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Can I just add two good books reviewing much of the research on intellectual styles: “The Malleability of Intellectual Styles” (Zhang, 2013; Cambridge University Press). Forthcoming: “The Value of Intellectual Styles” (Cambridge University Press). I guess the title of the first book raises the issue of malleability, depending on context etc. My own, and others, research into student approaches to learning and teachers approaches to teaching is consistent with the idea of malleability. The real question for me is, are different learning styles more appropriate for studying different disciplines, and if so, how do we support students to adopt an appropriate style for the discipline they wish to study. Some people have describe our teaching approaches – information transmission/teacher focused and conceptual change/student focused as different teaching styles. If they are styles, I hope they are malleable. Mike Michael Prosser Honorary Professor, The University of Sydney Honorary Professor, The University of Hong Kong (+852) 39174770 Visiting Professor, The University of Tasmania From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Ruth Pilkington Sent: 05 March 2015 01:29 To: [log in to unmask] Subject: Re: Diagnostic tests to assess individual learning styles? Just wanted to chip in at the end of a most fascinating exchange of ideas and expertise. This is what SEDA is all about. I have definitely been a lurker but I think when this is pulled together we will have a very useful reference list and list of links. Perfect. Thank you so much for sharing your expertise - so sorry I have not contributed... Ruth Ruth Pilkington Sent from my iPad Educational Consultancy [log in to unmask]<mailto:[log in to unmask]> Skype: ruth.pilkington2 On 4 Mar 2015, at 11:47, Edwards, Corony <[log in to unmask]<mailto:[log in to unmask]>> wrote: Dear All, Somewhat late in the day, but here are links to two further (and shorter) articles that I have found useful in stimulating debate about learning styles: Timothy J. Landrum & Kimberly A. McDuffie (2010): Learning Styles in the Age of Differentiated Instruction, Exceptionality, 18:1, 6-17 To link to this article: http://dx.doi.org/10.1080/09362830903462441 And Cedar Riener & Daniel Willingham (2010): The Myth of Learning Styles, Change: The Magazine of Higher Learning, 42:5, 32-35 To link to this article: http://dx.doi.org/10.1080/00091383.2010.503139 Landrum and McDuffie’s piece is primarily concerned with the usefulness of learning styles to inform differentiated instruction for students with disabilities or particular learning needs, but the account on pages 10 – 13 gives a fascinating glimpse into the origins of some of this work, and the credibility we might therefore afford it. They sum it up thus: ‘We encourage future reviewers to attend carefully and more explicitly to the methodological quality of studies when reviewing learning styles literature, and we encourage readers to evaluate existing studies of the impact of teaching based on learning styles with an equally critical eye toward methodological soundness.’ (page 13). Best wishes Corony From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Phil Race Sent: 04 March 2015 10:11 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Diagnostic tests to assess individual learning styles? A very interesting discussion. I'm actually quite sceptical about learning styles too, but had a dabble alongside this way back in 2005 in the first edition of 'Making Learning Happen'. I deleted this chapter from the 2nd edition in 2010, and likewise 2014. However, you might find it adds a little to the discussion, so I've attached it here. My own belief is that we can identify seven (in 2005 just five) factors which underpin successful learning, but that each individual learner addresses these factors in their own ways - and differently on different days. By the time I'd expanded the number of factors to seven, and with the natural overlap between the factors, it was no longer sensible to even try the approach I used in that 2005 chapter - hence its deletion. all best wishes Phil __________________________________ Professor Phil Race BSc PhD PGCE FCIPD PFHEA NTF follow@RacePhil Website: http://phil-race.co.uk/ ___________________________________ On 3 March 2015 at 11:53, Chris.Edwards <[log in to unmask]<mailto:[log in to unmask]>> wrote: Pollyanna’s account of her learning styles bib experience suggests a commitment from the school that I know I would be straight in to challenge if it involved my children. I believe, however, those involved in The Education, Learning, Styles, Individual differences Network, ELSIN, http://elsinnetwork.com/index.php, would cite evidence to show things have moved on since Coffield et al’s critique but I am not up to date with the latest developments. Frank Coffield also wrote this pamphlet with students in mind, and it might be a useful resource to use more broadly (as does Gibbs’ idea no.29) with students: All You Ever Wanted to Know about Learning and Teaching But Were Too Cool to Ask. You’ll find the pdf if you search – url seems too long to paste here! It looks like Guy Claxton’s domain name is up for sale. His work fed into the development at Bristol of the Effective Lifelong Learning Inventory, ELLI, which picks up on the ideas of learning dispositions and learning power. I was involved in an original trial of this within HE and, it might be worth following up if you’re interested. It certainly provides a rich framework to talk about learning and approaches to learning but isn’t something to be covered quickly like the Fielder-Silverman option mentioned by Laurie. Last time I had any contact with the ELLI team, it was still seen as something to be mediated by a mentor but they had reduced the size of the questionnaire to less than 40 questions. Thanks Ian for your Pashler et al. reference. I will check it out when I get a chance. Regards Chris Lecturer Institute of Educational Technology Open University From: Chris Martindale [mailto:[log in to unmask]<mailto:[log in to unmask]>] Sent: 02 March 2015 21:16 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Diagnostic tests to assess individual learning styles? Dear colleagues, Can I draw upon the resources of your knowledge and experience? I am looking for a workshop activity that will help learners to discover their individual learning preference or style. I am aware of at least some of the models in the literature produced by Kolb, Gregoric, Fielder-Silverman or Fleming's VARK questionnaire. Ideally the test does not have to be too complicated and it has to include a visual outcome of some kind. Your suggestions would very welcome and save me having to 're-invent the wheel'. Thank you in advance, Chris Chris Martindale Learning Enhancement University of Derby Tel. 01332-591212 [log in to unmask]<mailto:[log in to unmask]> The University of Derby has a published policy regarding email and reserves the right to monitor email traffic. If you believe this was sent to you in error, please select unsubscribe. 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