of these problems? How do we use ILT to ensure consistent results in a range of learning environments? Multimedia material spans all of the learning styles: is this the reason why it is being accepted more quickly than was the case with older technologies? Why is it important to recognise the preferred learning style of the designer of multimedia learning material? How can we control the introduction of new technology within an education framework? Will interconnectivity be the answer to the regeneration of local economies? How many different types of learning environment can you identify in your institution? How would you judge the effectiveness of each type of learning environment? 8 Q IL) I LT 6 Learning styles What are the main barriers to developing flexible learning centres? Would considering individual learning styles at the design stage overcome any of these barriers? After using the planning tool (see Appendix 3) with a number of colleagues, where are you on a scale of 1-5? Are strategies in place to take you to the next level? If not, how can they be developed? What differences are there between evaluating traditional learning materials and multimedia learning materials? How can multimedia learning materials be integrated into curriculum support? What extra facilities need to be provided to ensure that the learner completes the learning cycle? s 41ZIL.1 I LT Learning styles 7 4Z 1-1 IL-11r Understanding learning Im1/4"..01. 1..mtaii, All. MI I. di. Oro NI!' styles Learning styles affect every aspect of our lives. The way in which we take in information, process it, assimilate it and use it is affected by our predominant learning style. A large proportion of the population is unaware that learning styles exist. They assume that knowledge comes with age. Many are disappointed and never know the reason why. Even people involved in education and training have little knowledge of learning styles. They assume that if they are good at teaching and produce enough notes and handouts the learner will be capable of doing the rest. This method has been unsuccessful for a large proportion of learners and, until recently, little was done to find out why. This situation changed in the 1980s, due mainly to work by researchers such as Peter Honey, Alan Mumford and David Kolb. Their work began to unfold the secrets of individual learning styles, leading to comprehensive and transferable models which can easily be used by individuals, educators and trainers. The availability and increasing sophistication of ILT is having huge effects on education and training and on the learning environments and methodologies used. Because few people in education expected the rapid shift towards ILT, the focus has tended to be on acquiring ILT rather than looking more widely at ways to create integrated ILT learning environments. Time will tell how effective these new models of learning are. One thing is clear: there is no turning back. ILT is here to stay and it is up to educators and trainers to decide the most effective and efficient methods for its use. What needs to be done for colleges to develop a philosophy of ILT integration not ILT acquisition? Educators/trainers need to drive ILT development, not react to it: how can this be achieved? PUTTING THE LEARNING INTO CONTEXT Do learners have an individual learning style or approach to study which should be taken into account? Laurillard, 1993 This is a question many academics have asked themselves for the past 30 years. They have produced and used a number of models to support the hypothesis that learners do have an individual learning style. There is no simple answer. Researchers will be analysing data for a number of years before any clear picture of how people learn starts to emerge, and new technology is playing a leading role in this process. (Z? U 111L-1- 8 Learning styles