My preferred learning styles include:
- Interactive theory learning
- Hands-on activities
- Reflection
- Feedback
The VARK Questionnaire Results
Your scores were:
- Visual: 11
- Aural: 2
- Read/Write: 7
- Kinesthetic: 8
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You have a multimodal (VRK) learning preference.
Multimodal Study Strategies
If you have multiple preferences you are in the majority as approximately 60% of any population fits that category.
Multiple preferences are interesting varied. For example you may have two strong preferences V and A or R and K, or you may have three strong preferences such as VAR or ARK. Some people have no particular strong preferences and their scores are almost even for all four modes. For example one person had scores of V=6, A=6, R=6, and K=6. She said that she adapted to the mode being used or requested. If the teacher or supervisor preferred a written mode she switched into that mode for her responses and for her learning.
So multiple preferences give you choices of two or three or four modes to use for your interaction with others. Positive reactions mean that those with multimodal preferences choose to match or align their mode to the significant others around them. But, some people have admitted that if they want to be annoying they may stay in a mode different from the person with whom they are working. For example they may ask for written evidence in an argument, knowing that the other person much prefers to refer only to oral information.
If you have two almost equal preferences please read the study strategies that apply to your two choices. If you have three preferences read the three lists that apply and similarly for those with four. You will need to read two or three or four lists of strategies. One interesting piece of information that people with multimodal preferences have told us is that it is necessary for them to use more than one strategy for learning and communicating. They feel insecure with only one. Alternatively those with a single preference often “get it” by using the set of strategies that align with their single preference.
We are noticing some differences among those who are multimodal especially those who have chosen fewer than 25 options and those who have chosen more than 30. If you have chosen fewer than 25 of the options in the questionnaire you may prefer to see your highest score as your main preference – almost like a single preference. To read more about Multimodality you can download an article written by Neil Fleming in September 2007 Multimodality
VARK: A REVIEW OF THOSE WHO ARE MULTIMODAL
Recently my views about those who are multimodal have been extended. Here is my current thinking. September 2007.
Multimodal preferences dominate the database for all populations and it clearly the most used set of preferences when making decisions about learning. Usually one third of respondents are in the four-part V, A R, K set and another large group complete the three and two-part modalities. This dominance can be disappointing as some people feel that their special characteristic have been ≥lumped≤ into a largely undistinguished category and inappropriately recognised. It also means that teachers and coaches may be at odds as to how they might help people with those preference sets.
Context Specific Approach
Those who have a multimodal approach to learning and decision making are now seen in two groups with a indistinct boundary or transition between them. Some act like those people with a single preference except that they have two three or four ≥single≤ preferences. They look at the information that has to be learned or conveyed to another person and choose the mode that they believe is the best one for that situation. In a sense they are context specific choosing the mode that best fits the need. For example, if they are signing a legal document they “switch on” their Read/write preference. If they have to learn a physical skill they will use their kinesthetic preference to work with it, to try it and to become practical. This group switches from mode to mode and they have the flexibility to adapt to a number of different modes both incoming and outgoing. They may sometimes choose a mode incorrectly and when working with them we need to be aware of the mode that they have chosen. We can match their mode or suggest that they switch to a more appropriate one. Blank looks and inappropriate feedback will indicate that they are out-of-sync. From the VARK Questionnaire this group tends to have a low total score –somewhere between 16 and 25.
Whole-Sense Approach
This second group within the multimodal category uses a number of their modes (2, 3 or all four) in combination, to make decisions and to learn and to present materials to others. They are uncertain about any learning that comes in only one way and they want to reinforce it by adding other modes of input or output. For example in a college or university setting they may gather some of the ideas from the teacherπs oral explanations, and some from discussing and questioning their colleagues. They may add to this by using the textbook or by thinking about some practical applications of the new idea they have learned. They may also use their visual preference to draw some form of schematic diagram of the material to be learned. Together these choices use V, A R and K and only then are they satisfied that they really understand something. In a cocahing scene they may want to check out any print instructions by chatting with the coach or other athletes or they may want to map out their response in some diagrammatic way. Often they will want to step through a sequence of visual, oral or written instructions in some physical or quasi-physical way.
