Project Demonstration Summary

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