Changes currently taking place globally in education, training and all areas of human potential d... more Changes currently taking place globally in education, training and all areas of human potential development where learning forms the crux, have implications for e-learning. Innovation in virtual team learning is an imperative all facilitators of e-learning are confronted with. It necessitates continuous improvement of virtual learning programs in terms of curriculum design, curriculum implementation and assessment of learners. Interactive participation in virtual teams has become an evident means of promoting the principles of deep and constructive learning, and the life-skill of working in teams. Team members working in virtual teams are interdependent of each other and learn to becoming independent learners as end result.
Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners' full potential and facilitating the process of becoming flexible in problem solving in general. Making this possible has as prerequisite the flexibility of the facilitator of e-learning.
The Ned Herrmann whole brain theory is used as basis of the theoretical framework and adapted for learning style flexibility in virtual teams.
INTRODUCTION
In this chapter the role of assessor and the role of researcher/lifelong learne... more INTRODUCTION
In this chapter the role of assessor and the role of researcher/lifelong learner of every educator, trainer or development practitioner (ETDP) are closely integrated. This does not negate the importance of integrating these two roles with other roles, such as leader and facilitator of learning. The different roles ETDPs have are interrelated and cannot be separated. The notion of becoming an independent scholar of one’s assessment practice is promoted by suggesting that all assessors take responsibility for planning, monitoring and assessing their own assessment practices by means of action research and continuous critical reflection. The latter forms an integral part of action research and can be seen as an essential principle. To benefit from this chapter it is proposed that one constantly goes back to the different chapters of this book and other relevant sources on assessment. It will help in developing a holistic view of one’s assessment practice and entire education or training practice for that matter. Critical reflection cannot be effectively done without an accountable background such as the content of this book.
The purpose of this chapter is to focus on the assessor’s professional development that is grounded in a reflective investigation of his/her own assessment practice. Using professional portfolio building as a developmental process conducive to professional development in the context of lifelong learning is advocated. Keeping a reflective journal of ideas, data, examples of learners’ and own work on a continuous basis and that can be used in future for compiling the portfolio systematically, is helpful. In addition, other ways of disseminating the findings of one’s research about one’s assessment practice, such as reporting it by means of a journal or conference paper, are also proposed.
Critical reflection is an intrapersonal act with a view to improving what one is doing. Professional growth from such an intrapersonal locus of control viewpoint has to do with becoming a self-regulated, flexible, reflective practitioner/ assessor/action researcher who can monitor his/her own progress. The process of continuous reflexive practice, also referred to as ‘reflexivity’ (Burton & Bartlett, 2005), has its roots in learning theories such as metacognition and constructivism. Being metacognitively aware of how one assesses is empowering. In alignment with chapter 3, identifying one’s learning style preference in terms of one’s strengths and weaknesses as part of one’s metacognitive knowledge and developing flexibility, is emancipatory. By being critically reflective about one’s assessment practice and by acting on what one finds in a positive way, one constructs new meaning of one’s assessment practice. To ensure the latter, assessors should develop their ability to become scholarly assessors. For the purpose of becoming such a scholarly practitioner/assessor, action research is proposed. Action research as a tool for professional development is briefly explained, specifically in the context of assessment practice with the focus on the principle of critical reflection.
INTRODUCTION
With this chapter it is envisaged firstly to sensitise all assessors that eve... more INTRODUCTION
With this chapter it is envisaged firstly to sensitise all assessors that every person has different preferences when it comes to learning and the assessment of learning. This applies to both the learner and the assessor. The assessor might be a fact-based person and regard it as important to assess a learner’s understanding of facts in a written test. The learner, however, might be a visual learner and prefer to give evidence of his/her learning by building a 3D model.
Secondly the chapter intends to add value to assessors’ scholarly thinking about their assessment practices. As an assessor one should be critical about one’s assessment and be able to engage in critical discourse about assessment by using learning theories that would substantiate one’s arguments. The theory on learning style flexibility introduced in this chapter intends to do exactly that. Therefore this chapter should be read in conjunction with chapter 13 on critical reflection. This will help educators to link the role of assessor and the role of researcher and lifelong learner more closely.
In the third place this chapter challenges assessors to be innovative in changing their assessment practices by applying the principles of Learning Style Flexibility (LSF). The latter have implications for how we assess learning and how we design assessment opportunities – ensuring Learning Style Flexible Assessment (LSFA). Against the background of recent studies on multiple intelligences, this chapter investigates the imperative of accommodating different learning styles when assessing learning. The chapter also voices the importance of moving beyond such a “matching hypothesis” (Andrew, Pheiffer, Green & Holley, 2002). It also promotes the idea of developing learning style flexibility in both the assessor and the learner. Although an array of different theories on learning styles exist as reported in the work by Sternberg and Zhang (2001) and Kolb (1984). Only one is used as exemplar of how to apply the principles of LSF in assessment. Based on years of experience I found Herrmann’s (1995) model very user-friendly. In order not to complicate the idea of learning style flexibility, I do not include other learning style theories, since in each scholar’s work different terminology is used that might be confusing. I therefore use the terminology that is used by Herrmann and come back to this theory in chapter 13. It is suggested that the inquisitive educators study other learning style theories as well to find the one best working for them.
Saying that every learner is created with unique, unlimited potential might be considered a cliché. However, such a cliché becomes a challenge when it comes to assessment of learners with a view to unlocking their potential and developing it to the full by means of assessment. Challenges such as this bring the quest for being innovative in one’s assessment practice to the fore. The discussion of the theory on learning style flexibility applies its principles with a view to intentionally designing assessment opportunities for accountable assessment and learning.
Assessment should be an integral part of the process of facilitating learning as propagated in this book. Therefore assessment as an opportunity for learning brings about change in the learner. Change means growth, and growth is a continuous process – therefore the need for continuous assessment. In the context of assessment, change implies different nuances such as changing the type of assessment, changing the level of assessment as the different taxonomies in this book propose, and changing the assessment to allow for different brain activities. The latter is the focus of this chapter. Consequently a short explanation is given of the different intelligences that make humans what they are and how they react to life and how they learn.
The research reported in this article is part of a multidisciplinary study on the innovative impl... more The research reported in this article is part of a multidisciplinary study on the innovative implementation of a module on Information Literacy for a group of first year students. Key to the theoretical framework is the theory on whole brain® learning (Herrmann 1996). As baseline studies the thinking preferences of the students enrolled for the module and of lecturers responsible for offering the module were determined by means of a learning style questionnaire – the Herrmann Brain Dominance Instrument (HBDI™). The outcome is documented in an earlier issue of Libri. It is clear from the findings of these baseline studies that the group of students represents a composite whole that would challenge any lecturer to adapt his/her style with a view to accommodating all learning styles. To the background of these findings a longitudinal study took shape that investigates the innovation of the module in question and complements the professional development of academic staff. For this purpose action research served as overarching research design. Since the higher education practice is multidimensional other relevant learning theories such as constructivism and self-regulated learning are included in the theoretical framework. A short summary of several studies on the implementation of whole brain® learning in different contexts conducted at the University of Pretoria is given. It is through the supervision of these studies and years of experience in implementing the principles of whole brain® learning in our own practices and researching the influence of whole brain learning on our practices that we came to construct the comprehensive whole brain® model. The model integrates the expectations of learners, indicates what learners struggle with when their learning style is not accommodated and suggests the best ways of facilitating learning to address these expectations. As a tool for learning and facilitating learning it can be used by students and lecturers with a view to enhancing the quality of learning.
