1. context of e learning course

-background info about subject or topic, unit of competency

- information about the learner , learner profile, demographics etc. corporate organisations age gender , educational background, cultural background etc

- organisational context learning design correspondences to the target audience  200 word plus

- Purpose, rational of the course, learners needs.>learner audience

2. Learning theories, underpinnng the design 250 words

-summarise the key features of the learning theories

- relate back to the target audience and the learning theory you have chossen

- justify choice of theories, why? Honey and Mumford and Vark theories- e.g constructivist no formal assessment

- because you are developing competency based training against national services reach a min standard in the workplace cons is not the only way to go.

3. E Learning Design 250-300 words

- storyboard > sentences explaining the storyboard > diagram

- show how the design has been influenced by the learning theories and target audiences, the whole thing.

how have i taken these factors into account and refelected in my design.

- quiz or assessment- what it involves etc. outlining learning assessment activities

-showing intergration of technology

4. Intergration of technology applications

- at least two applications ,virtual worlds, podcasts, simulations

- web based assessments, explain how? assessment activities, show how the technology the way in which they are used has been or takes into account the learning theories and target audience

- the most important part explain how. the way in which they are used.

• Activity 3.1         What is multimedia?

   

  “Multimedia is an eerie wail as two cat’s eyes appear on a dark screen.

  It’s a small window of video laid onto a map of India, showing an old man recalling his dusty journey to meet a rajah there…”

  Tay Vaughan, 1998, Multimedia: Making it Work

   

  Multimedia is understood to mean a product that is digitally constructed utilising and seamlessly integrating various media: text, graphics, images, video, animation and sound.

  Multimedia enriches the user through medias and technologies with the intention of engaging people’s minds!

  Initially the delivery of multimedia products was via CD-ROM, but the internet provided a global distribution system that changed the structure and style of the multimedia products.

  High levels of interactivity are now achievable using a range of software that runs on almost any current desktop computer.

  The future of multimedia will be even more challenging as a plethora of delivery systems and displays are marketed. Enhanced program material provided on digital television and internet information displayed on mobile phones are just two examples of new multimedia systems.

  Our notion of multimedia needs to encompass all new forms.

  Review the following websites:

  Examples of Multimedia in e-Learning

  http://www.adrworkshops.com

   

  From the map, click on Australia, then Test your Skills in the left-hand column, choose a scenario

   

   

  http://www.listeningadventures.org

   

  Carnegie Hall – learn about a Dvorak Symphony

   

   

  http://www.bbc.co.uk/history/lj/victorian_britainlj/sour_entry.shtml?site=history_victorianlj_sour

   

  The BBC have a huge variety of e-Learning short course – try this one and see if you can improve Victorian Britain’s living conditions!

   

   

  http://www.howstuffworks.com/toilet.htm

   

  An amazing site full of all sorts of resources – this is a particular favourite!

   

  http://www.cadre.com.au

  Cadre Design are a Sydney based multimedia design company – from the home page, click on the Education link, this will take you to the Showcase. Click on the first example – the Astronomy site. Examine the possibilities (maybe learn something too)!

  
  

  How do you define multimedia in today’s e-Learning context?

  Compare this to the experiences with the Web 2.0 technologies and the issues raised in the Seely-Brown article.

   

  Multimedia are applications installed into the page to provide the learner with better interaction and to be intrigued by the notion of learning through infotainment, have between entertainment and information. This is what is generally used in visual context of learning these days. New web pages are being developed quite creatively and web 2.0 is now utilizing these resources effectively as they enter social context as well as educational reasoning.

   

  Activity 3.2    Principles of Multimedia

   

   

  A multimedia instructional message is a communication using words and pictures that is intended to promote learning.

   

  For example, a multimedia instructional message in a book could include printed text and illustrations, whereas a multimedia instructional message on a computer could include narration and animation.

   

  Examples of multimedia instructional messages include words and pictures intended to explain how lightning storms develop, how car braking systems works, and how a bicycle tyre pumps work.

