Study Skills & Learning Study Skills & Learning StylesStyles

ObjectivesObjectives

- Thinking about how you will studyThinking about how you will study- Knowing your own preferred way of Knowing your own preferred way of

learninglearning- Give you some starting points for your own Give you some starting points for your own

research and study into learning for your research and study into learning for your assignments.assignments.

Study: Starting OutStudy: Starting Out

- Be RegularBe Regular- Make study a habitMake study a habit- Same time, same placeSame time, same place

- Accept responsibility for your own learningAccept responsibility for your own learning- Plan your timePlan your time

- Long term & short termLong term & short term- To do listsTo do lists

- Keep the end in mind (remember why you are Keep the end in mind (remember why you are doing this)doing this)

- Location, Location, LocationLocation, Location, Location

Study: Keep GoingStudy: Keep Going

- Look after yourselfLook after yourself- Reward yourself to maintain motivationReward yourself to maintain motivation- Study to your strengthsStudy to your strengths- Break the work down into partsBreak the work down into parts

- focus on one task at a timefocus on one task at a time

- Recognise when you need helpRecognise when you need help- and ask for itand ask for it

The AssignmentsThe Assignments

- Make sure you have all the resources Make sure you have all the resources before you startbefore you start

- Get something down, anything will doGet something down, anything will do- You can always edit out the bad stuffYou can always edit out the bad stuff- Answer the questionAnswer the question- Check with your tutor that you are taking Check with your tutor that you are taking

the right approachthe right approach- Write with the assessment criteria in mindWrite with the assessment criteria in mind

SummarySummary

- Be positiveBe positive- Remember why you are doing thisRemember why you are doing this- Plan your studyPlan your study- Plan your assignmentPlan your assignment- Remember people are a great resourceRemember people are a great resource

Learning StylesLearning Styles

- Do you know your own learning style?Do you know your own learning style?- Do you know what methods of learning Do you know what methods of learning

work best for you?work best for you?- Are you: visual (VAKT), musical (multiple Are you: visual (VAKT), musical (multiple

intelligences), activist (Honey & Mumford)intelligences), activist (Honey & Mumford)…?…?

- Do you work in short bursts or long Do you work in short bursts or long sessions?sessions?

Module 1 AssignmentsModule 1 Assignments

- Ask you to consider a learning experience, Ask you to consider a learning experience, reflect on it and explain it using theory.reflect on it and explain it using theory.

- Two-fold aim of presentationTwo-fold aim of presentation- To get you thinking about how to maximise To get you thinking about how to maximise

you time studyingyou time studying- To introduce you to some ideas about To introduce you to some ideas about

learning that might feed into your assignment.learning that might feed into your assignment.

What is learning?What is learning?- Saljo classified respondents ideas of learning Saljo classified respondents ideas of learning

into five groups.into five groups.

1.1. Learning as a Learning as a quantitative increase in knowledgequantitative increase in knowledge. Learning is . Learning is acquiring information or “knowing a lot”  acquiring information or “knowing a lot” 

2.2. Learning as Learning as memorising.memorising. Learning is storing information that can Learning is storing information that can be reproduced. be reproduced.

3.3. Learning as acquiring facts, skills and methods that can be Learning as acquiring facts, skills and methods that can be retained and usedretained and used as necessary. as necessary.

4.4. Learning as Learning as making sensemaking sense or abstracting meaning. Learning or abstracting meaning. Learning involves relating parts of the subject matter to each other and to involves relating parts of the subject matter to each other and to the real world. the real world.

5.5. Learning as interpreting and Learning as interpreting and understanding reality in a different understanding reality in a different wayway. Learning involves comprehending the world by re-. Learning involves comprehending the world by re-interpreting knowledge. interpreting knowledge.

