Task 1:

Self managed learning in lifelong

development and learning styles
 Self managed learning
Self Managed Learning (SML) involves
individuals managing their own learning.

This includes people taking responsibility for

decisions about: what they learn, how they
learn, when they learn, where they learn and
most fundamentally the reason for learning
(Why) they learn.
 What is Lifelong Learning
Lifelong learning can be defined as learning
that is pursued throughout life: learning that
is flexible, diverse and available at different
times and in different places.

Lifelong learning crosses sectors, promoting

learning beyond traditional schooling and
throughout adult life (i.e post-compulsory
education).
 Four Pillars of Lifelong learning by
Delors (1996)
1. Learning to know - Mastering learning tools
rather than acquisition of structured knowledge.

2. Learning to do Equipping people for the

types of work needed now and in the future
including innovation and adaptation of learning
to future work environments.
 Four Pillars
3. Learning to live together, and with others
peacefully resolving conflict, discovering other
people and their cultures, fostering community
capability, individual competence and capacity,
economic resilience, and social inclusion.
4. Learning to be Education contributing to a
persons complete development: mind and
body, intelligence, sensitivity, appealing
appreciation and spirituality.
 Methods of Lifelong Learning
self-directed learning
continuing professional development
linking higher education with industry
further education
Recognition of Prior Learning
Apprenticeships
Credit Accumulation and Transfer Schemes
 Approaches to self-managed
learning
Learning through research
Learning from others, e.g mentoring/coaching,
Seminars and conferences
Secondments
Interviews
Use of the internet and social networks
Use of bulletin boards and news groups
 What is meant by Learning Styles?

There are various approaches or ways of learning

Educating methods particular to an individual

Most people favour some particular method of interacting with taking in

and processing information
 Why learning styles?

The underpinning concepts:

Learners are basically different and have different preferred learning styles.

Teaching is a purposeful intervention with the aims of promoting learning

and causing learning to happen.
 Advantages of Knowing Your Learning Style

WHY you like some teachers and courses

better than others
HOW you respond to the educational process
IDENTIFY study problems
HOW to learn and study more effectively
HOW to use what you have learned in other
situations at work
 There are many theories

We will take a closer look at 3:

Kolb (thinking-doing axis)

Honey & Mumfords Learning Styles

VARK (Visual, Auditory, Reading, Kinaesthetic)

KOLBs learning Styles
Kolbs model gave rise to the Learning Style Inventory, an assessment
method used to determine an individual's learning style.

An individual may exhibit a preference for one of the four styles

Accommodating, Converging, Diverging and Assimilating
depending on his approach to learning via the experiential learning
theory model
 David Kolbs Model

Converger Assimilator

-Practical Application -Can create

of Ideas theoretical models
-Focus logical -Excel in inductive
reasoning reasoning
- Unemotional
Diverger -Abstract concepts
Accommodator
-Narrow Interests rather than people
-Doing
-Imaginative Ability - Risk Taker
- Generate ideas and - Can react to
sees things from immediate
different perspective circumstances
- Broad cultural - Solve problems
Interests intuitively
-Excel in inductive
reasoning
-Abstract concepts
 Diverging (feeling and watching - CE/RO)
These people are able to look at things from different perspectives. They
are sensitive.

They prefer to watch rather than do, tending to gather information and use
imagination to solve problems.

They are best at viewing concrete situations several different viewpoints.

Kolb called this style 'Diverging' because these people perform better in
situations that require ideas-generation, for example, brainstorming.

People with a Diverging learning style have broad cultural interests and like
to gather information. They are interested in people, tend to be imaginative
and emotional, and tend to be strong in the arts.

People with the Diverging style prefer to work in groups, to listen with an
open mind and to receive personal feedback.
 Assimilating (watching and thinking - AC/RO)

The Assimilating learning preference is for a concise, logical approach.

Ideas and concepts are more important than people.
These people require good clear explanation rather than practical
opportunity.
They excel at understanding wide-ranging information and organising it a
clear logical format.
People with an Assimilating learning style are less focused on people and
more interested in ideas and abstract concepts.
These learning style people is important for effectiveness in information and
science careers. In formal learning situations, people with this style prefer
readings, lectures, exploring analytical models, and having time to think
things through.
 Converging (doing and thinking - AC/AE)

People with a Converging learning style can solve problems and will use
their learning to find solutions to practical issues.