  Richard Mayer, p.21

  Multimedia Learning

   

  READ:
  Mayer, Richard E. & Moreno, Roxana 2003, Nine Ways to Reduce Cognitive Load in Multimedia Learning in Educational Psychologist, 38 (1), pp43-52.
  (PDF File in Subject Documents folder in UTSOnline)

   

  7 Principles of Multimedia Design

   

  1.       Multimedia principle: Students learn better from words and pictures than from words alone.

   

  2.       Spatial Contiguity Principle: Students learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.

   

  3.       Temporal Contiguity Principle: Students learn better when corresponding words and pictures are presented simultaneously rather than successively.

   

  4.       Coherence Principle: Students learn better when extraneous words, pictures, and sounds are excluded rather than included.

   

  5.       Modality Principle: Students learn better from animation and narration than from animation and on-screen text.

   

  6.       Redundancy Principle: Students learn better from animation and narration than from animation, narration, and on-screen text.

   

  7.       Individual Differences Principle: Design effects are stronger for low-knowledge learners than for high-knowledge learners and for high-spatial learners rather than low-spatial learners.

   

   

  Now consider your course and make notes where multimedia may be of value:

   

   

  Task:

  Consider the media elements in your design – use the questions above as a guideline if you are using animation, video or sound.   What are your recommendations? Spatial- the students would learn better if the applications were close by to the related context   Multimedia principle- students will learn more effectively with there interaction with these applications.   Provided examples of multimedia elements you would recommend.   I would use MP3’S for audio files, Podcasts, Animations and 3d interactive navigation bars. I would also incorporate some innovative links and comment areas where the students could use an interface system to communicate with each other.

   

   

   

  Activity 3.3  Visual Design

   

   

  Exploring Visual Design

   

  “At the beginning of a project, the screen is a blank canvas, ready for you, the multimedia designer, to express your craft. The screen will change again and again during the course of your project as you experiment, as you stretch and reshape elements, draw new objects and throw out old ones, and test various colors and effects – creating a vehicle for your message…many multimedia designers are known to experience a mild shiver when they pull down the New… menu and draw their first colors onto a fresh screen…this screen represents a powerful and seductive avenue for channelling creativity.”

  Tay Vaughan, 1998

   

  Visual design takes the composite of elements: text, symbols, photos, colours, video, in fact any graphic element and much more, to communicate your message – it is your primary connection with the learner.

   

  Visual design is the process of producing visual images that are able to communicate information to other people.

  Visual images are made up of lines, colours, textures, tones, hues and shapes applied in a spatial composition. We are surrounded by visual images in our everyday lives. Each visual image is trying to tell us something.
  
   

  
  

  
  To produce images that people understand, you need to consider the following:

  1.       What message are you trying to communicate?

  2.       What audience are you trying to communicate with?

  3.       What is the best way to visually communicate that message?

  4.       What are the elements and tools necessary to produce the visual image?

   

  Complete the quiz in UTSOnline – Visual & Interaction Design – available in the Course Information tab.

   

  Understanding Perception

   

  When you look at a visual image you see lines, shapes, colours, tones, hues and objects in a spatial dimension.

  The eye collects visual information from these images and objects and this information is transmitted to the brain. The brain interprets and constructs meaning from this visual information.

  To design visual images that are meaningful to an audience you need to understand the way your audience actually sees. That is, how does the eye collect visual information and how does the brain interpret it? This line of inquiry is called the science of perception.

  Discovering the way the eye works will help you understand how visual elements function in visual design.

   

   

   

  Understanding Visual Communication

   

  No two people ever see the same thing quite the same way. Cultural differences, the level of acquired knowledge, an individual’s psychology and socialisation will all affect the way we construct meaning from a visual image.

  Physiology can also affect the way a person sees. The eye itself can have defects in the retina lens or suffer from colour blindness. The brain can also have its own problems that affect perception such as brain dysfunction, and alcohol and drugs.