Some, may criticise them for taking a long time to make a decision. That is because they are being careful and gathering a wider view before acting. This group tends to have total VARK scores above 30. You may recognise their need to examine things from many perspectives. They may act and decide slowly which may annoy someone who acts quickly and wants to move on.
This group takes longer to become confident about their learning because they have to gather in all two, three or four modes to really understand something. They are not content with half-learning something. The pay-back is that, when they do so, their understanding of their new learning is more versatile and more sure than those with only a single preference. This is an advantage if they have to express or hand on their learning to others (say, as teachers) because they will have a deeper and wider understanding of it. They can see things from many perspectives. The disadvantage that this group has is that they may not be able to gather in the many ways that would be satisfying so they often half-learn new material and it is not fully understood. If their teacher or coach uses only one mode to explain something – say a Read/write teacher who uses a text book most of the time or a coach who only demonstrates a technique, - they may have difficulty learning that skill or information. They are unlike those with a single preference because they are reluctant to act on a single mode. They worry about missing other perspectives on a problem or ≥making a major decision on insufficient evidence≤. In one study of students who asked for help from a learning centre, a high proportion were multimodal V A R K. Some complained that they did not get enough teaching. Others said there was not enough variety in their learning.
Sequencing
Another clue to multimodality might be in the order in which people gather information. Maybe they always begin with something written or maybe they start by trying it themselves before asking for help from others. This may indicate that within their VARK multimodality there is a primary mode and that they use the others only as support. They could redo the questionnaire and select only one answer per question. It may indicate a primary preference within their multimodality but even so. they should not base their learning on that alone as they need all preferences - 2, 3 or 4.
Recently I have noted some similarities between the work done by the Swedish theorists Marton and Saljo who pioneered the approaches-to-learning theories. Their idea was that learners approach a learning task in one of three modes. Some approach their learning with the intention of fully understanding it just as one would if you had to teach it next day to somebody else. They are similar to the second group above. They want a ≥full understanding≤ The second categorisation in Marton and Saljo’s work were those who approached their learning in a surface or superficial way. They merely wanted to skim through the tasks and get a very simplistic understanding of it. The third group in this categorisation were strategic learners - those who approached their learning using strategies that would get them a successful outcome. They would learn only enough to satisfy their need for a B-Grade or whatever. These learners are probably like the VARK multimodals Type One above who select material according to the context and their need. This research often gets wrongly stated as deep and surface and strategic learning. Marton and Saljo state that it is the approach that is deep, surface or strategic not the learning.
Neil D Fleming
http://www.vark-learn.com
Complete the questionnaire and print out your results for further reference.
Make a comment on your weblog – explain how your preferred learning style might be reflected in the layout of your weblog, your approach to learning and what influence it will have on the short course you have selected!
You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?
It is a modern design and looks good.
Trying or testing it
The salesperson telling me about its features.
Reading the details about its features.
You have a problem with your knee. You would prefer that the doctor:
gave you a web address or something to read about it.
described what was wrong.
showed you a diagram of what was wrong.
used a plastic model of a knee to show what was wrong.
You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have:
many examples of good and poor photos and how to improve them.
clear written instructions with lists and bullet points about what to do.
a chance to ask questions and talk about the camera and its features.
diagrams showing the camera and what each part does.
You are not sure whether a word should be spelled `dependent’ or `dependant’. You would:
think about how each word sounds and choose one.
see the words in your mind and choose by the way they look.
write both words on paper and choose one.
find it in a dictionary.
Remember a time when you learned how to do something new. Try to avoid choosing a physical skill, eg. riding a bike. You learned best by:
diagrams and charts – visual clues.
listening to somebody explaining it and asking questions.
watching a demonstration.
written instructions – e.g. a manual or textbook.
