abstract: Traditional design education consists of three phases: perceptual, transitional, and professional. This study explored three independent variables (IVs) as predictors of success in the Transitional Phase of a visual communication design (VCD) program: (a) prior academic performance (as reported by GPA); (b) cognitive style (assessed with Peterson, Deary, and Austin's Verbal Imagery Cognitive Styles Test [VICS] and Extended Cognitive Style Analysis-Wholistic Analytic Test [E-CSA-WA]); and (c) learning style (assessed with Kolb's Learning Style Inventory [LSI] 3.1). To address the research problem and hypothesis, this study examined (a) the relationship between academic performance, cognitive style, and learning style, and visual communication design students' performance in the Transitional Phase; (b) the cognitive style and learning style preferences of visual communication design students as compared with other samples; and (c) how the resulting knowledge can be used to improve instructional design for the Transitional Phase in VCD programs. Multiple regression analysis revealed that 9% of Transitional Phase performance was predicted by studio GPA. No other variables were statistically significant predictors of Transitional Phase performance. However, ANOVA and t tests revealed statistically significant and suggested relationships among components of the independent variables, that indicate avenues for future study. The results are discussed in the context of style-based learning theory, and the cognitive apprenticeship approach to instructional design. / Dissertation/Thesis / M.S.D. Design 2011

Orientadora: Profa. Dra. Itana Stiubiener / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2014. / A partir do uso das Tecnologias de Informação e Comunicação (TIC) no apoio ao processo de aprendizagem, as diversas ferramentas utilizadas com esta finalidade como: ambientes virtuais de aprendizagem (AVA), cursos online, portais educacionais costumam disponibilizar conteúdos e outros recursos educacionais por meio de repositórios de Objetos de Aprendizagem (OAs). São exemplos de OAs: atividades, avaliações, vídeos, dentre outros, ou seja, toda e qualquer entidade que possa ser utilizada para aprendizagem, educação ou treinamento. O uso de OAs em ambientes digitais pode enriquecer a aprendizagem dos estudantes, entretanto, a partir do aumento da disponibilidade de tais recursos, surge a necessidade de melhorar a busca e seleção desses itens nos diversos repositórios. Os estilos pessoais de aprendizagem, ou seja, o modo como os indivíduos absorvem, processam e transformam informação em conhecimento, possibilitam a recomendação personalizada de OAs, de maneira que o aluno acesse o recurso educacional mais adequado no seu processo de ensino-aprendizagem. Assim, este trabalho apresenta um sistema de recomendação de OAs ao aluno com base em seu estilo de aprendizagem. Foi desenvolvido um protótipo utilizando a técnica de recomendação baseada em utilidade, que busca, seleciona e sugere OAs de acordo com seu grau de utilidade (relevância) para o usuário, considerando seu estilo de aprendizagem. Para teste e validação da solução proposta foi realizado um experimento com turma real de graduandos para disponibilização de materiais de apoio a aulas presenciais. Constatou-se uma adesão de 85% dos alunos ao uso do ambiente e a índice de satisfação atingiu 89%, ou seja, as recomendações dos recursos educacionais foram avaliadas como úteis na maioria dos casos. Essa solução pode beneficiar estudantes, ao sugerir OAs com maior chance de atender às suas necessidades particulares. / Starting from the use of Information and Communication Technologies (ICT) to support the learning process, the various tools used for this purpose such as Learning Management Systems (LMS), online courses, educational Web portals often provide content and other educational resources through repositories of learning objects (LOs). Examples of LOs are: activities, assessments, videos, among others, ie, any entity that can be used for learning, education or training. The use of LOs in digital environments can improve the student learning, however, from the increased availability of such resources, it arises the need of improving the search and selection of these items in different repositories. Personal learning styles, that is to say, how individuals comprehend, process and transform information into knowledge, allow personalized recommending learning objects, so that the student can access the most appropriate instructional resource in their teaching-learning process. Thus, this work presents a recommendation system of LOs to students according to their learning style. A prototype was developed by using the technique utility-based recommendation, which seeks, selects and suggests LOs according to their degree of usefulness (relevance) to the user considering their learning style. In order to test and validate the proposed solution, an experiment was conducted with real undergraduate class to share supporting material to class attendances. It was verified an adherence of 85% of the students using the environment and the satisfaction rate reached 89%, in other words, the recommendations of educational resources were evaluated as useful in most cases. This solution can benefit students by suggesting LOs with a greater chance to meet your particular needs.