  To cater for these differences in perception you need to construct a clear, unambiguous image and know your audience well enough to construct visual images that they will easily recognise and comprehend. For example, a road sign needs to communicate its message to a wide audience instantaneously.

   

  
  

  Review the image below:

   

   

  Visual hierarchy

  Read:

  About Page Design and Visual Hierarchy from the Webstyle Guide

  http://www.webstyleguide.com/page/index.html

  Use the navigation on the right hand side.

   

  How would visual hierarchy influence learners?

   

  Visual Hierarchy influences the learners by, the tones, colors and symbols or features that are placed on the web page. It will determine whether something has significant value or the information that is being highlighted stands out amongst the content that is been delivered to the learner. It determines the way the designer is trying to communicate with the learner by using the visual hierarchy. For example information in red is important and words that are bold with underline headings represent a title.

   

  Activity 3.4 Principles of colour

   

  Understanding Colour

  Review the Colour Matters site and determine why some colours appear to hurt the eye!

  From the same site – Color Matters – explore how computers generate colours and what this can mean to your multimedia images:           

  
  

we have just completed filling in a questionaire based on the evalaution principles of webpages. We related them back to learning theories and the web page was set out. Whether it was good or productive to the learner or how the multimedia aplications were distracting to the user.

This will help develop the understanding of creating a better web based application and how it can be used effectively to transfer learning across the elearning context. We are all getting ready for the assignment two which is going to be very hard.

Activity 2.4 A Humanist approach

The Humanist approach developed from the Cognitive but focuses on experiential learning and the assumption that the individual is ever seeking greater personal adequacy, self-esteem and self-actualisation.

Humanists emphasise the individual’s innate need to achieve personal worth, dignity and creativity and believe a better society will evolve by nurturing these qualities.

Humanist teachers can create a positive classroom climate and encourage the psychological growth towards the creation of self-actualising people.

Humanists believe that learners respond to their environments as they experience it – part of that is the person themselves – the self.

Feeling and emotions play an important part in learning.

What effect might e-Learning contexts have for the Humanist approach?

The learner wants to seek self actualization in the program and feel self adequate and confident. Maybe the learner would like to adapt to the program as an individual and progress with confidence and self motivated learning. The e learning programs could be evaluated effectively each time a subtask is completed allowing the learning to grow more morale and confidence form completing the program at in their own intentions and motivation.

Principles emphasised by Humanist theory:

 People learn by relating the world to their previous experience – they learn by doing

 People learn in a free environment that permits and encourages development of potential, self-expression and self-determination

 People learn co-operatively, which includes constructive feedback in a non-competitive environment

 The learning that has most meaning for people is that which is contructed by individuals out of their experience

Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney.

Activity 2.5 A Constructivist Approach

Bruner’s Constructivist Theory:

Bruner (1966) based his theory on learning by discovery – information should be organised in a spiral manner that allows the learner to re-arrange and re-assemble content to create new insights.

According to Bruner, discovery and meaningful learning enhances recall and transfer of learning. The main objective is to build upon knowledge the learner already has.

“By creating learning environments that foster the self-development of learners as they explore a situation or problem, teachers can enable learners to arrange, rearrange, and transform evidence so they can gain new insights and experience a sense of achievement in making their own discoveries. The problem–solving strategies they develop are more transferable, as they have personal meaning and value in terms of the learner’s own purposes and intentions.”
Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing,
Sydney.
Applying principles of Bruner’s theory:

1. Instruction must be concerned with the experiences and context that make the learner willing and able to learn (readiness)

2. Instruction must be structured so that it can be easily grasped by the learner (spiral organisation)

3. Instruction should be designed to facilitate extrapolation and/or fill in the gaps (going beyond the information given)

The Current Debate:
There is a great deal of current debate in education fields that can be summarized into distinct views:
1) Directed Instruction
Primarily the behaviourist and cognitive learning theories
2) Constructivist Learning

