What an overwhelming introduction to ICTs & learning design! The concept of learning (to be completely honest) has never really been something I have thought deeply about, despite a long-held dream of becoming a teacher. So 'learning theory' kind of scares me somewhat. I think I have always thought & felt teaching was a 'calling', that only special people had the knack...and perhaps that is still the case. But perhaps what has changed is my appreciation for the sheer depth of concepts within the study of learning itself.
21st Century Learners (vs. 20th Century Learners)
My recollections of my favourite (& least favourite) teachers is the experiences they provided me in exploring new ideas as I progressed through my education. Yet, huge changes have occurred since when I went to school and the experiences of todays learners, particularly in the area of Information Communication Technologies (ICTs).
I remember when my school bought its first computers (old black and white screened Tandys) for the library and playing 'Snake' games at recess (learning does not stop at the end of class bell?). I remember buying my first Commodore64 and being part of the students who lobbied the school to get a computer lab of the same brand. No such thing as whiteboards, only chalk boards, let alone 'virtual' whiteboards. Before Xerox machines I remember copies of handouts and worksheets where made using a tumble printer and teachers/admin had to use some kind of methylated spirit to print smelly purple prints. Teachers would never have dreamed considered using a classroom P.A system and microphones (such as the modern 'sound fields' in use at my current employer where I work as a Schools Officer -Facilities).
Back in my schooling days, the internet was only in its germination phase as a military communication system and was not in the public domain. If you had a modem for your C64, that meant your parents were very rich, socially upwardly mobile and pioneering new territory. Students would try to 'crack' games and other programs that were data stored on tapes. I was so proud when I purchased my own 5&1/2" floppy disk drive with my cash I'd earnt working at Big W. Although I was on my computer regularly, I never got the hang of computer programming languages like 'basic', so computers became predominantly game systems to me and I only just started using word processors before my senior year.
Until a few years ago avatars, Skype and Facebook did not exist, although now I do use them from time to time, though by far not an 'expert'. Setting up this blog has really been a bit of a challenge as it has coincided with some technical and hardware glitches I have had with my laptop and internet access. But that in itself has been a learning curve and experience that I will take on board for the future.
I am an adult learner in the array of 21st century learners. I feel I have some attributes of both of Prensky's 'digital natives' and 'digital immigrants' (2011, cited in CQU-GDLT Moodle site, 2011). In some ways I am comfortable with computers (I have grown up with them), yet there is probably much that a computer-literate child could do and faster than I can do (at this stage) in modern computer software and other ICTs. Therefore, I am inclined to agree more with Margaryan and Littlejohn (2008, cited in CQU-GDLT Moodle site, 2011) and Thrupp (2009, cited in CQU-GDLT Moodle site, 2011) in that you cannot stereotype a learner as one or the other. But the when Prenksy (2011, cited in CQU-GDLT Moodle site, 2011) claims that teachers can either 'engage' students or 'enrage' them, I find that a little bit of a generalistion and it does not seem to take into account the desire of the students to listen/observe/question/think etc. Sometimes choice will defy much of a teacher's good intent. (Stay tuned for future posts exploring learning theories)
The idea that I am one or some other type of learner is a little confusing, as I can see I have some qualities in most learing styles. However the idea that students have preferred styles of learning is not surprising, for example:
Pupil: 'Sir/Miss, I hate maths!'
Teacher: 'Why is that Johnny?'
Pupil: 'I like PE!'
Teacher: 'Well, did you know that you use maths in PE?'
Pupil: 'But I hate maths!'
Now while I am not training to become a mathematics teacher, any subject could be inserted for either the maths or the PE in the above scenario. Why? Perhaps as I have now begun my fifth decade, I have experienced and made many connections through inter-disciplinary approaches to studies. I think most other humanities majors, and many music teachers would understand this interdependence between the different study subjects and disciplines. I expect learning theories, understanding them and their practical applications in a class setting for young learners, will provide a similar experience.
_____
LEARNING STYLE PREFERENCES
Felder (1996, cited in Centre of teaching Excellence,University of Waterloo
How these learning style preferences were discovered I do not know, but the idea that there are two opposing dynamics in each of the learning style preference continuums is certainly plausible to me. I like to learn some ways, and so too young learners will have their preferences...and I look forward to seeing them in EPL contexts.