Some Schools of learning theoriesSome Schools of learning theories

- Behaviourism – Stimulus & ResponseBehaviourism – Stimulus & Response- Skinner, PavlovSkinner, Pavlov

- Cognitivism – Mental processesCognitivism – Mental processes- PiagetPiaget

- Humanism – Learner centredHumanism – Learner centred- Carl Rogers, Knowles’ AndragogyCarl Rogers, Knowles’ Andragogy

- Social / Situated – informal occupational Social / Situated – informal occupational learning. Communities of practicelearning. Communities of practice- Lave & WengerLave & Wenger

- Constructivism – Personal constructsConstructivism – Personal constructs- KellyKelly

Learning to learn – why bother?Learning to learn – why bother?

- Lifelong learning is becoming an important Lifelong learning is becoming an important issue in society as a whole.issue in society as a whole.

- Manufacturing and now service industries Manufacturing and now service industries are cheaper and often better abroad.are cheaper and often better abroad.

- Western Europe needs to develop Western Europe needs to develop knowledge workers to keep their place as knowledge workers to keep their place as economic powers.economic powers.

- We need to learn smarter and faster.We need to learn smarter and faster.

Some learning to learn theoriesSome learning to learn theories- Bateson’s levels of learningBateson’s levels of learning

- Deutero-Learning – developing strategies for Deutero-Learning – developing strategies for maximising learningmaximising learning

- Argyris & Schon double-loop learningArgyris & Schon double-loop learning- ‘‘Doing the right thing’Doing the right thing’

How we Learn – ‘Learning Styles’How we Learn – ‘Learning Styles’- A continuum of modelsA continuum of models1.1. Learning styles are inherent Learning styles are inherent

features about us.features about us.2.2. Learning styles are deep-seated Learning styles are deep-seated

cognitive features.cognitive features.3.3. Learning styles are part of relatively Learning styles are part of relatively

stable personality typesstable personality types4.4. Learning Styles are flexibly stable Learning Styles are flexibly stable

preferencespreferences5.5. Learning Approaches & StrategiesLearning Approaches & Strategies

Stable Stable in-built in-built stylesstyles

Readily Readily changed changed stylesstyles

Type 1: Largely born with certain Type 1: Largely born with certain preferences that can’t be changedpreferences that can’t be changed

- VAKT (Visual, Auditory, Kinaesthetic, VAKT (Visual, Auditory, Kinaesthetic, Tactile) Tactile)

- Gregorc’s 4 channel learning styles modelGregorc’s 4 channel learning styles model

Gregorc’s 4 channel learning styles Gregorc’s 4 channel learning styles modelmodel

- Instrument: Learning Style Instrument: Learning Style DelineatorDelineator

- The concrete sequential (CS) The concrete sequential (CS) learner is ordered, perfection-learner is ordered, perfection-oriented, practical and oriented, practical and thorough.thorough.

- The abstract sequential (AS) The abstract sequential (AS) learner is logical, analytical, learner is logical, analytical, rational and evaluative.rational and evaluative.

- The abstract random (AR) The abstract random (AR) learner is sensitive, colourful, learner is sensitive, colourful, emotional and spontaneous.emotional and spontaneous.

- The concrete random learner The concrete random learner (CR) is intuitive, independent, (CR) is intuitive, independent, impulsive and original.impulsive and original.

- http://http://www.gregorc.comwww.gregorc.com//

Type 2: Type 2: Learning styles reflect deep-seated Learning styles reflect deep-seated

features of the cognitive structurefeatures of the cognitive structure - Riding’s Cognitive Styles Riding’s Cognitive Styles

AnalysisAnalysis- The verbaliser-imager The verbaliser-imager

dimension is intended to dimension is intended to measure a natural tendency to measure a natural tendency to process information quickly in process information quickly in verbal or in visual form.verbal or in visual form.

- The holist-analytic dimension The holist-analytic dimension relates to cognitive relates to cognitive organisation i.e big picture / organisation i.e big picture / specifics.specifics.

Type 3: Type 3: Learning styles are one component Learning styles are one component of a relatively stable personality typeof a relatively stable personality type

- MBTI (Myers-Briggs Type Indicator)MBTI (Myers-Briggs Type Indicator)- 4 Dimensions: 4 Dimensions: Extrovert (E) – Introvert (I), Extrovert (E) – Introvert (I),

- Intuiting (N)– sensing (S), Intuiting (N)– sensing (S), - Thinking (T)– Feeling (F), Thinking (T)– Feeling (F), - Judging (J)– Perceiving (P).Judging (J)– Perceiving (P).