This paper reports an action research project being conducted at the University of Pretoria. The ... more This paper reports an action research project being conducted at the University of Pretoria. The study focuses on the idea that I, as an academic specialising in higher education, monitor and gather data about my practice, alongside the academics enroled for a formal professional qualification in higher education, with a view to sustaining scholarly and professional development. I do this to improve my practice in an innovative and accountable way, which includes constructing new meaning and contributing to the production of knowledge in the fields of facilitating learning in higher education and academic staff development. The case study under scrutiny is the Postgraduate Certificate in Higher Education (PGCHE). Cultivating scholarly higher education practitioners is viewed as an important aim of the programme. The focus is on constructing one’s own understanding of one’s higher education practice in a scholarly way. Adult learning theories, including self-regulated professional learning, as is to be found in the principles of action research, form an integral theoretical underpinning for scholarly development. Action research is used as a means of sustained professional learning for all participants. My study investigates how professional learning can be encouraged and sustained through the development and assessment of professional portfolios. The portfolios came to represent the living theories (McNiff 2002) of practice of all participants, substantiating educational values and claims of improved practice in a scholarly way. Since the portfolios, called professional portfolios, are based on the principles of action research, opposed to the notion that a portfolio is ‘a file of evidence’, they represent evidence of new knowledge constructed. A mix of research methods is used to obtain quantitative and qualitative data – gathered, inter alia, by means of a learning style questionnaire, text analysis and photo evidence. Other methods such as observation, student feedback questionnaires and interviews are not reported in this article.
Keywords: Whole brain learning, constructivist learning, action research, professional portfolio, learning styles, academic staff development, scholarship of teaching
Summative assessment qualifies the achievement of a student in a particular field of knowledge at... more Summative assessment qualifies the achievement of a student in a particular field of knowledge at a given time. It is important that the examination questions posed encompass the student’s learning experience. Questions should include a range of cognitive levels from Bloom’s taxonomy and be consistent with the learning outcomes of the course. Furthermore, a holistic approach to assessment, such as the application of the Herrmann whole brain model, needs to be applied to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment opportunities of two third year level modules in Biochemistry and Zoology. The questions posed in summative assessment opportunities were classified in terms of the cognitive levels identified by Bloom and the brain quadrants identified by Herrmann. Correlation tests were done between student performances and the level of questions. No correlation exists between cognitive level and performance. Student achievement does not reflect the required understanding and ability to implement knowledge, or to engage with the subject matter at higher cognitive levels.
The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Herrmann Whole Brain Instrument (HBDI) was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. Data collection methods included feedback questionnaires, observations, and video and photographic evidence.
The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.
Keywords: Mentoring, professional development, action research, whole brain learning.
Mentoring in higher education is a vital component of the professional development of young acade... more Mentoring in higher education is a vital component of the professional development of young academics. Mentoring relationships is special in the sense that it is a collaborative partnership in which both parties work towards common goals in terms of professional and personal development. An action research approach is followed since we consider it the most appropriate research design when it comes to professional development. In this article two sets of data are presented, namely a quantitative set on the learning style preference of all participants and a qualitative set consisting of narratives and discussed against the backdrop of literature. The narrative of Pam, an individual I as first author mentored for a period of time, is offered as well as my own experiences while being mentored by Jane and Pieter and mentoring Pam. The main themes that seem to permeate the narratives are those of trust, openness to professional learning, communication, negotiation and equal partnerships as they all reflect within the mirror of our own thinking preferences. The new concept of whole brain mentoring is constructed since we implemented mentoring in tandem with the principles of whole brain learning.
Keywords: Mentoring, whole brain learning, learning styles, professional development of academic staff, professional learning, action research, narratives
Objective
The objective of the research reported in this article was to establish the significan... more Objective
The objective of the research reported in this article was to establish the significance of the whole brain theory of Herrmann¹ for medical education. Within the notion of learning-centredness the researcher’s focus was on the different thinking preferences medical students have when entering the university.
Design
An action research design is followed as overarching research methodology. Action research is considered the most appropriate research design within the context of academic staff development. Professional learning of medical educators and specifically their accommodating of learning preferences forms the core of the professional development interventions they are involved in. These interventions are planned and monitored by the researcher who is a specialist in higher education and academic staff development. The multidisciplinary, longitudinal project that is undertaken spans several disciplines and research projects.
Setting
The research takes place in the context of the University of Pretoria, South Africa. Only the medical education section of the project is reported.
Method
A mixed-methods approach is followed. The specific pasrt of the action research process reported in this article is a baseline study. As a quantitative data gathering instrument the Herrmann Brain Dominance Instrument (HBDI)¹ was used. It is a questionnaire consisting of 120 items. It has been used with more than two million respondents world wide.
Results
The group of first-year medical students represents a composite whole brain group. This implies that in the group of students there are students from each of the so-called quadrants that reflect characteristics of different preferred ways of learning.
Conclusion
Since the group of medical students represents all different learning preferences as they are distinguished in the Herrmann¹ model, lecturers need to accommodate students according to their most preferred learning style. Furthermore, lecturers have to challenge themselves to be adaptable and to work beyond their own preferences. If they would facilitate learning according to their own preferred thinking style only, it would mean that a ‘one style fits all’ approach is adopted, which negates the fact that we all learn in a different manner.
The Herrmann Whole Brain approach (Herrman, 1995) provides evidence that using multiple learning... more The Herrmann Whole Brain approach (Herrman, 1995) provides evidence that using multiple learning styles promotes developing students’ full potential and deeper learning. It is generally believed that an education practitioner’s own learning style affects his or her teaching style. In addition Kolb (1981) points out that many disciplines predispose a learning style that tends to be relatively effective for that discipline. Unless education practitioners are exposed to multiple learning styles in facilitating learning they resort to using their personal or traditional discipline learning styles. This means that many lecturers may use only one or two learning styles.
Within the context of a large private higher educational provider, I assist with the academic development of academic staff. Many of the lecturers in private Higher Education institutions are subject matter experts rather than experts in the field of higher education. The lack of professional pedagogical development is a particular problem for Mathematics lecturers. The approach chosen to facilitate and challenge the teaching strategies of Mathematics lecturers was to offer a professional development workshop that assists lecturers in dealing with a topic that frustrates them, namely “Math anxiety”. In this workshop I attempt to allow lecturers to experience the use of activities that accommodate multiple learning styles as a stimulating example to improve strategies of facilitating learning in one’s own practice.
This paper reviews an iterative process of action research into my practice through multiple offerings and improvement of this workshop. I adopted an asset-based approach to action research (Du Toit, 2009) by using my own learning style profile as an asset and point of departure. Evidence of improvement is reported by means of qualitative and quantitative data.
