Pedagogy of Distance Learning
Dr. Joan D. McMahon
Professor of HRD and
Faculty Coordinator, Center for Instructional Advancement and Technology
Towson University, Towson, MD 21252
[email protected]
1
By the end of this session, you
should
• Determine the characteristics of varying
learning styles.
• Determine the characteristics of varying
teaching styles.
• Predict issues that affect learning on-line.
© Dr. Joan McMahon, 2000
[email protected]
2
When dissonance happens
Student’s view…
Teacher’s view…
“S/he is a terrible teacher!”
“S/he just doesn’t get it.”
© Dr. Joan McMahon, 2000
[email protected]
3
“I’m not a
terrible teacher!”
“I’m not stupid!”
© Dr. Joan McMahon, 2000
[email protected]
4
Who are the learners?
They are smart in many ways...
© Dr. Joan McMahon, 2000
[email protected]
5
Gardner’s Seven Intelligences
How they are smart
–
–
–
–
–
–
–
How smart are they?
Linguistic
Logical-mathematical
Spatial
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
– IQ and other indicators
© Dr. Joan McMahon, 2000
[email protected]
6
• Learners develop a repertoire of strategies
that favor their preferred learning style
but…
• Compensate where learning style might not
work.
© Dr. Joan McMahon, 2000
[email protected]
7
Fleming’s Modalities
•
•
•
•
Visual
Reading/writing
Auditory
Kinesthestic
© Dr. Joan McMahon, 2000
[email protected]
8
Gregoric’s Learning Styles
Channels for processing and expressing
information
• Perception
• Abstractness
• Concreteness
•Order
•Sequential
•Randomness
© Dr. Joan McMahon, 2000
[email protected]
9
Gregoric’s Learning Styles
•
•
•
•
Concrete Sequential
Abstract Random
Abstract Sequential
Concrete Random
© Dr. Joan McMahon, 2000
[email protected]
10
Gregorc Summary
From the work of Robert P. Ouellette, UMUC
Gregorc Categories
[email protected]
Percentage
Abstract Random
7.90%
Abstract Sequential
16.80%
Concrete Random
19.50%
Concrete Sequential
48.90%
Unresolved
7.00%
© Dr. Joan McMahon, 2000
[email protected]
11
Blending Style and Modality
(Gregoric and Fleming)
Learn ing
St yle
Concrete Sequential
Moda lity
Vi sual
Aud itory
Ki nes thet ic
The visual learner needs to
see, observe, record, and
write
The auditory learner needs
to talk and to listen
The tactile-kinesthetic
learner needs to do, touch,
be physically involved.
See information

Diagram

Chart

List
Listen and respond
© Dr. Joan McMahon, 2000
[email protected]
Needs structured, handson
activity, such as building a
replica of the Statue of
Liberty, or using a salting
process to feel corrosion of
metals.
12
Learn ing
St yle
Abstract Random
Moda lity
Vi sual
Aud itory
Ki nes thet ic
The visual learner needs to
see, observe, record, and
write
The auditory learner needs
to talk and to listen
The tactile-kinesthetic
learner needs to do, touch,
be physically involved.
See meaning

Through
imagined
visualization

Interpretive
illustration
Dialog and discussion
© Dr. Joan McMahon, 2000
[email protected]
Needs to be involved with
“doing” activities, such as
acting out an event in the
dedication ceremony of the
Statue of Liberty.
13
Learn ing
St yle
Abstract Sequential
Moda lity
Vi sual
Aud itory
Ki nes thet ic
The visual learner needs to
see, observe, record, and
write
The auditory learner needs
to talk and to listen
The tactile-kinesthetic
learner needs to do, touch,
be physically involved.
See content

Reading

Through written
description
Hear lecture and debate
© Dr. Joan McMahon, 2000
[email protected]
Needs to touch what is
being considered, such as
holding and examining a
model statue, visiting the
Statue of Liberty, or
analyzing and using the art
of repousse
14
Learn ing
St yle
Concrete Random
Moda lity
Vi sual
Aud itory
Ki nes thet ic
The visual learner needs to
see, observe, record, and
write
The auditory learner needs
to talk and to listen
The tactile-kinesthetic
learner needs to do, touch,
be physically involved.
See possibilit ies through
written

Brainstorming

Webbing

Mindmapping
Talk out ideas, interests,
problems, possibilities
© Dr. Joan McMahon, 2000
[email protected]
Needs to immerse in the
trial and error of
experimentation, such as
building his/her own
version of the Statue of
Liberty.
15
What is going on in the lives
of the learners that affects
their learning?
© Dr. Joan McMahon, 2000
[email protected]
16
Who are the Teachers?
What are your teaching
styles?
17
Grasha’s Teaching Styles
•
•
•
•
•
Expert
Formal Authority
Personal Model
Facilitator
Delegator
Clusters based on
Preferences
•Primary Style
•Secondary Style
© Dr. Joan McMahon, 2000
[email protected]
18
Does my teaching philosophy
match my teaching style?
Teaching Philosophy
• Behaviorism
• Cognitivism
• Humanism
• Constructivism
Grasha’s Clusters
•Cluster 1:
Expert/formal authority
•Cluster 2:
Expert/personal model/formal
authority
•Cluster 3:
Expert/facilitator/personal
model
•Cluster 4:
Expert/facilitator/delegator
© Dr. Joan McMahon, 2000
[email protected]
19
What are varying Teaching
Styles?
How will you adapt your on-line
course and subsequent assignments
based on learning needs?
20
What will you do with a preferred
teaching style that is different from
the learning styles of your students ?
21
Reactions about this session
© Dr. Joan McMahon, 2000
[email protected]
22
Thanks!
Dr. Joan D. McMahon
http://www.towson.edu/~mcmahon
[email protected]
23