1. The Nexus Explored: A Generalised Model of Learning Styles
Damian Gordon, Gordon Bull
e-Learning Research Group,
School of Computing,
Dublin Institute of Technology,
Kevin Street, Dublin 8, Ireland.

2. Overview What is a Learning Style ? Criticisms of Learning Styles
Equivalence of Martinez and MBTI
The Four-Dimensional Leaning Style
Gordon-Bull MetaModel
Addressing the Criticisms
Questions ???

3. Introduction Looking at learning styles
a strength or preference
Build into a Virtual Learning Environment
Which model of Learning Styles to use ?
Are there ‘core’ or fundamental dimensions of all of these models ?

4. What is Learning Style ?
the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979)
a consistent pattern of behaviour within a range of individual variability (Cornet, 1983);
a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978);
how individuals process information and prefer to learn (Garity, 1985);
the way individuals organise information and experiences (Laschinger & Boss, 1984) and;
an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).

5. Criticisms of Learning Styles
Lack of stability over time
Lack of stability over skills
Leads to stereotyping

6. Models of Learning Styles Curry (1987)
Instructional &
Environmental Models
Social Interaction
Models
Information Processing
Models
Personality
Models

7. Learning Styles Models

8. Myers-Briggs Type IndicatorF T P J

9. E N S Extraversion Introversion Intuition Sensing Feeling F T Thinking
MBTI
Extraversion E
Introversion I
Intuition N
Sensing S
Feeling F T
Thinking
Perceptive P J
Judging

10. E N S F T P J Clear Objectives I Discovery Learning What Must be Known
MBTI
Small group
Exercises E
Chunks of
Information I
Discovery
Learning N
What Must
be Known S
Small group
Exercises F T
Clear
Objectives
Always seeking
more Information P J
Lectures
& Essays

11. Gordon-Bull Algorithm

12. Gordon-Bull Algorithm

13. Gordon-Bull Algorithm
Case Study
Mixture of Case Study and Theory
Theory

14. Gordon-Bull Algorithm Martinez
Transforming
Learner
Case Study
Mixture of Case Study and Theory
Performing
Learner
Conforming
Learner
Theory
Resistant
Learner

15. Keirsey Temperament Sorter
Guardians (SJ)
Idealists (NF)
Artisans (SP)
Rationals (NT)

16. What are the ‘core’ dimensions?

17. Keirsey Temperament Sorter
Guardians
Idealists
Artisans
Rationals

18. Keirsey Temperament Sorter
Whatever their field, Rationals set out to comprehend the natural world in all its complexity.
Guardians are sensible, down-to-earth people who are the backbone of institutions and the true stabilisers of society.
Idealists believe that friendly co-operation is the best way for people to achieve their goals. They dream of removing the walls of conflict and selfishness that divide people
Artisans are most at home in the external world of solid objects that can be made and manipulated, and of real-life events that can be experienced in the here and now.

19. Kolb’s Learning Style Inventory

20. Kolb’s Learning Style Inventory
Theorists/Assimilator: Like case studies, theory readings, and thinking alone. Their strengths lie in their ability to create theoretical models.
Pragmatists/Convergers: peer feedback; activities that apply skills; self-directed autonomous learner. The pragmatist's greatest strength is in the practical application of idea.
Activists/Accomadators: like practising the skill, problem solving, small group discussions, peer feedback; trainer should be a model of a professional, leaving the learner to determine her own criteria for relevance of materials.
Reflectors/Divergers: like lectures with plenty of reflection time; trainer should provide expert interpretation - taskmaster/guide; judge performance by external criteria. Their strengths lie in an imaginative ability.

21. Hermann Brain Dominance
Quad A
Problem-Solving
Logical, Analytical
Quad B
Controlled
Conservative
Quad D
Holistic
Imaginative
Quad C
Emotional
Interpersonal

22. Gregorc Learning Style
Abstract
Sequential
Abstract
Random
Concrete
Random
Concrete
Sequential

23. 4MAT Learning Model

24. Honey-Mumford Model
Activist
Reflector
Pragmatist
Theorist

25. Gordon-Bull Learning Styles Model
Style α Structured & Practical
Style β Intrapersonal & Discussion
Style γ Imaginative & Holistic
Style δ Logical & Analytical

26. What’s the Added Value ?
Resistant Learners

27. Resistant Learners
(Like the Avoidant dimension in the Grasha-Riechmann Model)
1. they may lack the ICT skills to interact effectively with e-Learning materials,
2. they may lack the self-confidence to use ICTs effectively, or
3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.

28. Evolutionary Learning Style Models
What Else ?
Resistant Learners
Evolutionary Learning Style Models

29. Evolutionary Models Lewin's Cycle Saljo's Conceptions of Learning
Bloom's Taxonomy
Gagne’s Conditions of Learning

30. Criticisms of Learning Styles
Lack of stability over time
Lack of stability over skills
Leads to stereotyping

31. Criticisms of Learning Styles
Lack of stability over time
Need to retest: Evolutionary Models
Lack of stability over skills
Leads to stereotyping

32. Criticisms of Learning Styles
Lack of stability over time
Need to retest: Evolutionary Models
Lack of stability over skills
Need to retest: With different tests
Leads to stereotyping

33. Criticisms of Learning Styles
Lack of stability over time
Need to retest: Evolutionary Models
Lack of stability over skills
Need to retest: With different tests
Leads to stereotyping
Technological Solution ??
Educate Learners and teachers

34. Coming Soon...

35. Other Learning Styles Models
Dual Coding
VARK

36. ??? Questions ???