The aim of this paper is to discuss strategies undertaken by me to improve my own teaching of res... more The aim of this paper is to discuss strategies undertaken by me to improve my own teaching of research design to Masters Students, as part of my professional development as higher education practitioner enrolled for the Postgraduate Certificate in Higher Education. The second author, programme co-ordinator of the latter, acts as my mentor. The focus of my improvement is on exploring the use of cooperative learning as a vehicle to facilitate the acquiring of knowledge and skills in terms of research methodology. This is an action research project guided by the research question: To what extent can cooperative leaning be used to assist students to acquire and develop research knowledge and skills? Included in the paper are the various activities which I undertook in order to provide students with the opportunity to practically apply theoretical knowledge and thus to improve the understanding of what research entails and how the various elements fit together. Current practices include group work, as an avenue to enhance student understanding. However, the full potential of cooperative learning has not been taken advantage of and this research enhanced my understanding of how to use cooperative learning as a vehicle for flexible learning. Preliminary findings indicate that students enjoyed the approach to teaching and learning and found the activities used “enriching”. Furthermore there was a clear progression in which the students moved from being “reactionary and see[ing] themselves more like empty vessels to be filled with knowledge” to participating as stated by a student “group work activities expect more of the learner than just sitting and listening to a lecturer”. This method of teaching enables students to decide on the “way we learners have to construct our own knowledge”.
In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a use... more In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a useful framework for mentoring in the Higher Education sector in South Africa. Kelly’s notion of constructive alternativism prompts practitioners to adopt a questioning attitude to life in HE; newly appointed academic staff members and their mentors have to be open to new experiences and new constructions of meaning, engaging in a reciprocal relationship typically prompting participants consciously to pursue critical reflection, innovation and transformative learning.
We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning style flexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the article with suggestions for mentoring in the HE sector.
South Africa is faced with a major problem of unemployment, especially among the youth, and there... more South Africa is faced with a major problem of unemployment, especially among the youth, and there is a need to alleviate high levels of unemployment among young graduates. The South African public sector has the perception that higher education institutions (HEI’s) do not prepare students adequately for the world of work. However, these challenges are being addressed through a range of government programmes such as the Internships programme, and HEI’s by incorporating work integrated learning in core programmes. The question that needs to be answered is whether the current teaching and learning model/framework implemented by the Department of Public Administration and Management at the University of South Africa successfully facilitates effective learning. This paper primarily reports the outcome of a study that aims at evaluating the extent to which the current teaching and learning model promotes effective outcomes-based learning. The focus of the evaluation is on the implementation of the principles of adult learning theories, such as constructivist learning, learning style flexibility, co-operative learning, and self-regulated learning. Furthermore, an investigation of the different roles of the lecturer, the design and development of effective work-integrated learning programmes; the implementation of such programmes by means of facilitating learning; and assessing learners’ mastering of outcomes, is reported. Based on action research this paper addresses the research question and provides recommendations relating to the existing framework, the roles of the lecturer as well as the importance of accountable curriculum development and assessment.
The University of Pretoria introduced a compulsory Information Literacy module to address the ne... more The University of Pretoria introduced a compulsory Information Literacy module to address the need to deliver self-motivated knowledge workers that embrace information and have the skills to find, select and use relevant information accurately efficient- and effectively in an explosive information age.
Low class attendance, an indication of unmotivated students, as well as limited scholarly application of Information literacy skills within subsequent academic years of study were identified as possible barriers to the application of skills learnt in this module.
A collaborative action research project based on the Whole Brain principles was introduced to motivate learners through innovative learning material within the module.
A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, designing, developing and delivering of learning opportunities and materials.
This article discusses the Whole Brain Model® as a mental model that underpins successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.
Keywords: Whole brain learning, Information literacy curriculum, Thinking preferences, Collaboration.
Changes currently taking place globally in education, training and all areas of human potential d... more Changes currently taking place globally in education, training and all areas of human potential development where learning forms the crux, have implications for e-learning. Innovation in virtual team learning is an imperative all facilitators of e-learning are confronted with. It necessitates continuous improvement of virtual learning programs in terms of curriculum design, curriculum implementation and assessment of learners. Interactive participation in virtual teams has become an evident means of promoting the principles of deep and constructive learning, and the life-skill of working in teams. Team members working in virtual teams are interdependent of each other and learn to becoming independent learners as end result.
Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners' full potential and facilitating the process of becoming flexible in problem solving in general. Making this possible has as prerequisite the flexibility of the facilitator of e-learning.
The Ned Herrmann whole brain theory is used as basis of the theoretical framework and adapted for learning style flexibility in virtual teams.
INTRODUCTION
In this chapter the role of assessor and the role of researcher/lifelong learne... more INTRODUCTION
In this chapter the role of assessor and the role of researcher/lifelong learner of every educator, trainer or development practitioner (ETDP) are closely integrated. This does not negate the importance of integrating these two roles with other roles, such as leader and facilitator of learning. The different roles ETDPs have are interrelated and cannot be separated. The notion of becoming an independent scholar of one’s assessment practice is promoted by suggesting that all assessors take responsibility for planning, monitoring and assessing their own assessment practices by means of action research and continuous critical reflection. The latter forms an integral part of action research and can be seen as an essential principle. To benefit from this chapter it is proposed that one constantly goes back to the different chapters of this book and other relevant sources on assessment. It will help in developing a holistic view of one’s assessment practice and entire education or training practice for that matter. Critical reflection cannot be effectively done without an accountable background such as the content of this book.
The purpose of this chapter is to focus on the assessor’s professional development that is grounded in a reflective investigation of his/her own assessment practice. Using professional portfolio building as a developmental process conducive to professional development in the context of lifelong learning is advocated. Keeping a reflective journal of ideas, data, examples of learners’ and own work on a continuous basis and that can be used in future for compiling the portfolio systematically, is helpful. In addition, other ways of disseminating the findings of one’s research about one’s assessment practice, such as reporting it by means of a journal or conference paper, are also proposed.
Critical reflection is an intrapersonal act with a view to improving what one is doing. Professional growth from such an intrapersonal locus of control viewpoint has to do with becoming a self-regulated, flexible, reflective practitioner/ assessor/action researcher who can monitor his/her own progress. The process of continuous reflexive practice, also referred to as ‘reflexivity’ (Burton & Bartlett, 2005), has its roots in learning theories such as metacognition and constructivism. Being metacognitively aware of how one assesses is empowering. In alignment with chapter 3, identifying one’s learning style preference in terms of one’s strengths and weaknesses as part of one’s metacognitive knowledge and developing flexibility, is emancipatory. By being critically reflective about one’s assessment practice and by acting on what one finds in a positive way, one constructs new meaning of one’s assessment practice. To ensure the latter, assessors should develop their ability to become scholarly assessors. For the purpose of becoming such a scholarly practitioner/assessor, action research is proposed. Action research as a tool for professional development is briefly explained, specifically in the context of assessment practice with the focus on the principle of critical reflection.
INTRODUCTION
With this chapter it is envisaged firstly to sensitise all assessors that eve... more INTRODUCTION
With this chapter it is envisaged firstly to sensitise all assessors that every person has different preferences when it comes to learning and the assessment of learning. This applies to both the learner and the assessor. The assessor might be a fact-based person and regard it as important to assess a learner’s understanding of facts in a written test. The learner, however, might be a visual learner and prefer to give evidence of his/her learning by building a 3D model.
Secondly the chapter intends to add value to assessors’ scholarly thinking about their assessment practices. As an assessor one should be critical about one’s assessment and be able to engage in critical discourse about assessment by using learning theories that would substantiate one’s arguments. The theory on learning style flexibility introduced in this chapter intends to do exactly that. Therefore this chapter should be read in conjunction with chapter 13 on critical reflection. This will help educators to link the role of assessor and the role of researcher and lifelong learner more closely.