Orientador: Sergio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T15:09:32Z (GMT). No. of bitstreams: 1 Nakashima_RosariaHelenaRuiz_M.pdf: 1112893 bytes, checksum: 9bd72be40c953d9608143c0d5a93713f (MD5) Previous issue date: 2008 / Resumo: O presente trabalho teve como objetivo sistematizar indicadores didáticopedagógicos que auxiliassem na utilização da linguagem interativa presente na lousa digital. Para isso, foi realizada uma pesquisa bibliográfica que, por meio da análise de conteúdo foram selecionados publicações de pesquisadores que investigavam os seguintes temas: tecnologia da informação e da comunicação; educação e tecnologias; recursos multimídia; interatividade; e lousa digital. Assim, foram sistematizados cinco indicadores didático-pedagógicos da linguagem digital interativa: interatividade; flexibilidade/multilinearidade; conectividade; qualidade das informações e dos conteúdos; e convergência de linguagens. A pesquisa envolveu duas turmas de formação inicial do Curso de Pedagogia da Faculdade de Educação da Unicamp em que foi proposta a utilização dos indicadores para planejar uma atividade com a lousa digital, que desenvolvesse e/ou fortalecesse um dos Estilos de Aprendizagem (ativo, reflexivo, teórico ou pragmático). Após a utilização dos indicadores em uma atividade prática, os participantes da pesquisa responderam um questionário para avaliar a clareza; coerência; consistência; relevância; e efetividade dos mesmos. Ao realizar a análise quantitativa dos resultados, concluiu-se que houve uma grande aceitação dos indicadores da linguagem digital interativa para a elaboração das práticas pedagógicas com a lousa digital / Abstract: The purpose of this work is to systematize pedagogical indicators in order to help students and teachers in the use of the interactive language present in the digital board. To accomplish this goal, we first conducted a bibliographic research studying papers in the following subjects: information and communication technology; education and technologies; multimedia resources; interactivity; and digital board. We systematize five pedagogical indicators of the digital interactive language: interactivity; flexibility/multilinearity; connectivity; quality of the information and content; and the convergence of languages. The research included two groups of students from the Pedagogy Course of the Education Faculty of Unicamp in which we proposed the use of those indicators in order to plan na activity to the students using the digital board to consolidate one of the four Learning Styles (active, reflexive, theoretical or pragmatic). The students used the indicators in a practical activity, and after that they answered a questionnaire to evaluate its clarity; coherence; consistency; relevance; and effectiveness. We analyzed the results quantitatively and concluded that the students showed great acceptance of the indicators of the interactive digital language in the elaboration of pedagogical practices using the digital board / Mestrado / Educação, Ciencia e Tecnologia / Mestre em Educação

Made available in DSpace on 2014-07-29T14:49:12Z (GMT). No. of bitstreams: 1 Dissertacao Marcelio Agronegocio.pdf: 452136 bytes, checksum: 21c63ca6f5a08cae805652ee9f393bf3 (MD5) Previous issue date: 2008-03-11 / The mapping of learning style is the measurement of the way of getting knowledge from a citizen or a group, a tool developed by Felder Silverman which is applied at the research aiming to analyze the role and the functions of meat agro industries in Goiás state. The four styles of learning developed by the tool enabled to get to the style of the segment: active, sensorial, visual and sequential. The found style shows a traditional segment with the active style marked by the facility in decision making, the sensorial because it s detailed and linked to the facts, the visual due to the privileged spaced notion and the sequential, by carring out the tasks by stage. Thus, this dissertation suggested that the meat agro industries, based on this style, shall: realize, in a systematic way, the mapping of the segment s learning style; seek for a consistent and less traditional profile for the professionals; study the importance of the comprehension of learning style, in a systematic way, for the organizational development and, understand that the profiles which differ from the analyses, aren t unreasonable or should be taken away. Actually, we should understand that everybody should be used with their own learning differences. As everybody knows, there isn t a right or wrong style, but actually, there are people in different positions that increase or decrease the capacity of learning / O mapeamento do estilo de aprendizagem é a medição da forma de adquirir conhecimento de um indivíduo ou grupo, uma ferramenta desenvolvida por Felder-Silverman aplicada na pesquisa com o objetivo de analisar os cargos e funções das agroindústrias de carne bovina do estado de Goiás. Os quatro estilos de aprendizagem desenvolvidos pela ferramenta possibilitaram chegar ao estilo do segmento: ATIVO, SENSORIAL, VISUAL e SEQÜENCIAL. O estilo encontrado evidência um segmento tradicional, com o estilo ativo marcado pela facilidade em tomada de decisão, o sensorial por ser detalhista e ligado a fatos, o visual pela noção espacial privilegiada e o seqüencial por ter realizar as tarefas por etapas. Assim, esta dissertação sugeriu que a agroindústria de carne bovina diante deste estilo deve: realizar de forma sistemática o mapeamento do estilo de aprendizagem do segmento; buscar um perfil mais arrojado e menos tradicional para os profissionais; estudar e entender de forma sistemática a importância do entendimento do estilo de aprendizagem para o desenvolvimento organizacional; e entender que os perfis que diferem das analises não são aberrações ou devem ser demitidos, mas na verdade entender que todos devem ser aproveitados com suas diferenças de aprendizagem, pois como é sabido, não existe estilo certo ou errado, mas na verdade existem pessoas em cargos que maximizam ou minimizam a capacidade de aprendizagem