Characteristics of the 2 types of instruction:

Directed Instruction Constructivist Learning
 Focus on teaching sequences of skills that begin with lower-level skills and build to higher-level skills
 Clearly state objectives with test items matched to them
 Stress more individualized work than group work
 Emphasise traditional teaching and assessment methods; skills worksheets, activities and tests with expected outcomes
 Focus on learning through posing problems, exploring possible answers, and developing products and presentations
 Pursue global goals that specify general abilities such as problem-solving and research skills
 Stress more group work than individualized work
 Emphasise alternative learning and assessment methods; exploration of open-ended questions and scenarios, doing research and developing products, assessment by portfolios, performance checklists

How could you apply constructivist learning principles in an e-Learning environment?

 Group work (collaborative learning)?
 Scenarios, case studies?
 Enriched learning environments (multimedia e-Learning)?
 Group Think
 Action Learning
 Demonstration

Activity 2.6 Social Learning Theory

Albert Bandura (1977) combines behaviourist reinforcement with cognitive processes for understanding the behaviour of others.

Bandura empasises the importance of observing and modeling – his 2 key elements for learning are: experience and expectations
 Experience enables us to learn the consequences of our actions
 Expectations are formed by our experiences

Four processes underlie this type of observational learning:
1. Attention: focus on the features of behaviour to be modeled
2. Retention: how well the behaviour is remembered
3. Reproduction: observed behaviour must be turned into action, practice and feedback
4. Reinforcement: to motivate learners to reproduce and perform the behaviours

How could you apply Bandura’s Social Learning Theory in an e-Learning context?

Using the system that is available to the learners through e-learning could enrich their experience on a certain subject due to it grasping their attention. This then relates to the behaviour they feel about this area giving retention. This then leads to reproduction of something they have learned in the program and finally they reinforce it to the environment in which they work or socially adapt to. A lot of learning is contrasted with the experience we have had with a subject, sometimes we could have had a very bad experience that would possibly cause de learning motivation which generally stops the student learning.

Read: Social Constructivism
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Watch/listen to the brief lecture:
http://www.coe.uga.edu/epltt/impaticas/Social-Constructivism-PPT.html

Now – consider the learning theories in the context of the technologies you have researched in Module 1.

Which theories are suited or more appropriate?

Constructivist is a useful theory based on the applications and actually the learner is physically participating in the activities.

Social learning with blogs, facebook etc this brings the learners together to collaborate and also achieve an experience they can relate to a learning style.

Cognitive approach with the use of problem solving and insight for meaningfulness in a system such as UTS Online for learning notes and lecture slides etc.

Activity 2.7 Creating storyboards

Refer to this resource on creating storyboards:

http://www.uncc.edu/webcourse/sb/storyboard.htm

We will be developing course storyboards based on the simple or graphical storyboards.

What is learning? “The best definition is to conceive of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions.”Burns, R. 1995, The Adult Learner at Work. What is your definition of learning? 

  Behaviourists attempted to study behaviour and learning from a scientific approach – only observable and measurable behaviours are reliable.   They explain human behaviour in terms of cause and effect – therefore learning is a modification of behaviour by application of stimuli, shaping of responses and the provision of reinforcement.  Learning is demonstrated in the response or behaviour of the learner. TASK: Watch the following video from the Wharton University of Pennsylvania:http://www.learningwiki.com/theory  Part 1 – Behaviourism  Examples you may be familiar with:Classical Conditioning – Pavlov’s  DogsThe learner (dog) is conditioned (learns) to emit a response (dribble) which was originally a natural response to another stimulus (food) to a new stimulus (a bell). Classic conditioning can also be demonstrated by our ability to generalize our responses to stimuli.Eg. A household drill may cause a reaction for a person that has had an experience with a dentist’s drill! 

What effect might generalizing have in e-Learning contexts?