In the third place this chapter challenges assessors to be innovative in changing their assessment practices by applying the principles of Learning Style Flexibility (LSF). The latter have implications for how we assess learning and how we design assessment opportunities – ensuring Learning Style Flexible Assessment (LSFA). Against the background of recent studies on multiple intelligences, this chapter investigates the imperative of accommodating different learning styles when assessing learning. The chapter also voices the importance of moving beyond such a “matching hypothesis” (Andrew, Pheiffer, Green & Holley, 2002). It also promotes the idea of developing learning style flexibility in both the assessor and the learner. Although an array of different theories on learning styles exist as reported in the work by Sternberg and Zhang (2001) and Kolb (1984). Only one is used as exemplar of how to apply the principles of LSF in assessment. Based on years of experience I found Herrmann’s (1995) model very user-friendly. In order not to complicate the idea of learning style flexibility, I do not include other learning style theories, since in each scholar’s work different terminology is used that might be confusing. I therefore use the terminology that is used by Herrmann and come back to this theory in chapter 13. It is suggested that the inquisitive educators study other learning style theories as well to find the one best working for them.
Saying that every learner is created with unique, unlimited potential might be considered a cliché. However, such a cliché becomes a challenge when it comes to assessment of learners with a view to unlocking their potential and developing it to the full by means of assessment. Challenges such as this bring the quest for being innovative in one’s assessment practice to the fore. The discussion of the theory on learning style flexibility applies its principles with a view to intentionally designing assessment opportunities for accountable assessment and learning.
Assessment should be an integral part of the process of facilitating learning as propagated in this book. Therefore assessment as an opportunity for learning brings about change in the learner. Change means growth, and growth is a continuous process – therefore the need for continuous assessment. In the context of assessment, change implies different nuances such as changing the type of assessment, changing the level of assessment as the different taxonomies in this book propose, and changing the assessment to allow for different brain activities. The latter is the focus of this chapter. Consequently a short explanation is given of the different intelligences that make humans what they are and how they react to life and how they learn.
The research reported in this article is part of a multidisciplinary study on the innovative impl... more The research reported in this article is part of a multidisciplinary study on the innovative implementation of a module on Information Literacy for a group of first year students. Key to the theoretical framework is the theory on whole brain® learning (Herrmann 1996). As baseline studies the thinking preferences of the students enrolled for the module and of lecturers responsible for offering the module were determined by means of a learning style questionnaire – the Herrmann Brain Dominance Instrument (HBDI™). The outcome is documented in an earlier issue of Libri. It is clear from the findings of these baseline studies that the group of students represents a composite whole that would challenge any lecturer to adapt his/her style with a view to accommodating all learning styles. To the background of these findings a longitudinal study took shape that investigates the innovation of the module in question and complements the professional development of academic staff. For this purpose action research served as overarching research design. Since the higher education practice is multidimensional other relevant learning theories such as constructivism and self-regulated learning are included in the theoretical framework. A short summary of several studies on the implementation of whole brain® learning in different contexts conducted at the University of Pretoria is given. It is through the supervision of these studies and years of experience in implementing the principles of whole brain® learning in our own practices and researching the influence of whole brain learning on our practices that we came to construct the comprehensive whole brain® model. The model integrates the expectations of learners, indicates what learners struggle with when their learning style is not accommodated and suggests the best ways of facilitating learning to address these expectations. As a tool for learning and facilitating learning it can be used by students and lecturers with a view to enhancing the quality of learning.
This paper reports an action research project being conducted at the University of Pretoria. The ... more This paper reports an action research project being conducted at the University of Pretoria. The study focuses on the idea that I, as an academic specialising in higher education, monitor and gather data about my practice, alongside the academics enroled for a formal professional qualification in higher education, with a view to sustaining scholarly and professional development. I do this to improve my practice in an innovative and accountable way, which includes constructing new meaning and contributing to the production of knowledge in the fields of facilitating learning in higher education and academic staff development. The case study under scrutiny is the Postgraduate Certificate in Higher Education (PGCHE). Cultivating scholarly higher education practitioners is viewed as an important aim of the programme. The focus is on constructing one’s own understanding of one’s higher education practice in a scholarly way. Adult learning theories, including self-regulated professional learning, as is to be found in the principles of action research, form an integral theoretical underpinning for scholarly development. Action research is used as a means of sustained professional learning for all participants. My study investigates how professional learning can be encouraged and sustained through the development and assessment of professional portfolios. The portfolios came to represent the living theories (McNiff 2002) of practice of all participants, substantiating educational values and claims of improved practice in a scholarly way. Since the portfolios, called professional portfolios, are based on the principles of action research, opposed to the notion that a portfolio is ‘a file of evidence’, they represent evidence of new knowledge constructed. A mix of research methods is used to obtain quantitative and qualitative data – gathered, inter alia, by means of a learning style questionnaire, text analysis and photo evidence. Other methods such as observation, student feedback questionnaires and interviews are not reported in this article.
Keywords: Whole brain learning, constructivist learning, action research, professional portfolio, learning styles, academic staff development, scholarship of teaching
Summative assessment qualifies the achievement of a student in a particular field of knowledge at... more Summative assessment qualifies the achievement of a student in a particular field of knowledge at a given time. It is important that the examination questions posed encompass the student’s learning experience. Questions should include a range of cognitive levels from Bloom’s taxonomy and be consistent with the learning outcomes of the course. Furthermore, a holistic approach to assessment, such as the application of the Herrmann whole brain model, needs to be applied to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment opportunities of two third year level modules in Biochemistry and Zoology. The questions posed in summative assessment opportunities were classified in terms of the cognitive levels identified by Bloom and the brain quadrants identified by Herrmann. Correlation tests were done between student performances and the level of questions. No correlation exists between cognitive level and performance. Student achievement does not reflect the required understanding and ability to implement knowledge, or to engage with the subject matter at higher cognitive levels.
The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Herrmann Whole Brain Instrument (HBDI) was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. Data collection methods included feedback questionnaires, observations, and video and photographic evidence.
The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.
Keywords: Mentoring, professional development, action research, whole brain learning.
Mentoring in higher education is a vital component of the professional development of young acade... more Mentoring in higher education is a vital component of the professional development of young academics. Mentoring relationships is special in the sense that it is a collaborative partnership in which both parties work towards common goals in terms of professional and personal development. An action research approach is followed since we consider it the most appropriate research design when it comes to professional development. In this article two sets of data are presented, namely a quantitative set on the learning style preference of all participants and a qualitative set consisting of narratives and discussed against the backdrop of literature. The narrative of Pam, an individual I as first author mentored for a period of time, is offered as well as my own experiences while being mentored by Jane and Pieter and mentoring Pam. The main themes that seem to permeate the narratives are those of trust, openness to professional learning, communication, negotiation and equal partnerships as they all reflect within the mirror of our own thinking preferences. The new concept of whole brain mentoring is constructed since we implemented mentoring in tandem with the principles of whole brain learning.
Keywords: Mentoring, whole brain learning, learning styles, professional development of academic staff, professional learning, action research, narratives
Objective
The objective of the research reported in this article was to establish the significan... more Objective
The objective of the research reported in this article was to establish the significance of the whole brain theory of Herrmann¹ for medical education. Within the notion of learning-centredness the researcher’s focus was on the different thinking preferences medical students have when entering the university.
