An Adaptable Virtual Learning Environment (VLE) incorporating Individualised Learning Profiles

1. An Adaptable Virtual Learning Environment (VLE) incorporating Individualised Learning Profiles Damian Gordon eLearning Research Group

2. Introduction • eLearning • Computer lecturers do it any way • 3rd Level Topics - complex and dense

3. SSADM

4. SSADM

5. SSADM

6. Learning Styles • Cognitive Styles • Left/Right Brain (Assagioli, Maslow, Jenson, Wells, Sechenov) • Briggs-Myers Scale • Felder Scale • Kolb Model • McLuhan Model • Bloom Taxonomy • Reeves and Haron Model Demonstrate Equivalences

7. I E N P S J F T Myers-Briggs Type Indicator

8. MBTI Extraversion E Introversion I Intuition N Sensing S Feeling F T Thinking Perceptive P J Judging

9. MBTI Small group Exercises E Introversion I Intuition N Sensing S Feeling F T Thinking Perceptive P J Judging

10. MBTI Small group Exercises E Chunks of Information I Intuition N Sensing S Feeling F T Thinking Perceptive P J Judging

11. MBTI Small group Exercises E Chunks of Information I Discovery Learning N Sensing S Feeling F T Thinking Perceptive P J Judging

12. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Feeling F T Thinking Perceptive P J Judging

13. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Small group Exercises F T Thinking Perceptive P J Judging

14. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Small group Exercises F T Clear Objectives Perceptive P J Judging

15. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Small group Exercises F T Clear Objectives Always seeking more Information P J Judging

16. MBTI Small group Exercises E Chunks of Information I Discovery Learning N What Must be Known S Small group Exercises F T Clear Objectives Always seeking more Information P J Lectures & Essays

17. Behaviorist Constructivist

18. MBTI Small group Exercises Constructivist E Chunks of Information Behaviorist I Discovery Learning Constructivist N What Must be Known Behaviorist S Small group Exercises Constructivist F T Clear Objectives Behaviorist Always seeking more Information P Constructivist J Lectures & Essays Behaviorist

19. Virtual Learning Environment Utilities Lecture Viewer Chat Utility Simple Assessment Metadata Portal Discussion Boards Mailing List Calendar

20. Virtual Learning Environment Utilities Constructivist Lecture Viewer Chat Utility Simple Assessment Metadata Portal Discussion Boards Mailing List Calendar

21. Virtual Learning Environment Utilities Constructivist Behaviorist Lecture Viewer Chat Utility Simple Assessment Metadata Portal Discussion Boards Mailing List Calendar

22. Virtual Learning Environment Utilities Constructivist Behaviorist Lecture Viewer Chat Utility Simple Assessment Metadata Portal Discussion Boards Mailing List Calendar Case Study Theory Lecturer Generated Materials

23. MBTI Small group Exercises Constructivist Constructivist E Chunks of Information Behaviorist Chat Utility I Discovery Learning Discussion Boards Constructivist N What Must be Known Behaviorist Lecture Viewer S Metadata Portal Small group Exercises Constructivist F Calendar T Clear Objectives Behaviorist Mailing List Always seeking more Information P Constructivist Simple Assessment J Lectures & Essays Behaviorist Behaviorist

24. MBTI Constructivist Constructivist Behaviorist E Chat Utility I Discussion Boards Constructivist N Behaviorist Lecture Viewer S Metadata Portal Constructivist F Calendar T Behaviorist Mailing List Constructivist P Simple Assessment J Behaviorist Behaviorist

25. MBTI Constructivist Constructivist Behaviorist E Chat Utility I Case Study Discussion Boards Constructivist N Behaviorist Lecture Viewer S Metadata Portal Constructivist F Calendar T Behaviorist Theory Mailing List Constructivist P Simple Assessment J Behaviorist Behaviorist

27. Work Plan • Year 1 – Teaching of SSADM through the normal means “chalk-and-talk” and PowerPoint slides • Year 2 – SSADM is presented through web pages, which allow hyper-linking between related topics • Year 3 – A project prototype is used to present SSADM • Year 4 – The final system is used to present the topic to the students.

28. Evaluation Methods • Questionnaires : Students who are learning SSADM in the current academic year (without the benefit of the VLE) will be given a questionnaire to rank their understanding of SSADM and its individual stages and techniques. Next year after the VLE is complete and being used by the students, those student will also be given a comprehensive questionnaire, using both t-tests and Kolmogorov-Smirnov [Cono80] test results will be compared. In this model the corresponding student groups will provide a statistically significant evaluation. • Interviews : Structured interviews will be used to assess the success of the system. Research will be required to determine good interviewing technique, and the evaluation thereof. • Logging : The system will keep extensive logging per user of their progress through the system. Review and summaries of the logs will highlight difficult modules, as well as common areas where users quit, which will prompt redesign of these particular modules.