           Operant Conditioning – SkinnerSkinner argued that people learn to behave in ways that help them obtain things they want or avoid things they don’t want. Reinforcement is used  (money, promotions, success, praise etc) to increase the likelihood of the desired response being repeated. Skinner believed that by ignoring a response, without reinforcement the behaviour will die out. Negative reinforcement – knowing how to avoid unpleasant or dangerous circumstances.Punishment – creating unpleasant situations to decrease unwanted behaviour.Feedback – is used to reinforce behaviour and let learners know how they are doing. Principles emphasised by Behaviourist theory: 

§         The learner must be able to respond actively

§         Frequency of repetition of responses is important in acquiring skill

§         Reinforcement is vital to obtain repetition of required or correct behaviour

§         Generalisation suggests the importance of practice in varied situations

§         Immediate feedback of results is strongly motivating

§         Shaping behaviour by the reinforcement of approximate responses is essential in learning new skills

  Burns, R. 1995, The Adult Learner at Work, Business & Professional Publishing, Sydney      
 

  Cognitive psychologists emphasize the role of experience, the development of meaning, and the use of problem-solving and insight as the sources of learning. The individual learner will perceives organised wholes – rather than disconnected pieces.  Each person will behave and learn in terms of what is real for them. Learning is therefore based on the re-organisation of experiences into systematic and meaningful patterns that lead to problem-solving and insight. This will mean that interpretation is subjective – reality is what each of us perceives and understands at any given time. TASK: Watch the following video from the Wharton University of Pennsylvania:http://www.learningwiki.com/theory  Part 2 – Cognitivism  Examples you may be familiar with: Meaningfulness:

According to cognitive theory – our brains look for patterns and completion.

 Our brains have the capacity to associate anything with anything else and will find associations if we allow it to! This allows us to be creative and problem-solve. Each person will create their own meaning based on the current context and their past experiences. Insight:

The sudden Blinding Flash of the Obvious!

The realization of how to solve a problem by a cognitive restructuring of the environment – looking at things differently!

 Until we start thinking around the problem (restructuring and reorganizing) we will not be able to gain any insight into how to solve the problem. 

What effect might meaningfulness and insight have in e-Learning contexts?

 Advance Organisers:An advance organiser provides a scaffold for the ideas – or cognitive structure – which will bridge the gap for the learner between the content – what’s known and what they will need to know before new material becomes meaningful. The scaffolding is intended to provide a higher level (more generalized) concept that will then allow the learner to incorporate more detailed and differentiated materials into the structure. Advance organisers use current and relevant concepts that the learner already has – to make it possible to put new learning into the framework. The sequencing of content must allow new concepts to be related to old ones

Activity 1.1         Current Technologies

 Read: Minds on Fire: Open Education, the Long Tail, and Learning 2.0
by John Seely Brown and Richard P. Adler.
Published in Educause Review, January/February 2008.http://connect.educause.edu/Library/EDUCAUSE+Review/MindsonFireOpenEducationt/45823   Now Read: The Horizon Report 2008The Horizon report is an annual initiative co-published by the New Media Consortium and Educause.
The most recent report was released in February, 2008 and describes six emerging technologies or practices that are expected to influence learning environments over the next one to five years. Visit the project wiki (using Wikispaces).http://horizon.nmc.org/wiki/Main_Page  All reports – from 2004 to 2008 – are available from this wiki. What are the 6 key emerging technologies identified by the 2008 report?

 Which of these technologies are you familiar with, and in what context have either used them, or heard of them?

 Review the significant trends (p.6) – how do these relate to your experiences of technology in learning contexts?

 Now, read: The Horizon Report 2007 Review your familiarity with the key emerging technologies from 2007 and your current technology experiences?

Post your responses to these focus articles and questions on your weblogs.

Activity 1.2   Web-based applications

What is meant by web-based application?

What is Web2.0?

What is its relevance to learning?