Design
An action research design is followed as overarching research methodology. Action research is considered the most appropriate research design within the context of academic staff development. Professional learning of medical educators and specifically their accommodating of learning preferences forms the core of the professional development interventions they are involved in. These interventions are planned and monitored by the researcher who is a specialist in higher education and academic staff development. The multidisciplinary, longitudinal project that is undertaken spans several disciplines and research projects.
Setting
The research takes place in the context of the University of Pretoria, South Africa. Only the medical education section of the project is reported.
Method
A mixed-methods approach is followed. The specific pasrt of the action research process reported in this article is a baseline study. As a quantitative data gathering instrument the Herrmann Brain Dominance Instrument (HBDI)¹ was used. It is a questionnaire consisting of 120 items. It has been used with more than two million respondents world wide.
Results
The group of first-year medical students represents a composite whole brain group. This implies that in the group of students there are students from each of the so-called quadrants that reflect characteristics of different preferred ways of learning.
Conclusion
Since the group of medical students represents all different learning preferences as they are distinguished in the Herrmann¹ model, lecturers need to accommodate students according to their most preferred learning style. Furthermore, lecturers have to challenge themselves to be adaptable and to work beyond their own preferences. If they would facilitate learning according to their own preferred thinking style only, it would mean that a ‘one style fits all’ approach is adopted, which negates the fact that we all learn in a different manner.
The Herrmann Whole Brain approach (Herrman, 1995) provides evidence that using multiple learning... more The Herrmann Whole Brain approach (Herrman, 1995) provides evidence that using multiple learning styles promotes developing students’ full potential and deeper learning. It is generally believed that an education practitioner’s own learning style affects his or her teaching style. In addition Kolb (1981) points out that many disciplines predispose a learning style that tends to be relatively effective for that discipline. Unless education practitioners are exposed to multiple learning styles in facilitating learning they resort to using their personal or traditional discipline learning styles. This means that many lecturers may use only one or two learning styles.
Within the context of a large private higher educational provider, I assist with the academic development of academic staff. Many of the lecturers in private Higher Education institutions are subject matter experts rather than experts in the field of higher education. The lack of professional pedagogical development is a particular problem for Mathematics lecturers. The approach chosen to facilitate and challenge the teaching strategies of Mathematics lecturers was to offer a professional development workshop that assists lecturers in dealing with a topic that frustrates them, namely “Math anxiety”. In this workshop I attempt to allow lecturers to experience the use of activities that accommodate multiple learning styles as a stimulating example to improve strategies of facilitating learning in one’s own practice.
This paper reviews an iterative process of action research into my practice through multiple offerings and improvement of this workshop. I adopted an asset-based approach to action research (Du Toit, 2009) by using my own learning style profile as an asset and point of departure. Evidence of improvement is reported by means of qualitative and quantitative data.
The aim of this paper is to discuss strategies undertaken by me to improve my own teaching of res... more The aim of this paper is to discuss strategies undertaken by me to improve my own teaching of research design to Masters Students, as part of my professional development as higher education practitioner enrolled for the Postgraduate Certificate in Higher Education. The second author, programme co-ordinator of the latter, acts as my mentor. The focus of my improvement is on exploring the use of cooperative learning as a vehicle to facilitate the acquiring of knowledge and skills in terms of research methodology. This is an action research project guided by the research question: To what extent can cooperative leaning be used to assist students to acquire and develop research knowledge and skills? Included in the paper are the various activities which I undertook in order to provide students with the opportunity to practically apply theoretical knowledge and thus to improve the understanding of what research entails and how the various elements fit together. Current practices include group work, as an avenue to enhance student understanding. However, the full potential of cooperative learning has not been taken advantage of and this research enhanced my understanding of how to use cooperative learning as a vehicle for flexible learning. Preliminary findings indicate that students enjoyed the approach to teaching and learning and found the activities used “enriching”. Furthermore there was a clear progression in which the students moved from being “reactionary and see[ing] themselves more like empty vessels to be filled with knowledge” to participating as stated by a student “group work activities expect more of the learner than just sitting and listening to a lecturer”. This method of teaching enables students to decide on the “way we learners have to construct our own knowledge”.
In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a use... more In this article we argue that Kelly’s construct psychology (Kelly 1955; 1966/2003) provides a useful framework for mentoring in the Higher Education sector in South Africa. Kelly’s notion of constructive alternativism prompts practitioners to adopt a questioning attitude to life in HE; newly appointed academic staff members and their mentors have to be open to new experiences and new constructions of meaning, engaging in a reciprocal relationship typically prompting participants consciously to pursue critical reflection, innovation and transformative learning.
We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning style flexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the article with suggestions for mentoring in the HE sector.
South Africa is faced with a major problem of unemployment, especially among the youth, and there... more South Africa is faced with a major problem of unemployment, especially among the youth, and there is a need to alleviate high levels of unemployment among young graduates. The South African public sector has the perception that higher education institutions (HEI’s) do not prepare students adequately for the world of work. However, these challenges are being addressed through a range of government programmes such as the Internships programme, and HEI’s by incorporating work integrated learning in core programmes. The question that needs to be answered is whether the current teaching and learning model/framework implemented by the Department of Public Administration and Management at the University of South Africa successfully facilitates effective learning. This paper primarily reports the outcome of a study that aims at evaluating the extent to which the current teaching and learning model promotes effective outcomes-based learning. The focus of the evaluation is on the implementation of the principles of adult learning theories, such as constructivist learning, learning style flexibility, co-operative learning, and self-regulated learning. Furthermore, an investigation of the different roles of the lecturer, the design and development of effective work-integrated learning programmes; the implementation of such programmes by means of facilitating learning; and assessing learners’ mastering of outcomes, is reported. Based on action research this paper addresses the research question and provides recommendations relating to the existing framework, the roles of the lecturer as well as the importance of accountable curriculum development and assessment.
The University of Pretoria introduced a compulsory Information Literacy module to address the ne... more The University of Pretoria introduced a compulsory Information Literacy module to address the need to deliver self-motivated knowledge workers that embrace information and have the skills to find, select and use relevant information accurately efficient- and effectively in an explosive information age.
Low class attendance, an indication of unmotivated students, as well as limited scholarly application of Information literacy skills within subsequent academic years of study were identified as possible barriers to the application of skills learnt in this module.
A collaborative action research project based on the Whole Brain principles was introduced to motivate learners through innovative learning material within the module.
A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, designing, developing and delivering of learning opportunities and materials.
This article discusses the Whole Brain Model® as a mental model that underpins successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.
Keywords: Whole brain learning, Information literacy curriculum, Thinking preferences, Collaboration.
This article reports a research project in which the thinking preferences of a group of students ... more This article reports a research project in which the thinking preferences of a group of students enrolled for a module on information literacy at the University of Pretoria were determined. Annually about 7 000 first-year students enrol for this module. The main aim of the research project was to determine to what extent the traditional approach to offering the module could be changed with a view to accommodating students with differing thinking preferences and enhancing the quality of learning. To get a holistic perspective on learning the theory on whole brain learning and the application of Herrmann’s whole brain learning inventory were applied and investigated.
The research forms part of an overarching interdisciplinary research project that focuses on facilitating whole brain information literacy. Since the focus is on investigating a specific practice, action research is used as scholarly process for professional development. The action research approach includes mixed methods. This mix allows for merging quantitative and qualitative studies.