Vid utveckling av elektroniska läromedel är användbarhet en viktig faktor. Vad som är användbart är beroende av användarens behov och förutsättningar och läromedel har ofta en heterogen målgrupp. Målet med den här undersökningen har varit att besvara frågan hur e-läromedel kan användbarhetsanpassas för olika lärstilar. Undersökningen har genomförts med hjälp av litteraturstudier samt intervjuer med läromedelsförlag. Delar av Dunn &amp; Dunns lärstilsmodell, specifikt sinnespreferens och informations­bearbetning, har relaterats till aktuella riktlinjer för användbarhet i e-läromedel. Undersökningen har visat att anpassningsbara läromedel gynnar användbarheten samt att studier som anpassas till individuell lärstil ger bättre resultat. Den visar också att beteende och lärstil förändras med åldern. E-läromedel kan individanpassas genom att innehålla flera olika vägar till lärandemålen och tillåta användarna att välja och strukturera sin egen lärmiljö utifrån dem. Läromedelsutvecklare behöver ta hänsyn till både teknisk användbarhet (hantera plattformen) och pedagogisk användbarhet (lära sig innehållet). Genom att införliva metoder som passar för såväl visuell, auditiv, kinestetisk och taktil sinnespreferens som för analytisk respektive holistisk informations­bearbetning kan läromedel ge ett mer heltäckande stöd för användar­gruppens inlärning. Samtidigt behövs balans och restriktion för att inte överbelasta användarna med inställningsmöjligheter. Gränssnittet bör vara intuitivt och konsekvent, för att inte ta fokus från innehållet, materialet bör delas upp, för att minska den kognitiva belastningen och användarna behöver känna kontroll över lärmiljön, för att stärka motivationen. Läromedelsförlagen har redan idag goda erfarenheter av att satsa på mångsidighet och lärstilsmodeller kan bidra med struktur och balans för att se till att ingen aspekt missas. / When developing electronic learning applications, usability is an important factor. What is useful depends on the user's needs and abilities. Learning applications often have a heterogeneous target group. The aim of this thesis was to answer the question of how e-learning applications can adapt usability for different learning styles. The survey was conducted by means of literature studies and interviews with educational publishers. Parts of the learning style model by Dunn &amp; Dunn, specifically perceptual preference and information processing, have been related to the current guidelines for usability of e-learning applications. The survey has shown that customized learning applications favor usefulness and that studies tailored to individual learning style have better results. It also shows that the behaviors and learning styles change with age. E-learning applications can be individually adjusted by containing several different paths to learning outcomes and allowing users to select and structure their own learning environment. Developers of e-learning applications need to consider both the technical usability (managing the platform) and pedagogical usability (learning the content). By incorporating methods that are suitable for both visual, auditory, kinesthetic and tactile preference and for analytic and global information processing, the educational application can provide a more complete support for the user-group's learning process. Meanwhile, balance and restriction is needed in order to not overwhelm users with options. The interface should be intuitive and consistent, so as not to detract from the content. The material should be divided, in order to reduce the cognitive load. Users need to feel in control of the learning environment, to strengthen motivation. The study shows that educational publishers already have good experience from prioritizing versatility. Adapting learning style models can help with structure and balance to ensure that no aspect is overlooked. / <p>Godkännandedatum: 2014-06-24</p>