Read: Alexander, B. 2006, Web2.0: A new wave of Innovation and Teaching and Learning?, Educause, March/April, pp.33-44

http://connect.educause.edu/apps/er/erm06/erm0621.asp 

 List web-based applications you are familiar with:q     Weblogsq     Wikisq     Chatq     Podcastingq     Web conferencingq     RSS & aggregationq     Social Networkingq     e-Portfoliosq     Virtual worldsq      q        List web-based applications you would like to explore further: q     Flickr q      Virtual Worlds q        Read: The FutureLab report , “ Social Software and Learning”, 2006.
The PDF file is available in UTSOnline in the Subject Documents tab, in the Technology Framework folder. This report will provide you with some context and materials for your group projects.

  
In your work context: 

It has been a while since we last updated on this blog. We are back this year with more then ever to offer with new elearning startegies and design.

 I had missed the first week due to a slight change in my class but have shortly caught up. I have been assigned in my group for the presentation about Virtual Worlds and how they are used in context with educational resources. Social networking has been continually growing in Society and expanding into new web  based applications for students to learn from.

Some might say that its the development of a better Web 2.0 for the future. They are usually consisting of new video outputs such as Grass roots downloaded form a pohne, or blogs that are a collabaration of informtaion called Mash Ups that people can recieve information and exchange ideas and thoughts to one another. An example of a mash up is yahoo pipes.

Hopefully during this year we will cover the true meaning behind elearning design and Virtual Worlds that seem to be taking the country be storm.

Course Evaluation
Course Title: German
Course Provider:
Stated course objectives or outcomes: Learning basic German phrases and language
Achievement of outcomes: Understanding and development of the language in used correct application
Stated course duration: 4 hours Actual course duration: 10 days

Administration:
Were you provided with any support contact details? No Did you need to contact admin support?
No

Materials:
Were you supplied with any support materials?
Yes
If Yes, what materials? Visual graphics, Charts, graphs and so forth
Were you issued with a certificate?
No

Technology:
Did you have any issues with any of the technology used by this course?
No it was completely user friendly and was easy to use the layout of the site. Good instructions and web base set out.

Virtual Classroom:
Which components of the virtual classroom did the course offer? It was a simple diagram format with based exercises so you would understand the language used in real life situations.

Did you use any of them? Yes

Interactivity:
Rate the degree of interactivity:
None Low
Yes Some High Very High

Feedback: Lack interaction and no use of audio examples or anything that might help the learner.
Was there any feedback during the course?

Was it personal?
Or Computer generated?

Rate the quality of feedback: Yes
No
Computer generated
Poor
Yes Fair Good Very Good

Content:

Did the content cater to differing learning styles? No
How?

Was the content logically sequenced and organised? Yes

Were there options for different levels of expertise? Yes

Were there any exercises that allowed you to practice skills? Yes

Was the content in plain English or jargon? It was mostly in German and some English.

Was there a “real” facilitator? No
How could you make contact with the facilitator if you chose to? By ordering the complete lessons online and contacting the support line in the company.

Navigation:

Was the navigation of the course content logical? Yes

Were there “breadcrumbs”? No

Was it simple to navigate to the last point where you had left the course?
Yes

Did the site have FAQs? No
Did you use them? No
Did they help? No

Additional Comments: this course was rather lacking in interaction but still was able to transfer the learning knowledge from retention.

If I were to recommend any improves for the course I would point out that they need to progress into implementing more interactive tools and audio fixtures.

Activity 3.3 The Course Objectives and your Expectations

Before you start your course, it is essential to outline these questions on your weblog!
They will be invaluable when you have completed your course and are reflecting upon your experiences!

What are the stated course objectives and outcomes?

In this course I wish to complete the basics of German and understand some phrases that will help me when I am traveling around the country.

I would also like to complete a numeral program that will help develop financial and calculating skills for working with foreign exchange and new currency. Perhaps some geography will also go into play and understanding the states and cities of Austria.

Even understanding a bit of their customs and traditions and culture.

What are your expectations:

1. What outcomes do you expect to achieve?
I will hopefully learn the basics of the language and then expand from there, with progressing my vocab in other languages.