I like websites that have:
audio channels where I can hear music, radio programs or interviews.
things I can click on, shift or try.
interesting design and visual features.
interesting written descriptions, lists and explanations.
You have to make an important speech at a conference or special occasion. You would:
write a few key words and practice saying your speech over and over.
write out your speech and learn from reading it over several times.
gather many examples and stories to make the talk real and practical.
make diagrams or get graphs to help explain things.
You have finished a competition or test and would like some feedback. You would like to have feedback:
using graphs showing what you had achieved.
using examples from what you have done.
from somebody who talks it through with you.
using a written description of your results.
You are going to choose food at a restaurant or cafe. You would:
look at what others are eating or look at pictures of each dish.
choose from the descriptions in the menu.
choose something that you have had there before.
listen to the waiter or ask friends to recommend choices.
Other than price, what would most influence your decision to buy a new non-fiction book?
It has real-life stories, experiences and examples.
A friend talks about it and recommends it.
The way it looks is appealing.
Quickly reading parts of it.
You are helping someone who wants to go to your airport, town centre or railway station. You would:
tell her the directions.
go with her.
draw, or give her a map.
write down the directions.
You are planning a holiday for a group. You want some feedback from them about the plan. You would:
describe some of the highlights.
give them a copy of the printed itinerary.
phone, text or email them.
use a map or website to show them the places.
A group of tourists want to learn about the parks or wildlife reserves in your area. You would:
take them to a park or wildlife reserve and walk with them.
give them a book or pamphlets about the parks or wildlife reserves.
show them internet pictures, photographs or picture books.
talk about, or arrange a talk for them about parks or wildlife reserves.
You are going to cook something as a special treat for your family. You would:
look through the cookbook for ideas from the pictures.
use a cookbook where you know there is a good recipe.
ask friends for suggestions.
cook something you know without the need for instructions.
You want to learn a new program, skill or game on a computer. You would:
use the controls or keyboard.
talk with people who know about the program.
read the written instructions that came with the program.
follow the diagrams in the book that came with it.
Do you prefer a teacher or a presenter who uses:
question and answer, talk, group discussion, or guest speakers.
demonstrations, models or practical sessions.
handouts, books, or readings.
diagrams, charts or graphs.
How do you find a short e-Learning course?
1. TAFE website
2. University websites
3. Private Training websites
What are your expectations:
- What outcomes do you expect to achieve?
- To be able to understand wireless networks
- To be able to deploy wireless networks
- To be able to troubleshoot wireless network issues
- What do you expect the learning experience to be like?
- It will not be easy
- Lots of reading
- Learning new materials
- What type of support are you expecting from the course?
- As a self-study e-Learning process, I do not expect support at this point in time
- However, the Cisco website does contain heaps of wireless-related materials that I could use as reference
What are the stated course objectives and outcomes?
Fundamentals of Wireless LANs
Version 1.2
By Cisco Systems
Upon completion of this course, students will be able to:
- demonstrate an understanding of wireless radio technologies and topologies
- discriminate between and describe the IEEE 802.11 wireless standards
- configure and install various Cisco wireless access points, bridges, adapters, and antennae
- demonstrate the concepts of wireless LAN design and installation
- configure, monitor and maintain a WLAN using both CLI and web-based Device Manager tools
- identify wireless security threats and vulnerabilities
- configure wireless LAN security using MAC filtering, WEP, LEAP, EAP and 802.1x technologies
- demonstrate an understanding of proper site survey techniques and safety practices
- configure various network monitoring technologies including Syslog, SNMP and logging
- troubleshoot wireless installations and configurations
- demonstrate an understanding of vertical and horizontal wireless implementations and uses
What influence will your preferred learning styles have on your e-Learning experiences?
e-Learning would be more effective if the process was more interactive. Traditionally, e-Learning simply meant reading on-line text materials and perhaps topped up with a form-based quiz. I am seeing increased use of Macromedia Flash to deliver interactive learning processes which I fully support.