They prefer technical tasks, and are less concerned with people and
interpersonal aspects. People with a Converging learning style are best at
finding practical uses for ideas and theories.

They can solve problems and make decisions by finding solutions to

questions and problems.

People with a Converging learning style are more attracted to technical

tasks and problems than social or interpersonal issues.

A Converging learning style enables specialist and technology abilities.

People with a Converging style like to experiment with new ideas, to
simulate, and to work with practical application.
 Accommodating (doing and feeling - CE/AE)

The Accommodating learning style is 'hands-on', and relies on intuition

rather than logic.

These people use other people's analysis, and prefer to take a practical,
experiential approach.

They are attracted to new challenges and experiences, and to carrying out
plans. They commonly act on 'gut' instinct rather than logical analysis.
People with an Accommodating learning style will tend to rely on others for
information than carry out their own analysis.

This learning style is prevalent and useful in roles requiring action and
initiative. People with an Accommodating learning style prefer to work in
teams to complete tasks. They set targets and actively work in the field
trying different ways to achieve an objective.
Honey and Mumford's Learning Styles

Reflector Theorist

Pragmatist Activist
 Theorists

Logical
Rational
Analytical
Objective
Perfectionist
Restricted lateral thinking
Dont like uncertainty
Dont like subjectivity
 Pragmatists

Does it work in practice?

Like linking the theory to the problem
Like to tackle it straight away
Enjoy coaching and feedback
Dont like open ended discussions
Need clear guidelines
Need immediate reward
 Activists

The here and now

Just do it
Jump in at the deep end
Have a go
Act without thinking it through
Dont like preparation
Get bored easily
 Reflectors

Take time to think it through

Consider all angles and implications
Listen to others
Uncomfortable in unplanned situations
Need information to work on
Dislike deadlines
Add in the learning styles.
Learning Styles

Practical Examples
VARK
Learning Styles

VARK
 VISUAL LEARNERS:

1. Optical Enhancement is the key.

2. Posters & Charts are useful.
These & photos are the top two methods.
85% retention rate (average) for use of charts.
75% retention rate (average) for use of posters or bulletin boards.
Rates higher with explanations.
 VISUAL LEARNERS:

3. There are more visual learners than other kinds.

4. It is based on the idea of the positioning of items.
5. Visual learners are often seen as daydreamers because they have to
reconstruct pictures in their minds.
6. Often very intelligent people.
 AUDITORY LEARNERS:

1. Based on learners who do better by hearing AND seeing new material.

2. Very likely to ask questions during a lecture.
It offers them a second chance.
3. Find tape recording lectures useful.
4. Classical music can help retention
60% without music (average),95% with music (average)
 AUDITORY LEARNERS:

5. Are very good readers due to practice with reading things out loud.
6. Quiet times are very frustrating.
7. This is the 2nd most-found style.
 Read/Write LEARNERS:

1. They like lists readings - library

headings notes (often verbatim)
dictionaries teachers who use
glossaries words well and have
definitions lots of information in
handouts sentences and notes
textbooks essays
2. They like manuals (computing
and laboratory)
Write out the words again and again.
Read notes (silently) again and again.
Rewrite ideas and principles into other words.
Organize any diagrams, graphs ... into statements, e.g. "The trend is..."
Turn reactions, actions, diagrams, charts and flows into words.
 KINAESTHETIC LEARNERS:

1. Based upon the idea that motion is useful for learning.

2. Hand gestures and positioning of the body are important.
3. Find it easier to learn with large amounts of space available.
They are often seen as immature or pushy because they want their
space.
 KINAESTHETIC LEARNERS:

4. Copying or re-copying material is helpful due to the motion involved.

90% retention rate (average) for re-copying notes material.
5. Difficulty in learning in traditional educational set-up.
They feel confined.
 Explore Learning Styles Further follow link below;

http://www.berghuis.co.nz/abiator/lsi/lsiframe.html

http://www.businessballs.com/vaklearningstylestest.htm

http://www.learning-styles.co.uk/

http://www2.le.ac.uk/offices/ssds/sd/pgr/resources/teaching/theories/ho
ney-mumford

http://www.mindtools.com/mnemlsty.html
http://www.vark-learn.com/english/index.asp