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COM10003: Learning and Communicating Online
Transcript of COM10003: Learning and Communicating Online
Kinesthetic learning encompasses both movement and touch. When engaging in other learning modalities, it is helpful for kinesthetic learners to use these two elements to reinforce information. Taking notes while listening to a lecture, highlight text as it's read to them, moving physically where possibly, and drawing pictures are some techniques they can use to integrate learning.
Howard Gardner defined a number of the characteristics commonly associated with kinesthetic learning in his book 'Frames of mind: The theory of multiple Intelligences'
• Physical movement
• Doing rather than reading or listening
• Gesticulates while talking
COM10003: Learning and Communicating Online
Team 5: Rachael Proctor & Kat Stubbs
In our presentation, we have reviewed visual and kinesthetic learning, two styles outlined in the VARK model developed by Neil Flaming in 1987.
We will review some of the pros and cons, their evolution, and points of difference from other learning styles.
Visual learning has evolved alongside technology (Gangwer, 2009 pg2), over the last decade we have gone from paper and pens to touch screens and 3d printers. As technology has grown so has the way we learn. Classrooms now include virtual platforms and services are accessed from more locations and are available to a wider platform of people (Melanie, 2015).
The difference between learning styles is simple to distinguish, with a visual style the learner absorbs information more effectively and gathers greater knowledge by writing notes, using graphs, diagrams, tables, and photos. Approximately 65 percent of students are visual learners (Gangwer, 2009 pg. 17), this makes visual learning very effective in all schooling levels.
The benefits are that whenever you need the information it’s easy to review the material. Visual learning also has a clearer outline of the subjects being undertaken. With a large percentage of students being visual learners (Gangwer, 2009 pg. 17) it’s easier to reach a wider range of students. In the research conducted on visual learning there was no evidence of a con, as visual learning is used best in conjunction with most other learning styles (Gangwer, 2009 pg. 24).
Some challenges with kinesthetic learning include;
• Distracting to other learners
• Doesn’t always translate well to large groups
• Facilitator must keep the group on track as
unproductive tangents are common
• Efficient learning style for learning outcomes with a physical element
• Often engages the teacher more with the students
• Kinesthetic activities are an excellent way to cement information delivered using another style.
The validity of style based learning is often called into question (Rohrer and Pashler 2012). In part due to the lack of evidence-based research, and also because of the financial motivator of the people who market products connected to the learning styles (Pashler, McDaniel et al. 2008). Despite this, it remains a commonly used planning and delivery tool when developing educational programmes.
Gangwer, TP 2009, Visual Impact, Visual Learning: using images to strengthen learning, 2nd edn, Thousand Oaks : SAGE Publications, US
Kleiss, D 2016, Visual Learning in science, Practical Literacy: The Early & Primary Years, Vol. 21 Issue 1, p25-27.
Nathan Melanie 2015, 2 Facts About Education Technology, eLearning Industry, viewed 5 May 2016 < http://elearningindustry.com/education-technology-2-ways-education-dramatically-changed-since-went-school>
Gardner, H. (1983) Frames of mind: The theory of multiple Intelligences. United States: Basic Books (AZ).
Learning styles, Dictionary.com 2016. Viewed 21 May 2016, <http://www.dictionary.com/browse/learning-style>.
VARK a guide to learning styles, vark-learn.com 2106. Viewed 31 May 2016, <http://vark-learn.com/introduction-to-vark/>.
Pashler, H., et al. (2008). "Learning styles concepts and evidence." Psychological science in the public interest 9(3): 105-119.
Rohrer, D. and H. Pashler (2012). "Learning styles: where’s the evidence?" Medical Education 46(7): 634-635.