The first phase of the project consisted of a baseline study. It entailed a quantitative approach to determining the students’ learning style profiles by means of the Herrmann Brain Dominance Instrument (HBDI) – used as a diagnostic assessment tool. The outcome of this diagnostic assessment forms part of the baseline data for the envisaged longitudinal study.
The context of the research reported in this paper is teaching a module on Information Literacy a... more The context of the research reported in this paper is teaching a module on Information Literacy at university level, with a specific focus on curriculum development and professional development of academic staff. Continuing professional development of academic staff at universities has become an imperative in South Africa. This is inter alia a consequence of the new education dispensation that emphasises the importance of higher education and training that recently resulted in the South African government appointing a minister of higher education and training for the first time. This imperative is underscored by several initiatives taken by higher education institutions in the country. The University of Pretoria is no exception: Professional development of academic staff is increasingly being highlighted in policy documents, in the welcoming speech of the newly appointed Principal, strategic initiatives in this regard by the office of the Vice-principal responsible for undergraduate studies, the Department for Education Innovation that takes responsibility for academic staff development and the Division for Higher Education in the Faculty of Education that offers a formal higher education qualification – all integrated and linked to the current operational performance management system.
The University of Pretoria prides itself in being an internationally recognised university that p... more The University of Pretoria prides itself in being an internationally recognised university that promotes developing ‘leading minds’ and the ‘innovation generation’ – two slogans respectively used currently and in the past. We as a group of researchers involved in an interdisciplinary research project, opted for monitoring the transforming of the current Information Literacy module offered to first year students in a scholarly way. This monitoring process includes research-driven quality assurance from an internal locus of control viewpoint. Information Literacy is a compulsory module for all first year students at the University – annually 8 000 from an array of faculties. The module was designed by a group of senior academic staff members from the Department of Information Science. A text book, Navigating Information Literacy forms the core of the study material. Additional learning material is being developed as part of a learning toolkit, which is used by the lecturers and students to promote learning. The module is offered by a group of 16 assistant lecturers who are also enroled in postgraduate studies in their respective fields of specialisation.
The traditional fact-based module was recently innovated and is continuously being transformed by means of a scholarly approach that includes the principles of action research and whole brain learning. An asset-based approach to our action research is transformational in itself. We start with the inherent quality/asset all humans have, namely to execute tasks in a preferred style of thinking. For this purpose we use the whole brain theory of Ned Herrmann that serves as core theoretical framework, The whole brain theory is integrated with other relevant adult learning theories such as self-regulated learning, and theories of facilitating learning and assessment in higher education. A holistic approach is followed in terms of the Information Literacy module per se and the complementary academic staff development. All participants are involved in some professional development interventions. Different sets of baseline data have been reported at other international conferences. This paper complements such presentations by means of quantitative and qualitative feedback obtained from students and academic staff and observations as well as text analyses regarding the development of learning material.
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Books by Pieter Du Toit
Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners' full potential and facilitating the process of becoming flexible in problem solving in general. Making this possible has as prerequisite the flexibility of the facilitator of e-learning.
The Ned Herrmann whole brain theory is used as basis of the theoretical framework and adapted for learning style flexibility in virtual teams.
In this chapter the role of assessor and the role of researcher/lifelong learner of every educator, trainer or development practitioner (ETDP) are closely integrated. This does not negate the importance of integrating these two roles with other roles, such as leader and facilitator of learning. The different roles ETDPs have are interrelated and cannot be separated. The notion of becoming an independent scholar of one’s assessment practice is promoted by suggesting that all assessors take responsibility for planning, monitoring and assessing their own assessment practices by means of action research and continuous critical reflection. The latter forms an integral part of action research and can be seen as an essential principle. To benefit from this chapter it is proposed that one constantly goes back to the different chapters of this book and other relevant sources on assessment. It will help in developing a holistic view of one’s assessment practice and entire education or training practice for that matter. Critical reflection cannot be effectively done without an accountable background such as the content of this book.
The purpose of this chapter is to focus on the assessor’s professional development that is grounded in a reflective investigation of his/her own assessment practice. Using professional portfolio building as a developmental process conducive to professional development in the context of lifelong learning is advocated. Keeping a reflective journal of ideas, data, examples of learners’ and own work on a continuous basis and that can be used in future for compiling the portfolio systematically, is helpful. In addition, other ways of disseminating the findings of one’s research about one’s assessment practice, such as reporting it by means of a journal or conference paper, are also proposed.
Critical reflection is an intrapersonal act with a view to improving what one is doing. Professional growth from such an intrapersonal locus of control viewpoint has to do with becoming a self-regulated, flexible, reflective practitioner/ assessor/action researcher who can monitor his/her own progress. The process of continuous reflexive practice, also referred to as ‘reflexivity’ (Burton & Bartlett, 2005), has its roots in learning theories such as metacognition and constructivism. Being metacognitively aware of how one assesses is empowering. In alignment with chapter 3, identifying one’s learning style preference in terms of one’s strengths and weaknesses as part of one’s metacognitive knowledge and developing flexibility, is emancipatory. By being critically reflective about one’s assessment practice and by acting on what one finds in a positive way, one constructs new meaning of one’s assessment practice. To ensure the latter, assessors should develop their ability to become scholarly assessors. For the purpose of becoming such a scholarly practitioner/assessor, action research is proposed. Action research as a tool for professional development is briefly explained, specifically in the context of assessment practice with the focus on the principle of critical reflection.
With this chapter it is envisaged firstly to sensitise all assessors that every person has different preferences when it comes to learning and the assessment of learning. This applies to both the learner and the assessor. The assessor might be a fact-based person and regard it as important to assess a learner’s understanding of facts in a written test. The learner, however, might be a visual learner and prefer to give evidence of his/her learning by building a 3D model.
Secondly the chapter intends to add value to assessors’ scholarly thinking about their assessment practices. As an assessor one should be critical about one’s assessment and be able to engage in critical discourse about assessment by using learning theories that would substantiate one’s arguments. The theory on learning style flexibility introduced in this chapter intends to do exactly that. Therefore this chapter should be read in conjunction with chapter 13 on critical reflection. This will help educators to link the role of assessor and the role of researcher and lifelong learner more closely.
In the third place this chapter challenges assessors to be innovative in changing their assessment practices by applying the principles of Learning Style Flexibility (LSF). The latter have implications for how we assess learning and how we design assessment opportunities – ensuring Learning Style Flexible Assessment (LSFA). Against the background of recent studies on multiple intelligences, this chapter investigates the imperative of accommodating different learning styles when assessing learning. The chapter also voices the importance of moving beyond such a “matching hypothesis” (Andrew, Pheiffer, Green & Holley, 2002). It also promotes the idea of developing learning style flexibility in both the assessor and the learner. Although an array of different theories on learning styles exist as reported in the work by Sternberg and Zhang (2001) and Kolb (1984). Only one is used as exemplar of how to apply the principles of LSF in assessment. Based on years of experience I found Herrmann’s (1995) model very user-friendly. In order not to complicate the idea of learning style flexibility, I do not include other learning style theories, since in each scholar’s work different terminology is used that might be confusing. I therefore use the terminology that is used by Herrmann and come back to this theory in chapter 13. It is suggested that the inquisitive educators study other learning style theories as well to find the one best working for them.
