ED 4134 Assignment 2: Learning Style Supported by ICT and Implementation as a Cognitive Tool

I have tried to organise material on this blog site around the theme of Indigenous Australia. The image of an aboriginal person getting ready for a corroboree would facilitate learning for a visual/spatial learner. The visual learner is the most widespread of learning intelligences and most of the learning styles would be enhanced by image and graphics. The video clip, slide show and graphic organiser would also assist the visual learner as this material is in a visual form. Due to traditional Aboriginal taboos about photographing Aboriginal people it was difficult to get a range of images depicting traditional lifestyles.
In the video a visual learner could study the detail of the appearance of Aboriginals in their movement, voice and costume. As the video can be replayed it is a good opportunity to closely study detail of the corroboree and get a better sense of the nature of this type of activity.
As a video can contain many ways of expressing information and ideas it can suit most of the learning styles. In the corroboree video a bodily/kinesthetic intelligence would enjoy focusing on the dance and movement features of the video. As a video can include all types of information it can suit most learning styles. A video of discussions would suit the interpersonal learner. Videos of debates, surveys, journals, diaries would suit the Intrapersonal learner. As most videos have sound the needs of the verbal/linguistic intelligence and the musical/rhythmic intelligence would be appropriately met.
A graphic organiser would particularly suit a visual/spatial learner and would also be helpful to the logical mathematical intelligence due to its ability to organise material.
A sound file is useful for the verbal/linguistic and musical rhythmic learners and so a sound clip incorporating Aboriginal songs and languages would be useful for these types of learners.
Games can appeal to a wide variety of learning types. More sophisticated games appeal to most learning types. Multiple player games appeal to the intrapersonal and interpersonal learners. These games can also require teamwork and problem solving, strategy, simulation of experience as well as a range of emotional input such as empathy for characters in different situations. Higher order learning as articulated in Bloom's taxonomy involving strategic thinking, interpretative analysis, problem solving and adaptation to rapid change are also facilitated. Going on journeys in virtual landscapes facilitates the visual/spatial learner but also the verbal/linguistic learner as they write about the experiences they have along the way. Extending this type of learning can channel it towards higher level creative learning. In this way listening and writing skills can develop as students increase their ability to focus. The naturalist learner can be involved in learning with games that bring in a variety of database, mapping, microscope and other related skills. The body/kinesthetic learner is supported with simulations requiring eye-hand coordination and related activities.
A graphic organiser as set out in the Inspiration based mind-map setting out ideas around the theme of aboriginal Australia can open up higher order thinking possibilities as students use it to map out problems and look for solutions to resolve problems and challenges. Creativity develops as students are able to brainstorm different options and arrive at their own possible solutions and outcomes. Mindmaps can also be designed in the context of the particular stage of learning that the student has reached. Simpler or more complex organisers can be developed depending on the proximal stage of development the student is at. Students can also work in collaboration with each other and help to facilitate new and creative approaches to various situations. The logical/mathematical intelligence is promoted through activities that stimulate reasoning and so the order and form of the graphic organiser can help stimulate this ability. The graphic organiser also facilitates the categorizing and ordering of information which stimulates the naturalist intelligence. Manipulation of image stimulates the visual learner in the mindmap realm.