Hi, Alun,
Thank you for raising the issue.
I suggest the issue needs considering form a different viewpoint
One of the things that have been overlooked (except by people like Jinan) is
that, except in very close- to-self situations, how individuals learn is an
activity that is itself learned and taught.
A problem is that in almost no cultures and education models is the core
idea of 'learning how to learn' or ' being taught how to learn' detailed
and raised to a higher professional level of critique and practice.
That is, that each learner is taught how to learn interiorly, and how to be
skilled in a wide variety of ways of learning.
Instead, it is assumed that being able to learn is some kind of untaught
magic. As soon as this happens, the teacher unconscionably gives the power
to the learner, who is actually substantially unlearned in this area (of
learning how to learn) and almost certainly insufficiently well taught to
learn how to learn in all its richness.
So... when a learner says ' I prefer to learn in a hands on way', what they
are really saying is that the education they have been given, in its
restrictiveness and inadequacy, has left them feeling that, compared to a
whole wide-variety of possible ways of learning, they are restricted to
always preferring learning in only a single modality of communication - in
this case 'hands on'.
This is a horrible indictment and failure of the teaching profession.
And, yes, I know, there is a movement 'teaching people how to learn' that
progresses into concepts such as 'life-long learning', 'adult-education',
'autodidactic learning' and the like.
That has the same limitations. It still remains one-dimensional in that its
version of 'learning how to learn' is more like 'learning how to learn -
somehow', as if being able to learn at all through any kind of communication
was some kind of great advance.
Better, much better, is to teach learners so that they are capable of
'learning how to learn using a wide-variety of learning modalities that they
can choose between to suite the learning situation, task and content and
feel comfortable with using any and every learning modality.'
Warm regards,
Terry
==
Dr Terence Love
MICA, PMACM, MAISA, FDRS, AMIMechE
Director
Design Out Crime & CPTED Centre
Perth, Western Australia
[log in to unmask]
www.designoutcrime.org
+61 (0)4 3497 5848
==
ORCID 0000-0002-2436-7566
-----Original Message-----
From: [log in to unmask] <[log in to unmask]> On
Behalf Of ITSC
Sent: Wednesday, 20 June 2018 5:26 PM
To: PhD-Design - This list is for discussion of PhD studies and related
research in Design <[log in to unmask]>
Subject: Re: learning styles
Hi Terry
It seems clear from the research that you identify, that tailoring learning
styles to learners is not a productive practice. What is not so clear is the
idea that preferred learning styles might encourage engagement with
learning. To put it simply a learner might say I want to do that hands on
stuff, or conversely they may prefer to read and analyze.
Regards
Alun
Alun Price MA, PhD
School of Arts and Humanities
Edith Cowan University
2 Bradford Street
Mt Lawley
Western Australia
61 8 6304 6551
My ECU days are Monday to Thursday
On 6/20/18, 3:32 PM, "PhD-Design - This list is for discussion of PhD
studies and related research in Design on behalf of Terence Love"
<[log in to unmask] on behalf of [log in to unmask]> wrote:
>Hi, Jinan,
>
>Thank you for your question.
>
>Evidence and recent analysis seems to be indicating there is no benefit
>in the idea of learning styles as the basis for education and practice.
>A quick search in Google Scholar will give many papers. See for
>example,
>https://scholar.google.com.au/scholar?hl=en&as_sdt=0%2C5&q=learning+sty
>les
>+evidence&btnG=
>Regardless of the lack of evidence showing any benefits for learning
>styles as a the basis for education, the discussions and responses
>following the publication of evidence against learning styles shows
>many educationalists are emotionally attached to the idea.
>
>Similar to learning styles, the idea of using learning cycles as a
>basis for design theory appears to be unjustifiable. Fifiteen years
>ago, I identified problems and fallacy of using the ideas of learning
>cycles and reflective practice as the basis for design theory and design
cognition.
>See Love, T. (2002). Are the Reflective Practitioner and Learning
>Cycles suitable Foundations for Theories about Designing and Design
Cognition?
>In D. Durling & J. Shackleton (Eds.), Common Ground. Proceedings of the
>Design Research Society International Conference at Brunel University,
>September 5-7, 2002. (pp. 678-686). Stoke-on-Trent: Staffordshire
>University Press. Available
>https://www.love.com.au/docs/2002/reflective-learning.pdf
>
>Warm regards,
>Terry
>
>==
>Dr Terence Love
>MICA, PMACM, MAISA, FDRS, AMIMechE
>Director
>Design Out Crime & CPTED Centre
>Perth, Western Australia
>[log in to unmask]
>www.designoutcrime.org
>+61 (0)4 3497 5848
>==
>ORCID 0000-0002-2436-7566
>
>
>
>-----Original Message-----
>From: [log in to unmask] <[log in to unmask]>
>On Behalf Of Jinan K B
>Sent: Wednesday, 20 June 2018 10:29 AM
>To: PhD-Design - This list is for discussion of PhD studies and related
>research in Design <[log in to unmask]>
>Subject: learning styles
>
>Friends
>
>can anyone tell me about learning styles? what do designers think about
>this? Does it really exist? If it exists when and where one can use this?
>
>Thanks in advance.
>
>--
>Jinan,
>TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS
>http://existentialknowledgefoundation.org/
>http://rethinkingfoundation.weebly.com/
>reimaginingschools.wordpress.com
>http://sadhanavillageschool.org/
>https://www.youtube.com/user/sadhanavillagepune
>https://www.youtube.com/user/jinansvideos
>www.re-cognition.org
>http://designeducationasia.blogspot.com/
>http://awakeningaestheticawareness.wordpress.com/
>https://independent.academia.edu/JinanKodapully
>09447121544
>0487 2386723
>
>
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