Dear Zainul, 

check this out: 

Article On the Value Integration of Successfully Reformed Ex-Convict...

Thank you Beatrice. I'll follow up on the article.

Regards,

Zainul

Thank you Beatrice. I'll follow up on the article.

Regards,

Zainul

Yes, I think learner characteristics have some influence the success of integration of values at the undergraduate level. The latter group tend to value visibility and interaction online a digital natives. As such, using Social Media and interactive teaching methods would help to successfully integrate these values teaching at the undergraduate level. The attached shows how the latter can be achieved.

Best regards,

Debra

Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...

Conference Paper Social Media in Education: Bringing Your Classroom to Life -...

Even though each brain processing preference continues to rely heavily on its own specialization (right-brained children are still right-brained dominant and left-brained children are still left-brained dominant), each more fully integrates the less preferred specialty skills.

http://www.therightsideofnormal.com/2012/04/16/the-natural-learning-development-for-right-brained-children/

Hi Zainul,

I think you should refer back to the influential work by Howard Gardner about multiple intelligences. 

Please see below an introductory web-based reference:

http://www.tecweb.org/styles/gardner.html

Then you can also have a look at learning styles theories, for ex. David Kolb's model or the VAK model.

Additionally you may want to check out multimodal theories of semiosis of communication impact on learner's skills, preferences, etc.

Check this out:

https://www.researchgate.net/publication/281442313_English_for_Linguistics_and_multimodal_peer_assessment_at_university_postgraduate_level?ev=prf_pub

https://www.researchgate.net/publication/281558059_Planning_an_English_test_format_at_University_Validity-related_criteria_and_multimodal_approaches?ev=prf_pub

I hope this is helpful!

Maria 

Article English for Linguistics and multimodal peer assessment at un...

Chapter Planning an English test format at University. Validity-rela...

Greetings Zainul,

I am not yet convinced that any existing educational system is adequately allowing each individual learner to utilize their own inherent specializations. In an environment where you have students with countless variables (ethnicity; financial resources; age; gender; sexuality; health considerations; regional circumstances; urban vs. rural; et cetera), it is irrational to expect any standardized test system to appropriately measure the abilities each possess. Some subjects which have universal applicability, mathematics for example, can be measured fairly consistently. However, word problems may create an odd result because certain cultures may not use the same terminology to describe the same equation (i.e., is the Pythagorean theorem named the same in Mogadishu as in Modesto?). Similarly, though, linguistic approaches to language and reading tests vary based on where the individual is and the language traits of the locality. If you ask for an essay answer about the most important events of 1862, the answers will depend on what has been deemed important not only to the person being asked, but on the local customs of where they are from: Battle of Monitor and Merrimack; Montana Gold Rush; Homestead Act; Battle of Puebla; First U.S. Income Tax; Aerosol Dispenser Patented; and countless other answers may be considered correct. 

Best of luck on this issue,

Gary

Generally, all these factors does influence to a centain degree depending on each individual person. As Howard Gardner theory regarding Multiple intelligence, each person has their own capabilities and each person will be effected differently. Hence, it is important to consider all these elements as it does some effect on the students.

Hi Zainul

I would like to suggest a more sceptical approach towards learning styles, which could complement some of the contibutions above.

Over the past half century numerous studies have focused on cognitive factors in the learning process. This is how the term ‘learning styles’ came into existence, and it gained momentum in education. Some of the advocates of the argument that sees students preferring a particular method are Kolb (1984), Honey and Mumford (1982) and McCarthy (1987). These suggest that learners could be somehow categorised in cognitive clusters, on the basis of their preferences of a modality or attitude.

I tend to be very sceptical with these categorizations, especially because of my firm believe that HE should be much more than content and processing information (Knowles, 1970). HE is about developing critical thinking skills and transform learners in lifelong learners, ready to engage with the challenges of a society which demands creative thinkers and problem-solvers. Therefore, as educators in HE, we should probably focus our efforts in finding strategies for the effective development of these skills: this rationale would fit nicely with your suggestions around problem-based learning and case studies. In other words, these learning activities are very valuable because of their affordances in fostering active learning, rather than because they meet varied learning preferences. Inclusivity here could be a positive and unintended but welcomed outcome here, rather than the starting point.

