Linking Individual Learning Plans to ePortfolios

2011 ◽  
pp. 2426-2430
Author(s):  
Susan Crichton
Keyword(s):  
Adult Learners ◽  
Learning Styles ◽  
Personal Information ◽  
At Risk Students ◽  
Internet Access ◽  
Early Learning ◽  
Individual Learning ◽  
Electronic Learning ◽  
Multimedia Authoring ◽  
Learning Plans

Throughout the 1990s, educators working in alternative schools explored the use of individual learning plans as support for at risk students and reluctant, returning adult learners (Crichton, 2005; Crichton & Kinsel, 2002). These early learning plans were strictly paper based. Each student had her/his own cardboard folder that contained goal personal statements, benchmarks, course process, and personal information (e.g., interests, preferred learning styles). Samples of completed work were included in the folders so students could see their improvement/progress. By 1998, there was interest in exploring the potential of technology to improve the paper portfolios, noting improvements in multimedia authoring and Internet access. It was found that electronic learning plans, complete with collaborative journals, showed promise (Kinsel, 2004). This chapter suggests that ePortfolios that draw on content from personal eJournals extend those early learning plans both in concept and impact on learning.

scholarly journals Designing Reenacted Chatbots to Enhance Museum Experience

2021 ◽  
Vol 11 (16) ◽  
pp. 7420
Author(s):  
Yeo-Gyeong Noh ◽  
Jin-Hyuk Hong
Keyword(s):  
Learning Styles ◽  
History Education ◽  
Individual Learning ◽  
National Museum ◽  
Language Style ◽  
Museum Experience ◽  
Depth Interviews

The increased availability of chatbots has drawn attention and interest to the study of what answers they provide and how they provide them. Chatbots have become a common sight in museums but are limited to answering only simple and basic questions. Based on the observed potential of chatbots for history education in museums, we investigate how chatbots impact history education and improve the overall experience according to their appearance and language style. For this, we built three models, designed by factors on embodiment and reflection, and 60 sets of answer–questions, designed for the National Museum of Korea. We conducted a study with a total of 34 participants and carried out a variety of analyses covering individual learning styles, museum experience scales, gaze data, in-depth interviews and observations from researchers. We present various results and lessons regarding the effect of embodiment and reflection on the museum experience. Our findings show how people with different learning styles connect with chatbot models and how visitors’ behavior in the museum changes depending on the chatbot model. Specifically, the chatbot model equipped with embodiment and reflection shows its superiority in enhancing the museum experience, in general.

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

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