2.1 Mtodos de Enseanza-Aprendizaje para la Transferencia de Tecnologa.

Fundamentos

Dr. Andrs Mara Ramrez

Foto: http://azargrammar.com/assets/fegpowerpoint_03/FEG_Chapter_01.pps

In Currys model (1983; see Figure 2), the inner layer of cognitive personality style is both more stable (and therefore less easily modified or changed) and more significant in complex learning, while the outer layer of instructional preferences is easier to modify and influence, but less important in learning.
Many researchers in the learning styles field have seen Currys model as a useful, pragmatic way to present different models within these broad categories (eg Price and Richardson 2003). Yet, however attractive the onion metaphor may be, it is far from clear what lies at the centre. Conceptions of cognitive style relate to particular sets of theoretical assumptions, some of them psychoanalytic in origin. Ideas about stability are influenced more by theoretical concerns than by empirical evidence. There is not a single theory of cognitive or of learning style which is supported by evidence from longitudinal studies of stylistic similarities and differences in twins.
Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

As an alternative model, Vermunt (1998; see Figure 3) aimed to integrate different learning processes, some of which are thought to be relatively stable (mental learning models and learning orientations) and some of which are contextually determined (choice between regulating and processing strategies).

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Widespread beliefs that people are born with various element-based temperaments, astrologically determined characteristics, or personal qualities associated with right- or left-handedness have for centuries been common in many cultures. Not dissimilar beliefs are held by those theorists of cognitive and/or learning style who claim or assume that styles are fixed, or at least are very difficult to change. To defend these beliefs, theorists refer to genetically influenced personality traits, or to the dominance of particular sensory or perceptual channels, or to the dominance of certain functions linked with the left or right halves of the brain. For example, Rita Dunn argues that learning style is a biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others (Dunn and Griggs 1998, 3). The emphasis she places on matching as an instructional technique derives from her belief that the possibility of changing each individuals ability is limited. According to Rita Dunn, three-fifths of style is biologically imposed (1990b, 15). She differentiates between environmental and physical elements as more fixed, and the emotional and sociological factors as more open to change (Dunn 2001a, 16).

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

The group of theorists summarised in this section have been clustered because we consider that they have a shared view (implicitly or explicitly expressed) of learning styles as structural properties of the cognitive system itself (propiedades estructurales del sistema cognitivo propio )(Messick 1984, 60). They also, as Riding and Rayner (1998) note, concentrate on the interactions of cognitive controls and cognitive processes..

For this group, styles are not merely habits, with the changeability that this implies; rather, styles are more like generalised habits of thought, not simply the tendency towards specific acts but rather the enduring structural basis for such behaviour. (Messick 1984, 61) and as such, are not particularly susceptible to training. For this reason, many of these styles are very similar to measures of ability. For the theorists in this family, styles are linked to particular personality features, with the implication that cognitive styles are deeply embedded in personality structure.

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

The instruments and models grouped in this family have a common focus upon learning style as one part of the observable expression of a relatively stable personality type, a theory primarily influenced by the work of Jung (1968). While debates continue within psychology about the appropriate descriptors for personality traits (rasgos) and, indeed, (por supuesto) how many factors underpin individual differences (see eg Furnham 1995; Jackson et al. 2000), the theorists in this family are concerned with constructing instruments which embed learning styles within an understanding of the personality traits that shape all aspects of an individuals interaction with the world.

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

One of the most influential models of learning styles was developed by David Kolb in the early 1970s. His theory of experiential learning and the instrument which he devised to test the theory the Learning Style Inventory (LSI) have generated a very considerable body of research. The starting point was his dissatisfaction with traditional methods of teaching management students, which led him to experiment with experiential teaching methods. He then observed that some students had definite preferences for some activities (eg exercises), but not others (eg formal lectures): From this emerged the idea of an inventory that would identify these preferences by capturing individual learning differences (Kolb 2000, 8).

For Kolb and for those who have followed in his tradition, a learning style is not a fixed trait, but a differential preference for learning, which changes slightly from situation to situation. At the same time, there is some long-term stability in learning style (2000, 8). Kolb goes so far as to claim that the scores derived from the LSI are stable over very long periods; for example, the learning style of a 60 year old will bear a close resemblance to that individuals learning style when he or she was an undergraduate of 20. It is, however, difficult to accept this claim when the necessary longitudinal research has still to be carried out.
Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

During the 1970s, a body of research on learning explored a holistic, active view of approaches and strategies as opposed to styles that takes into account the effects of previous experiences and contextual influences. This body of work has been led for over 25 years in the UK by Noel Entwistle at the University of Edinburgh. In this broader view, contextual factors influence learners approaches and strategies and lead to a multifaceted view of teaching. This emphasis encourages a broad approach to pedagogy that encompasses subject discipline, institutional culture, students previous experience and the way the curriculum is organised and assessed. Theorists within this family of learning research tend to eschew styles in favour of strategies and approaches because previous ideas about styles promoted the idea of specific interventions either to match existing styles or to encourage a repertoire of styles.

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

In Entwistles model, for example, a strategy describes the way in which students choose to deal with a specific learning task. In doing this, they take account of its perceived demands. It is therefore less fixed than a style, which is a broader characterisation of how students prefer to tackle learning tasks generally. For Entwistle (1998), this definition of strategy makes it difficult to develop a general scale that can measure it. Researchers within this family refer to underlying personality differences and relatively fixed cognitive characteristics. This leads them to differentiate between styles, strategies and approaches, with the latter being derived from perceptions of a task and cognitive strategies that learners might then adopt to tackle it. An influential researcher within this field has been Pask (1976) who argues that there are identifiable differences between students strategies, so that some learners adopt a holist strategy and aim from the outset to build up a broad view of the task, and to relate it to other topics and to real-life and personal experience.
Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Consistencia interna

Fiabilidad test -retest

Validez de constructo

Validez predictiva

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf

Despacio que llevo prisa

Coffield. Et al. 2004: Learning styles and pedagogy in post-16 learning A systematic and critical review: http://www.hull.ac.uk/php/edskas/learning%20styles.pdf