My sceptical attitude towards the real use of cognitive categorization of learners is also supported by the lack of empirical evidence, see for example Coffield and Learning and Skills Research Centre (2004a), Howard-Jones (2014), Pashler et al. (2008) and (Reynolds, 1997). Also, many of the cognitive myths have been debunked by the OECD. Find the link to their website here: https://www.oecd.org/edu/ceri/neuromyths.htm

I hope this helps in providing an alternative point of view to the ones above.

Best wishes with your study

References

Coffield, F. and Learning and Skills Research Centre (Great Britain), 2004b. Should we be using learning styles? what research has to say to practice. [online] London: Learning and Skills Research Centre. Available at: http://itslifejimbutnotasweknowit.org.uk/files/LSRC_LearningStyles.pdf

Honey, P. and Mumford, A., 1982. The manual of learning styles. Maidenhead: P. Honey.

Howard-Jones, P.A., 2014. Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), pp.817–824.

Knowles, M.S., 1970. The modern practice of adult education; andragogy versus pedagogy. New York: Association Press.

Kolb, D.A., 1984. Experiential learning: experience as the source of learning and development. Englewood Cliffs, N.J: Prentice-Hall.

McCarthy, B., 1987. The 4MAT system: teaching to learning styles with right/left mode techniques. Barrington, Ill.: EXCEL, Inc.

Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R., 2008. Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, [online] 9(3). Available at: https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

Reynolds, M., 1997. Learning Styles: A Critique. Management Learning, 28(2), pp.115–133.

Thank you Debra, Krishnan, Maria, Gary, Marzita, Meriem and Dario. Overall, I can say your contributions have helped me shape some approaches towards looking for an optimal approach towards educating students. Concerns pertaining to individual student characteristics will involve not only the methodology but also assessment. Furthermore to make learning "fun" as well as creating the avenues for "learning for future learning" will require a lot of inputs from others and of course the persistence of the teacher. "Personalisation of learning" (Meriem) and for which all your individual contributions in one way or another suggest would be ideal, the way forward, but not without its constrains and obstacles. With bigger number of students, that idealism could be a burden (not that we complain) but seen within its practicality. Furthermore when a given discipline such as Medical imaging that I teach, the multi-faceted theoretical domains will actually require a  good look at all the factors involved. As impossible as it might be, we can still strive for an approach that would benefit more students, but at the same time still addressing to those who might need "personal attention".

Hi Zainul -

Yes, I have found that sensory patterns have a profound influence on student learning.  I would include "Tactile" in place of "Reading", which is a combination of many different human  functions.  Years ago, I wrote a book about this, "Your Child's Sensory World"  - Dial Press - and am now in the Walden doctoral program in Early Childhood Ed to update my findings, and inform myself of the latest work in this, and related fields. I would be interested to hear about how your work develops.  Please keep me posted.

Surely if it is just a matter of finding out in the literature and research on the subject

Yes, Zainul. Since our students are from diverse backgrounds and there is a wide spectrum of learning styles, personality types and learner strategies, I believe it is essential to be multimodal in our delivery and assessment. Using audio visual material like pictures, films,audio and video clips and field trips, demonstrations and silent reading and writing activities are necessary to support students with different needs. Yes, as you say, we all face practical difficulties in implementing these in our classrooms and incorporating at least 2-3 modes in a lesson is what I enjoy doing in my lessons. 

Thank you,

Lise. I'll try to update the work through this tread.

Pilar, yes I agree it is a matter of finding out in the literature and research on the subject. From the contributions of all up to know I think it is evident that there has been much work in the integration of values.

And Radhika, the multimodal delivery and assessment yet trigger another dimension that needs to be considered. The multi-faceted modules in the curriculum will require the identification of different modes. Furthermore I think the cognitive, affective and the psychomotor domains related to the integration of values would need to be examined.  

It has been encouraging and motivating to be reading those discussions so far and hopefully all of us could benefit from them.  

Prof Frank Coffield wrote a couple of systematic reviews of learning styles inventories, I can't find the original source off hand (it was the institute of education, now part of UCL in the UK. you can find one of his reports

mirrored:  http://sxills.nl/lerenlerennu/bronnen/Learning%20styles%20by%20Coffield%20e.a..pdf  

He's not too complimentary about the VARK approach!

Thank you very much Dason. I'll read the publication. Yes, I gather some preferences do exist between educationalists concerning what would be the best approach in ensuring learning is optimized. I guess the biggest challenge (and headache..) will be to decide which model to use. I view the different approaches in a positive manner. It gives us the leverage to adopt and adapt models that could work for a given group of students or for a given student. Again "Personalisation of learning" will be the ultimate goal.