- So there are 16 personality types e.g. INTJSo there are 16 personality types e.g. INTJ

- Jackson’s Learning Styles Profiler. Jackson’s Learning Styles Profiler. - http://www.cymeon.com/lss2.asphttp://www.cymeon.com/lss2.asp

Jackson’s LSPJackson’s LSP- Conscious learning, 4 scales (low to high):Conscious learning, 4 scales (low to high):

- Goal Oriented Achiever: Goal Oriented Achiever: Planning, Assertiveness, Planning, Assertiveness, Decisiveness, Adaptability, Resilience, Achievement motivationDecisiveness, Adaptability, Resilience, Achievement motivation..

- Emotionally Intelligent Achiever: Emotionally Intelligent Achiever: Analysis, Decision Analysis, Decision making, Interpersonal sensitivity.making, Interpersonal sensitivity.

- Conscientious Achiever: Conscientious Achiever: Practical, RealisticPractical, Realistic

- Deep Learning Achiever: Deep Learning Achiever: Strategic perspective, open Strategic perspective, open to new ideas.to new ideas.

- Instinctive learning, 1 scale (low to high):Instinctive learning, 1 scale (low to high):- Sensation seeker: Sensation seeker: Energy and InitiativeEnergy and Initiative..

Type 4: Type 4: Flexibly stable learning Flexibly stable learning preferences preferences

- Kolb’s Learning Styles Inventory Kolb’s Learning Styles Inventory

- Honey & Mumford’s Learning Styles Honey & Mumford’s Learning Styles QuestionnaireQuestionnaire- Activist, Reflector, Theorist, Pragmatist Activist, Reflector, Theorist, Pragmatist (closely (closely

linked to Kolb’s learning cycle)linked to Kolb’s learning cycle)

- Herrmann’s ‘whole brain’ modelHerrmann’s ‘whole brain’ model

Kolb’s learning stylesKolb’s learning styles

Herrmann’s Brain Dominance Herrmann’s Brain Dominance InstrumentInstrument

- A Theorists (cerebral, left: the rational self)- Learn by acquiring facts, applying logic, forming theories

- B Organisers (limbic, left: the safe-keeping self)- Learn by sequencing content, practicing

- D Innovators (cerebral, right: the experimental self)- Learn by self discovery, taking initiative

- C Humanitarians (limbic, right: the feeling self)- Learn by listening and sharing ideas, emotional

involvement

Type 5: Learning Approaches and Type 5: Learning Approaches and StrategiesStrategies

Vermunt’s framework for classifying learning Vermunt’s framework for classifying learning styles.styles.

- Instrument: Inventory of learning stylesInstrument: Inventory of learning styles- 4 learning styles:4 learning styles:- Meaning-directedMeaning-directed: : Looks for links between key concepts.Looks for links between key concepts.- Application-directed: Application-directed: Relates topics to everyday Relates topics to everyday

experience.experience.- Reproduction-directed: Reproduction-directed: Selects main points to retain.Selects main points to retain.- Undirected: Undirected: FindsFinds study difficult.study difficult.

A word of warning about learning A word of warning about learning stylesstyles

- There is limited research into the validity There is limited research into the validity and reliability of learning styles and their and reliability of learning styles and their instruments.instruments.

- The field is a bit of a mess because there The field is a bit of a mess because there is little collaboration.is little collaboration.

- Selling a product has become more Selling a product has become more important than trying to make sense of important than trying to make sense of learning styles.learning styles.

At the end of the dayAt the end of the day

- They are useful tools to get you thinking They are useful tools to get you thinking about how you learn best.about how you learn best.

- In most cases, they are well intentioned In most cases, they are well intentioned efforts to help people learn to learnefforts to help people learn to learn

- Use those that suit you.Use those that suit you.- But take it all with a ‘pinch of salt’.But take it all with a ‘pinch of salt’.

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