EDAC 635 Learning
Styles
Final Project
Summary
Ben England, AJ Richardson
- Introduction
- Project purpose: to become familiar with different learning styles and to demonstrate our understanding through the development of a seminar on learning styles
- Purpose accomplished through:
- Thorough literature reviews
- Program investigations
- Syllabus design
- Syllabus evaluation
- Literature Review
- Learning style: generally defined as how one learns what one learns (MacKeracher, 2004).
- Three noteworthy learning style models:
- Kolb’s model (1984)
- Dunn’s & Dunn’s VAK model
- Gregorc’s model (1982)
- Current research shows disparate findings
- Program Investigation
- AJ: Salem International University Training Program
- Ben: International Learning Styles Network (ILSN) Annual Conference
- Main features of each program were identified
- Adaptable features of each program were identified
- Syllabus Design
- Interpretation of Rationale
- The design of the syllabus was based on readings and analysis of other syllabi.
- Two programs were analyzed that served as references for the syllabus.
- The annual conference of the International Learning Styles Network
- The new employee training from Salem International University.
- There were four main features that served as focal points for the syllabus.
- Teach educators how to identify and cater to various learning styles.
- Mix instructional styles to cater to more styles.
- Assess an individual’s learning style in the beginning, rather than waiting until learning is underway and adjusting accordingly.
- Encourage the collaboration of learners and educators.
- Evaluation of Syllabus
- Syllabus was evaluated by two professionals within the education field.
- Evaluations were taken into consideration with regards to possible revisions to be made.
- The professional evaluations of the syllabus yielded very helpful suggestions, which included:
- listing of the objectives at the start and the explanation of the goals and what attendees will get out of the seminar.
- Scheduling
- mixing of activities to help keep attendees engaged and participating.
- sections were concise and to the point.
- information provided was not overbearing.
- Based on the evaluations of the professionals, the following changes would most likely prove to be beneficial.
- Contact information would need to be added
- The start time of the second session would be delineated at the beginning of the syllabus
- Include examples of the activities to provide a greater direction to the students
