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DESIGNING AN E- LEARNING SYSTEM THAT SUPPORTS LEFT AND RIGHT BRAIN DOMINANCE John Perkins Sharon Cox, Kati Botar.

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Presentation on theme: "DESIGNING AN E- LEARNING SYSTEM THAT SUPPORTS LEFT AND RIGHT BRAIN DOMINANCE John Perkins Sharon Cox, Kati Botar."— Presentation transcript:

1 DESIGNING AN E- LEARNING SYSTEM THAT SUPPORTS LEFT AND RIGHT BRAIN DOMINANCE John Perkins Sharon Cox, Kati Botar

2 Empowering the Learner E-learning delivers teaching material and learning activities in a flexible format. Learner can control: –What to learn, When, Where, and How. –E.g. Fast Forward to skip material they know. Potential to develop tailored personalised learning resources.

3 Approach As individuals differ in many ways, this project: –Examine the broad categories of differerences. –Assesses their impact and relevance to e- learning. –Aims to develop a dashboard of controls to put the learner in the driving seat of their learning.

4 Learning Styles indicate how learners perceive, interact with, and respond to the learning environment [Poon & Fatt, 2000]. Most individuals have one or two preferred styles. Byrne [2002] suggests that any learning technology, whether web-based or not must be adaptive to the individual and their preferred learning styles. Application of learning technology that cannot adapt to learning styles risks rejection.

5 Left Brain Right Brain Verbal Abstract Sequential Mathematical Analytical Symbolic Linear Logical Convergent Non-Verbal Analogous Diffuse Geometry Synthetic Visual Holistic Intuitive Spatial

6 Questionnaire 76 students (35 males: 41 females) between 14 and 17 years old from a Language College used a brain dominancy indicator. – 45 students were left-brain oriented; – 32 were right-brain oriented – degree of orientation was not considered. Students then asked to rank the design components used in e-learning they preferred.

7 LEFT BrainRIGHT Brain Sequential steps Explain parts Multiple-choice questions Track progressColour to highlight points Complete sections Sequential steps Focus on 1 taskWords and pictures Explain partsAccess other sources List ideasAccess to tutor Critical Success Factors

8 2 Interface Prototype Syllabus provides map to the course with hyperlinks. Course content is broken into units so left-brain learners to work sequentially, while right-brain learners can jump between units. Left-brain interface uses more text and less graphics; right brain interface uses more colour, pictures and music.

9 Results Pre-test results: Left-brain learners all achieved less than 60% 12% of right-brain learners achieved more than 60% Post-test results: 54% of left-brain learners achieved at least 60%. 63% of right-brain learners achieved more than 60%

10 LEFTRIGHT Usability90% positivenavigation system frustrating LearnabilityDifficult to get back from gloassary Quiz and feedback helpful PresentationOkSwitch the music off!

11 Left-Brain Right-Brain SyllabusTitle and subtitle on each page. Overview of structure and session plan Mind map of the material on the homepage. Course structure Structure material sequentially. Clearly label titles and links. Menu on every screen, to link to all other pages. Avoid need to scroll. BOTH: Unit= max of 30 pages. Page = 7 +/- 2 units of information.

12 Left-Brain Right-Brain Course DesignList ideas. Text-based links. Few images. Plain background. Colour to highlight. Music on/off, Lots of images, video and animation. Colourcode data. BOTH: Allow users to change the font type, size and colour. Explain pictures and include relevant titles. Lessons Learned

13 Left-Brain Right-Brain NavigationUse label and text links. Number pages. Navigation buttons visible. Do not scroll below the visible area of the screen. Navigation in a few steps. Icon and rollover links. BOTH: Keep navigation consistent, 5-7 entries per menu. Clearly mark exits. Lessons Learned

14 Left-Brain Right-Brain AssessmentMultiple-choice quiz and constructive feedback. CollaborationFacilitate communication with tutor. Include online discussions forums. GlossaryBOTH: Glossary of terms in popup window or to the glossary. Define clearly which terms will be found in the glossary e.g. bold. ReferencesInclude a list of books, websites and resources of related information. Lessons Learned

15 Issues What would the results be if opposite interfaces were used? How to develop high quality graphics? How to address degrees of dominance? How to develop a tailorable e-learning system?

16 Challenge remains to establish an e-learning environment that encourages, confronts and adapts to the personal preferences of the individual.


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