Saying that every learner is created with unique, unlimited potential might be considered a cliché. However, such a cliché becomes a challenge when it comes to assessment of learners with a view to unlocking their potential and developing it to the full by means of assessment. Challenges such as this bring the quest for being innovative in one’s assessment practice to the fore. The discussion of the theory on learning style flexibility applies its principles with a view to intentionally designing assessment opportunities for accountable assessment and learning.
Assessment should be an integral part of the process of facilitating learning as propagated in this book. Therefore assessment as an opportunity for learning brings about change in the learner. Change means growth, and growth is a continuous process – therefore the need for continuous assessment. In the context of assessment, change implies different nuances such as changing the type of assessment, changing the level of assessment as the different taxonomies in this book propose, and changing the assessment to allow for different brain activities. The latter is the focus of this chapter. Consequently a short explanation is given of the different intelligences that make humans what they are and how they react to life and how they learn.
Papers by Pieter Du Toit
Keywords: Whole brain learning, constructivist learning, action research, professional portfolio, learning styles, academic staff development, scholarship of teaching
The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Herrmann Whole Brain Instrument (HBDI) was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. Data collection methods included feedback questionnaires, observations, and video and photographic evidence.
The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.
Keywords: Mentoring, professional development, action research, whole brain learning.
Keywords: Mentoring, whole brain learning, learning styles, professional development of academic staff, professional learning, action research, narratives
The objective of the research reported in this article was to establish the significance of the whole brain theory of Herrmann¹ for medical education. Within the notion of learning-centredness the researcher’s focus was on the different thinking preferences medical students have when entering the university.
Design
An action research design is followed as overarching research methodology. Action research is considered the most appropriate research design within the context of academic staff development. Professional learning of medical educators and specifically their accommodating of learning preferences forms the core of the professional development interventions they are involved in. These interventions are planned and monitored by the researcher who is a specialist in higher education and academic staff development. The multidisciplinary, longitudinal project that is undertaken spans several disciplines and research projects.
Setting
The research takes place in the context of the University of Pretoria, South Africa. Only the medical education section of the project is reported.
Method
A mixed-methods approach is followed. The specific pasrt of the action research process reported in this article is a baseline study. As a quantitative data gathering instrument the Herrmann Brain Dominance Instrument (HBDI)¹ was used. It is a questionnaire consisting of 120 items. It has been used with more than two million respondents world wide.
Results
The group of first-year medical students represents a composite whole brain group. This implies that in the group of students there are students from each of the so-called quadrants that reflect characteristics of different preferred ways of learning.
Conclusion
Since the group of medical students represents all different learning preferences as they are distinguished in the Herrmann¹ model, lecturers need to accommodate students according to their most preferred learning style. Furthermore, lecturers have to challenge themselves to be adaptable and to work beyond their own preferences. If they would facilitate learning according to their own preferred thinking style only, it would mean that a ‘one style fits all’ approach is adopted, which negates the fact that we all learn in a different manner.
Key words: Whole brain learning, action research, thinking preferences, learning theories
Within the context of a large private higher educational provider, I assist with the academic development of academic staff. Many of the lecturers in private Higher Education institutions are subject matter experts rather than experts in the field of higher education. The lack of professional pedagogical development is a particular problem for Mathematics lecturers. The approach chosen to facilitate and challenge the teaching strategies of Mathematics lecturers was to offer a professional development workshop that assists lecturers in dealing with a topic that frustrates them, namely “Math anxiety”. In this workshop I attempt to allow lecturers to experience the use of activities that accommodate multiple learning styles as a stimulating example to improve strategies of facilitating learning in one’s own practice.
This paper reviews an iterative process of action research into my practice through multiple offerings and improvement of this workshop. I adopted an asset-based approach to action research (Du Toit, 2009) by using my own learning style profile as an asset and point of departure. Evidence of improvement is reported by means of qualitative and quantitative data.
We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning style flexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the article with suggestions for mentoring in the HE sector.
Low class attendance, an indication of unmotivated students, as well as limited scholarly application of Information literacy skills within subsequent academic years of study were identified as possible barriers to the application of skills learnt in this module.
A collaborative action research project based on the Whole Brain principles was introduced to motivate learners through innovative learning material within the module.
A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, designing, developing and delivering of learning opportunities and materials.
This article discusses the Whole Brain Model® as a mental model that underpins successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.
Keywords: Whole brain learning, Information literacy curriculum, Thinking preferences, Collaboration.
Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners' full potential and facilitating the process of becoming flexible in problem solving in general. Making this possible has as prerequisite the flexibility of the facilitator of e-learning.
The Ned Herrmann whole brain theory is used as basis of the theoretical framework and adapted for learning style flexibility in virtual teams.
In this chapter the role of assessor and the role of researcher/lifelong learner of every educator, trainer or development practitioner (ETDP) are closely integrated. This does not negate the importance of integrating these two roles with other roles, such as leader and facilitator of learning. The different roles ETDPs have are interrelated and cannot be separated. The notion of becoming an independent scholar of one’s assessment practice is promoted by suggesting that all assessors take responsibility for planning, monitoring and assessing their own assessment practices by means of action research and continuous critical reflection. The latter forms an integral part of action research and can be seen as an essential principle. To benefit from this chapter it is proposed that one constantly goes back to the different chapters of this book and other relevant sources on assessment. It will help in developing a holistic view of one’s assessment practice and entire education or training practice for that matter. Critical reflection cannot be effectively done without an accountable background such as the content of this book.
The purpose of this chapter is to focus on the assessor’s professional development that is grounded in a reflective investigation of his/her own assessment practice. Using professional portfolio building as a developmental process conducive to professional development in the context of lifelong learning is advocated. Keeping a reflective journal of ideas, data, examples of learners’ and own work on a continuous basis and that can be used in future for compiling the portfolio systematically, is helpful. In addition, other ways of disseminating the findings of one’s research about one’s assessment practice, such as reporting it by means of a journal or conference paper, are also proposed.
Critical reflection is an intrapersonal act with a view to improving what one is doing. Professional growth from such an intrapersonal locus of control viewpoint has to do with becoming a self-regulated, flexible, reflective practitioner/ assessor/action researcher who can monitor his/her own progress. The process of continuous reflexive practice, also referred to as ‘reflexivity’ (Burton & Bartlett, 2005), has its roots in learning theories such as metacognition and constructivism. Being metacognitively aware of how one assesses is empowering. In alignment with chapter 3, identifying one’s learning style preference in terms of one’s strengths and weaknesses as part of one’s metacognitive knowledge and developing flexibility, is emancipatory. By being critically reflective about one’s assessment practice and by acting on what one finds in a positive way, one constructs new meaning of one’s assessment practice. To ensure the latter, assessors should develop their ability to become scholarly assessors. For the purpose of becoming such a scholarly practitioner/assessor, action research is proposed. Action research as a tool for professional development is briefly explained, specifically in the context of assessment practice with the focus on the principle of critical reflection.
With this chapter it is envisaged firstly to sensitise all assessors that every person has different preferences when it comes to learning and the assessment of learning. This applies to both the learner and the assessor. The assessor might be a fact-based person and regard it as important to assess a learner’s understanding of facts in a written test. The learner, however, might be a visual learner and prefer to give evidence of his/her learning by building a 3D model.