Here is my results for the Solomon & Felder Learning Styles questionaire:
Results for: Paul Hilder
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
Results reflection: It appears I have a balance between Active and Reflective learning style preference, so I guess I like to think & do something with new information. Perhaps this is why I have been engaging in these learning activities (doing them), but also heavily reflecting (thinking) on what they mean to me. I also appear to be balanced between a Visual & Verbal learner, so I like pictures/graphs, but also enjoy listening to new information. both of these results came as no surprise to me.
However, I seem to have a bias towards Intuitive learning (being comfortable with abstracts and theories relating to the big picture, overall patterns, possibilities, relationships, ideas), as opposed to Sensing learning style preference (concentrating on concrete and practical, the details, proven procedures, realism and pracitical applications). I guess thats why I enjoy the emotional reaction to musical experiences, the scientific conjectures and explorations of geography, the world views and the change vs. continuity continuum of history, the pathos and protaganism of plots and themes within theatre and films, etc, etc....Though this, on the other hand, did surprise me a little as I have always thought of myself as cerebral yet practical.
These results also I am a little less biased on the Global-Sequential learning continuum, scoring a 5, leaning a little towards the Global style. I occasional enjoy sequential learning such as using lists and reading graphic organisers (Moodle and the course scaffolding helps me with this style), and I see will be helping my own future students by applying similar techniques. However, I sometimes jump all over the place on the road to arriving at the right conclusion. No surprise there!
But where in these learning styles does musicianship exist? Perhaps the auditory processes of musicianship such one would use in playing along with a song or even transcription of a song onto a music lead sheet draws from both Sensing and Intuitive learning styles. My bias towards Intuitive learning is probably reflected in my preference for more improvised and ever-changing interpretations of jazz music, versus the 'respect for the composers written work' of classical music and performance. (Note: my wife is an accomplished classical musician and we often have to meet halfway, yet we have strong appreciation for each others musical background and alternative genres)
____
MULTIPLE INTELLIGENCES
Armstrong (2009) provides a great description and background of Gardener's theory of Multiple Intelligences:
'Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder)," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more...'
Gardener's theory makes perfect sense to me as I was not typically strong at school in maths, 'okay' at english until 'blooming late' and extending this into good essay writing in history, yet I thrived in drama classes (Note: Music was not offered at my school back then. I had no formal music training until I went to CQCM (the 'Con') to study Jazz vocals after evolved into an adult muso and teaching myself guitar/singing for nearly three decades. So...What type of learner was I? Was I, partially at least, a kinesthetic learner by way of self-education?)
My results for the Birmingham Primary website Mulitple Intelligence test are as follows:
Pupil: 'Sir/Miss, I hate maths!'
Teacher: 'Why is that Johnny?'
Pupil: 'I like PE!'
Teacher: 'Well, did you know that you use maths in PE?'
Pupil: 'But I hate maths!'
Now while I am not training to become a mathematics teacher, any subject could be inserted for either the maths or the PE in the above scenario. Why? Perhaps as I have now begun my fifth decade, I have experienced and made many connections through inter-disciplinary approaches to studies. I think most other humanities majors, and many music teachers would understand this interdependence between the different study subjects and disciplines. I expect learning theories, understanding them and their practical applications in a class setting for young learners, will provide a similar experience.
_____
LEARNING STYLE PREFERENCES
Felder (1996, cited in Centre of teaching Excellence,
How these learning style preferences were discovered I do not know, but the idea that there are two opposing dynamics in each of the learning style preference continuums is certainly plausible to me. I like to learn some ways, and so too young learners will have their preferences...and I look forward to seeing them in EPL contexts.
Here is my results for the Solomon & Felder Learning Styles questionaire:
Results for: Paul Hilder
ACT X REF
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEN X INT
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
VIS X VRB
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
SEQ X GLO
11 9 7 5 3 1 1 3 5 7 9 11
<-- -->
Results reflection: It appears I have a balance between Active and Reflective learning style preference, so I guess I like to think & do something with new information. Perhaps this is why I have been engaging in these learning activities (doing them), but also heavily reflecting (thinking) on what they mean to me. I also appear to be balanced between a Visual & Verbal learner, so I like pictures/graphs, but also enjoy listening to new information. both of these results came as no surprise to me.