Higher Education lecturers in Mozambique are witnessing a chain of transformations within this sub-system including expansion of institutions, diversity of offered courses, huge admission of students resulting in more diverse student populations and the need to introduce new methods of facilitating learning and research as response. These changes, along with the rapid increase of the body of knowledge, challenge lecturers to improve themselves as academics. Contemporaneous models of professional development view this process as a constructive and situated endeavour, which should be practice-, problem-, value- and evidence-based and have reflection as its essential element. Having considered these aspects, I formulated the following research question: How can we promote critical reflection on innovative practice contributing to professional development of academic staff in Mozambican Higher Education Institutions? In order to address this research question, I adopted action research complemented by a mixed-methods approach. Therefore I carried out a baseline study entailing the administration of semi-structured interviews and questionnaires on innovative practices of lecturers. This baseline study aimed at mapping the field concerning practices to promote professional development, employment of Learning Style Flexibility (LSF) and the adoption of tools for reflection by lecturers. LSF is an approach to facilitating learning drawn from the whole-brain model of Ned Herrmann. It calls for adopting strategies of facilitating learning associated with the entire brain, not relying solely on the promotion of left brain learning. I adopted action research to monitor my practice of facilitating learningshops as an experimental professional development intervention and animated mentoring sessions to support and assist lecturers’ professional learning. Such professional learning consisted of lecturers implementing LSF within their practice of facilitating learning and monitoring this process by means of their small-scale action research. In this way I was putting into practice a synchronous model. As data collection techniques I employed the Herrmann Brain Dominance Instrument (HBDI), photography and audio- and video-recording of learningshops and mentoring sessions. Audio-recording the sessions I could collect the lecturers’ reflections. Later on, I analysed such reflections as nested within the lecturers brain profiles, pursuing a model of Learning Style Flexible Reflection (LSFR). Findings of the baseline study show the need to have a more organised and functional model of professional development in Mozambique, the need to explore the potential for scientific research through the adoption of a number of measures, as well as the need to promote lecturers’ reflection, deepening the use of tools already being employed in the context. Apart from this, this baseline information showed that the principles of LSF are not employed in a balanced and consistent manner since most lecturers indicated to facilitate student learning through strategies linked to the left brain. The action research findings show that the learninghops that I promoted with my hybrid group appeared to be effective in promoting lecturers’ critical reflection. In involving lecturers in this experimental professional development programme I promoted the possibility for them to account for what they were doing in their lecturing practice in a scholarly way. Therefore action research appeared to be the appropriate process to follow within the context of my mentorship. Moreover, action research proved to be the self-reflective inquiry lecturers can employ in pursuit of explanations for their transformative lecturing practices in the pursuit of ways to show that they are successfully working according to their values, and that their efforts are useful to improve their situations and institutions, since they are grounded within the idea of promoting reflection on one’s practice. All these aspects were evident from the lecturers’ case studies reported in this study. One of the main findings of the study is that the analysis of lecturers’ reflections, as nested within their brain profiles, and informed by the literature review, showed the emergence of LSFR, where lecturers could present different patterns of reflection associated with the different brain quadrants / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Humanities Education / unrestricted

A common phenomenon in the private higher education environment is that lecturers are highly qualified subject specialists and conduct research mainly in areas in their fields of expertise. Therefore they are not always well informed about the dynamics of the global educational environment and they do not have an indepth knowledge of how learning takes place. As a result of this the traditional lecturing style is mainly used during contact sessions and mostly theoretical knowledge is assessed in written examinations. During class visits that were conducted as part of my duties as quality assurer of the teaching, learning and assessment that take place in the Production Management Institute of Southern Africa (Pty) Ltd (trading as PMI), a private higher education institution, it was noticed that the facilitators of learning present mostly lectures that are based on one-way communication with very little student participation. Learning style flexibility and allowing active student participation during the contact sessions are, in most instances, not considered. This lecturer-centred practice prevents the students from developing responsibility for their own learning process and creating an interest in becoming lifelong learners. An action research-driven professional development programme was presented to the academic staff of PMI to allow them the opportunity to develop innovative facilitation of learning practices. The programme aimed to create a scholarly approach to establishing a culture of lifelong learning in the private higher education environment – in literature commonly referred to as a scholarship of learning and teaching. The academic staff members conducted action research on their own practices as facilitators and assessors of lifelong learning. I conducted living theory action research on my style of being a mentor for the participants of the project. The programme commenced in 2009. The content of and the level on which the programme was presented are in line with a Postgraduate Certificate in Higher Education (PGCHE) that is offered at a public institution. The participants were introduced to, inter alia, the principles of the Ned Herrmann Whole Brain® theory, Gardner’s multiple intelligence theory and Bloom’s taxonomy of cognitive levels. As the first step in the programme all the participants completed the on-line Herrmann Brain Dominance Instrument® (HBDI®). An accredited Hermann Brain Dominance practitioner was contracted to provide feedback to the participants and to explain the principles of this instrument. The HBDI® practitioner is affiliated on a full-time basis with the education faculty of a public higher education institution. He was contracted to facilitate the professional development programme as well. The success of the programme became evident through student feedback and requests, and feedback received from the participating facilitators of learning. Top level management of PMI also became aware of the successes and it resulted in the inclusion of the development of the academic staff members as one of the main focus areas in the strategic management plan for 2010. It was decided that the programme should be repeated every year in order to ensure the continuous professional development of existing and new academic staff members. PMI was invited to offer the programme in the Agriculture and Science Faculty of a public university. Parts of the project were showcased at the 2010 and 2012 conferences of the Higher Education Learning and Teaching Association of South Africa (HELTASA) and the Knowledge 2011 international conference. / Thesis (PhD)--University of Pretoria, 2014. / lk2014 / Humanities Education / PhD / Unrestricted