2. What do you expect the learning experience to be like?
I assume that it will be interesting a full of variety and diverse learning systems that will help me interact and learn German effectively.

3. What type of support are you expecting from the course?
Hopefully I will be gaining some feedback form the results of the practice test and learning the fundamentals through the exercises that I will be completing.

The VARK Questionnaire
How Do I Learn Best?
Questionnaire version 7.0 More Information
Choose the answer which best explains your preference and circle the letter(s) next to it.
Please circle more than one if a single answer does not match your perception. Leave blank any question that does not apply.

You are going to choose food at a restaurant or cafe. You would:
choose from the descriptions in the menu.
look at what others are eating or look at pictures of each dish.
listen to the waiter or ask friends to recommend choices.
choose something that you have had there before.
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 written descriptions, lists and explanations.
interesting design and visual features.
You have a problem with your knee. You would prefer that the doctor:
described what was wrong.
showed you a diagram of what was wrong.
used a plastic model of a knee to show what was wrong.
gave you a web address or something to read about it.
You want to learn a new program, skill or game on a computer. You would:
read the written instructions that came with the program.
use the controls or keyboard.
talk with people who know about the program.
follow the diagrams in the book that came with it.
Do you prefer a teacher or a presenter who uses:
diagrams, charts or graphs.
demonstrations, models or practical sessions.
question and answer, talk, group discussion, or guest speakers.
handouts, books, or readings.
You are planning a holiday for a group. You want some feedback from them about the plan. You would:
use a map or website to show them the places.
describe some of the highlights.
give them a copy of the printed itinerary.
phone, text or email them.
You have finished a competition or test and would like some feedback. You would like to have feedback:
using examples from what you have done.
using graphs showing what you had achieved.
using a written description of your results.
from somebody who talks it through with you.
You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?
Trying or testing it
It is a modern design and looks good.
Reading the details about its features.
The salesperson telling me about its features.
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:
watching a demonstration.
listening to somebody explaining it and asking questions.
written instructions – e.g. a manual or textbook.
diagrams and charts – visual clues.
A group of tourists want to learn about the parks or wildlife reserves in your area. You would:
talk about, or arrange a talk for them about parks or wildlife reserves.
take them to a park or wildlife reserve and walk with them.
show them internet pictures, photographs or picture books.
give them a book or pamphlets about the parks or wildlife reserves.
Other than price, what would most influence your decision to buy a new non-fiction book?
Quickly reading parts of it.
It has real-life stories, experiences and examples.
A friend talks about it and recommends it.
The way it looks is appealing.
You have to make an important speech at a conference or special occasion. You would:
gather many examples and stories to make the talk real and practical.
write out your speech and learn from reading it over several times.
write a few key words and practice saying your speech over and over.
make diagrams or get graphs to help explain things.
You are not sure whether a word should be spelled `dependent’ or `dependant’. You would:
see the words in your mind and choose by the way they look.
write both words on paper and choose one.
think about how each word sounds and choose one.
find it in a dictionary.
You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have:
clear written instructions with lists and bullet points about what to do.
many examples of good and poor photos and how to improve them.
a chance to ask questions and talk about the camera and its features.
diagrams showing the camera and what each part does.
You are helping someone who wants to go to your airport, town centre or railway station. You would:
tell her the directions.
write down the directions (without a map).
go with her.
draw, or give her a map.
You are going to cook something as a special treat for your family. You would:
cook something you know without the need for instructions.
use a cookbook where you know there is a good recipe.
look through the cookbook for ideas from the pictures.
ask friends for suggestions.

After completing the qustionnaire i recieved the followig results.
Your scores were:

Visual: 11
Aural: 9
Read/Write: 15
Kinesthetic: 7

So i assume that my visual learning skills are at a higher range then my other skills which is evidently the exact conclusion that would best come to me at present. Considering that we live in such a media driven society, visual learning may be becoming the best source of learning for geneartions to come.