However, I seem to have a bias towards Intuitive learning (being comfortable with abstracts and theories relating to the big picture, overall patterns, possibilities, relationships, ideas), as opposed to Sensing learning style preference (concentrating on concrete and practical, the details, proven procedures, realism and pracitical applications). I guess thats why I enjoy the emotional reaction to musical experiences, the scientific conjectures and explorations of geography, the world views and the change vs. continuity continuum of history, the pathos and protaganism of plots and themes within theatre and films, etc, etc....Though this, on the other hand, did surprise me a little as I have always thought of myself as cerebral yet practical.
These results also I am a little less biased on the Global-Sequential learning continuum, scoring a 5, leaning a little towards the Global style. I occasional enjoy sequential learning such as using lists and reading graphic organisers (Moodle and the course scaffolding helps me with this style), and I see will be helping my own future students by applying similar techniques. However, I sometimes jump all over the place on the road to arriving at the right conclusion. No surprise there!
But where in these learning styles does musicianship exist? Perhaps the auditory processes of musicianship such one would use in playing along with a song or even transcription of a song onto a music lead sheet draws from both Sensing and Intuitive learning styles. My bias towards Intuitive learning is probably reflected in my preference for more improvised and ever-changing interpretations of jazz music, versus the 'respect for the composers written work' of classical music and performance. (Note: my wife is an accomplished classical musician and we often have to meet halfway, yet we have strong appreciation for each others musical background and alternative genres)
____
MULTIPLE INTELLIGENCES
Armstrong (2009) provides a great description and background of Gardener's theory of Multiple Intelligences:
'Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder)," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more...'
Gardener's theory makes perfect sense to me as I was not typically strong at school in maths, 'okay' at english until 'blooming late' and extending this into good essay writing in history, yet I thrived in drama classes (Note: Music was not offered at my school back then. I had no formal music training until I went to CQCM (the 'Con') to study Jazz vocals after evolved into an adult muso and teaching myself guitar/singing for nearly three decades. So...What type of learner was I? Was I, partially at least, a kinesthetic learner by way of self-education?)
My results for the Birmingham Primary website Mulitple Intelligence test are as follows:
It appears the areas I have high degrees of 'smarts' area: Musical, Interpersonal, Visual/Spatial, Linguistic, & Naturalistic. This conforms with my self perceptions of being (respectively); a singer and musician, a harmonious type in relationships, artistic and spatially aware, having a broad vocabulary, and environmentally aware with a strong aversion to 'deep browns' (anti-green folk such as Andrew Bolt).
The slightly lower (medium?) score on Intrapersonal scale is no surprise as I usually look outward for solutions rather than inwardly, however not to the degree that I completely ignore my role in my lessons/situations/relationships. Other non-surprises were lower scores in the Kinesthetic and lower again in the Logical dimension.
As I have mentioned earlier, I have occasionally learned by jumping into experiences, such as
Also I believe there is a kinesthetic learning experience everytime you improvise in music, such as doing an 'improv' lead guitar solo or vocalist 'scat' solo. Doesn't matter if the note at any one beat or back-beat is a true note or a bum-note outside the mode of the moment, the learning occurs by 'that worked/didn't work!'. Actually, both performing and listening to jazz music is a kinesthetic experience in itself as you relate to other musos performance and follow their contributions to the overall musical sounds produced. Perhaps this is why I find jazz music extends and stimulates my thoughts? Funnily enough I enjoy listening to jazz while studying and am listening to ABCJazz as I type this!
________
Until next post...Happy learning!
References:
Armstrong, T (Dr), 2009, Multiple Intelligences in the Classroom, 3rd edition, Alexandria, VA: Association for Supervision and Curriculum Development, accessed: 1/3/2011, cited from:
http://www.thomasarmstrong.com/multiple_intelligences.php
Centre for Teaching Excellence, 2011, University of Waterloo, date viewed: 1/3/2011, accessed: http://cte.uwaterloo.ca/teaching_resources/tips/understanding_your_learning_style.html
CQU-GDLT program, 2011, Moodle site, 'ICTs for Learning Design', CQUniversity, date viewed 1/3/2011, cited from: http://moodle.cqu.edu.au/mod/resource/view.php?id=163840
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