The study was aimed at revealing (1) how the instructional media of industrial electronics integrated with learning style instrument was developed, (2) the feasibility of the instructional media of industrial electronics integrated with the learning style instruments, (3) the effect of the instructional media on learning achievement, and (4) the effect of the instructional media on learning satisfaction. The study employed the Design and Development Research (DDR) model. The development procedure used the Specific Project Phases Cluster, consisting of (1) analysis, (2) design, (3) development, and (4) evaluation. The preliminary research was carried out as a part of the analysis phase. The analysis phase started with a survey of lecturers/teachers and vocational high school teachers as respondents. The prototype of the product was tested by subject matter, software, and media experts related to the teaching media as a whole, and through a small group field test among a number of students. The data were collected through questionnaires in the form of Likert scale and were analyzed descriptively quantitatively. The results of the study showed (1) the instructional media was developed through the design and development research (DDR) model with the Design & Development Tools cluster which served as a part of the Product and Tool research main cluster, (2) the instructional media was feasible to use without revision, (3) the study showed a t-value of -6.999, df = 21, and p-value of 0.000, since p < 0.01, there was a statistically significant difference in the learning achievement before and after the use of the instructional media, with the effect size of d=1.49 (d>0.8), so the effect of the media was categorized to have a large effect, and (4) the instructional media could bring positive effects on the learning satisfaction. It is shown that the aspect of material was categorized into good (81.6%), the aspect of presentation was categorized into good (76.3%), the aspect of ease and satisfaction in using the learning software was also good (65.8% and 57.9%) and the learning media as a whole was categorized into good (76.3%).:ABSTRAK i ABSTRACT ii CHAPTER I 1 INTRODUCTION 1 CHAPTER II 13 LITERATURE REVIEW 13 CHAPTER THREE 57 RESEARCH METHOD 57 CHAPTER FOUR 89 RESEARCH FINDING 89 CHAPTER FIVE 186 CONCLUSIONS AND RECOMMENDATIONS 186 A. CONCLUSIONS 186 B. RECOMMENDATION 188 C. DISSEMINATION AND FUTURE PRODUCT DEVELOPMENT 189 REFERENCES 190 APPENDICES 198

Individual differences among humans are apparent in many environments and situations. Educators should be concerned about whether such differences are systematic to such an extent that they significantly affect the effectiveness of various pedagogical methods and training approaches. This paper investigates one type of individual difference - learning style - which may vary across cultures and which may be relevant for both accounting education and audit practice. Learning style is defined as an individual orientation to learning, utilizing four basic modes of learning to various degrees. Learning style measures were obtained from Norwegian and United States accounting students with varying experience levels. The learning styles for the US students were compared to data obtained in prior research and were found to be generally consistent with these studies. The Norwegian sample was compared to both the current United States results and prior research and was found to be significantly different from the US learning style preferences. Implications of these differences for both education and practice are explored.

Učební styl žáka a jeho role v procesu osvojování slovní zásoby v cizím jazyce u žáků mladšího školního věku Kateřina Smolíková ABSTRACT The thesis deals with learning styles and their role in the process of vocabulary acquisition. The theoretical part characterizes the basic concepts associated with learning styles, their typology and the history of their research, their diagnostics and pedagogical application. Furthermore, some previous research concerning the effectiveness of respecting the student's learning styles in teaching is mapped here. The practical part describes a research survey, which aims to identify students' learning styles and compare the level of acquired vocabulary depending on the way in which the new vocabulary was presented to students. The comparison of the level of acquired vocabulary took place in three groups, whose learning style preferences differed from each other. It was a visual-verbal and kinesthetic-aural group and a group of students without a preference for learning style. At the same time, the practical part also analyzes the percentage composition of the preferences of learning styles of individual respondents and compares their results with their preferences. KEYWORDS learning style, VARK questionnaire, younger school age, vocabulary acquisition, foreign language