Secondly the chapter intends to add value to assessors’ scholarly thinking about their assessment practices. As an assessor one should be critical about one’s assessment and be able to engage in critical discourse about assessment by using learning theories that would substantiate one’s arguments. The theory on learning style flexibility introduced in this chapter intends to do exactly that. Therefore this chapter should be read in conjunction with chapter 13 on critical reflection. This will help educators to link the role of assessor and the role of researcher and lifelong learner more closely.
In the third place this chapter challenges assessors to be innovative in changing their assessment practices by applying the principles of Learning Style Flexibility (LSF). The latter have implications for how we assess learning and how we design assessment opportunities – ensuring Learning Style Flexible Assessment (LSFA). Against the background of recent studies on multiple intelligences, this chapter investigates the imperative of accommodating different learning styles when assessing learning. The chapter also voices the importance of moving beyond such a “matching hypothesis” (Andrew, Pheiffer, Green & Holley, 2002). It also promotes the idea of developing learning style flexibility in both the assessor and the learner. Although an array of different theories on learning styles exist as reported in the work by Sternberg and Zhang (2001) and Kolb (1984). Only one is used as exemplar of how to apply the principles of LSF in assessment. Based on years of experience I found Herrmann’s (1995) model very user-friendly. In order not to complicate the idea of learning style flexibility, I do not include other learning style theories, since in each scholar’s work different terminology is used that might be confusing. I therefore use the terminology that is used by Herrmann and come back to this theory in chapter 13. It is suggested that the inquisitive educators study other learning style theories as well to find the one best working for them.
Saying that every learner is created with unique, unlimited potential might be considered a cliché. However, such a cliché becomes a challenge when it comes to assessment of learners with a view to unlocking their potential and developing it to the full by means of assessment. Challenges such as this bring the quest for being innovative in one’s assessment practice to the fore. The discussion of the theory on learning style flexibility applies its principles with a view to intentionally designing assessment opportunities for accountable assessment and learning.
Assessment should be an integral part of the process of facilitating learning as propagated in this book. Therefore assessment as an opportunity for learning brings about change in the learner. Change means growth, and growth is a continuous process – therefore the need for continuous assessment. In the context of assessment, change implies different nuances such as changing the type of assessment, changing the level of assessment as the different taxonomies in this book propose, and changing the assessment to allow for different brain activities. The latter is the focus of this chapter. Consequently a short explanation is given of the different intelligences that make humans what they are and how they react to life and how they learn.
Keywords: Whole brain learning, constructivist learning, action research, professional portfolio, learning styles, academic staff development, scholarship of teaching
The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Herrmann Whole Brain Instrument (HBDI) was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. Data collection methods included feedback questionnaires, observations, and video and photographic evidence.
The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.
Keywords: Mentoring, professional development, action research, whole brain learning.
Keywords: Mentoring, whole brain learning, learning styles, professional development of academic staff, professional learning, action research, narratives
The objective of the research reported in this article was to establish the significance of the whole brain theory of Herrmann¹ for medical education. Within the notion of learning-centredness the researcher’s focus was on the different thinking preferences medical students have when entering the university.
Design
An action research design is followed as overarching research methodology. Action research is considered the most appropriate research design within the context of academic staff development. Professional learning of medical educators and specifically their accommodating of learning preferences forms the core of the professional development interventions they are involved in. These interventions are planned and monitored by the researcher who is a specialist in higher education and academic staff development. The multidisciplinary, longitudinal project that is undertaken spans several disciplines and research projects.
Setting
The research takes place in the context of the University of Pretoria, South Africa. Only the medical education section of the project is reported.
Method
A mixed-methods approach is followed. The specific pasrt of the action research process reported in this article is a baseline study. As a quantitative data gathering instrument the Herrmann Brain Dominance Instrument (HBDI)¹ was used. It is a questionnaire consisting of 120 items. It has been used with more than two million respondents world wide.
Results
The group of first-year medical students represents a composite whole brain group. This implies that in the group of students there are students from each of the so-called quadrants that reflect characteristics of different preferred ways of learning.
Conclusion
Since the group of medical students represents all different learning preferences as they are distinguished in the Herrmann¹ model, lecturers need to accommodate students according to their most preferred learning style. Furthermore, lecturers have to challenge themselves to be adaptable and to work beyond their own preferences. If they would facilitate learning according to their own preferred thinking style only, it would mean that a ‘one style fits all’ approach is adopted, which negates the fact that we all learn in a different manner.
Key words: Whole brain learning, action research, thinking preferences, learning theories
Within the context of a large private higher educational provider, I assist with the academic development of academic staff. Many of the lecturers in private Higher Education institutions are subject matter experts rather than experts in the field of higher education. The lack of professional pedagogical development is a particular problem for Mathematics lecturers. The approach chosen to facilitate and challenge the teaching strategies of Mathematics lecturers was to offer a professional development workshop that assists lecturers in dealing with a topic that frustrates them, namely “Math anxiety”. In this workshop I attempt to allow lecturers to experience the use of activities that accommodate multiple learning styles as a stimulating example to improve strategies of facilitating learning in one’s own practice.
This paper reviews an iterative process of action research into my practice through multiple offerings and improvement of this workshop. I adopted an asset-based approach to action research (Du Toit, 2009) by using my own learning style profile as an asset and point of departure. Evidence of improvement is reported by means of qualitative and quantitative data.
We recorded and analysed discursive exchanges (± 130 pages of transcriptions) from two mentor-mentee relationships at the primary author’s institution. We used Kelly’s theory to identify and interrogate a range of work-related constructs. In addition, we applied Hardy, Palmer and Phillips’s discourse-based management model to monitor the outputs of our mentoring. We used Herrmann’s principles of learning style flexibility as an additional awareness-raising tool to promote a holistic approach to the scholarship of mentoring (Herrmann 1996). We conclude the article with suggestions for mentoring in the HE sector.
Low class attendance, an indication of unmotivated students, as well as limited scholarly application of Information literacy skills within subsequent academic years of study were identified as possible barriers to the application of skills learnt in this module.
A collaborative action research project based on the Whole Brain principles was introduced to motivate learners through innovative learning material within the module.
A deeper understanding of the role of thinking preferences and thinking avoidances is essential in selecting a team that is responsible for the planning, designing, developing and delivering of learning opportunities and materials.
This article discusses the Whole Brain Model® as a mental model that underpins successful collaboration of multidisciplinary teams and enhances innovative curriculum design that addresses alternative approaches to the teaching of Information Literacy.
Keywords: Whole brain learning, Information literacy curriculum, Thinking preferences, Collaboration.
The research forms part of an overarching interdisciplinary research project that focuses on facilitating whole brain information literacy. Since the focus is on investigating a specific practice, action research is used as scholarly process for professional development. The action research approach includes mixed methods. This mix allows for merging quantitative and qualitative studies.
The first phase of the project consisted of a baseline study. It entailed a quantitative approach to determining the students’ learning style profiles by means of the Herrmann Brain Dominance Instrument (HBDI) – used as a diagnostic assessment tool. The outcome of this diagnostic assessment forms part of the baseline data for the envisaged longitudinal study.
The traditional fact-based module was recently innovated and is continuously being transformed by means of a scholarly approach that includes the principles of action research and whole brain learning. An asset-based approach to our action research is transformational in itself. We start with the inherent quality/asset all humans have, namely to execute tasks in a preferred style of thinking. For this purpose we use the whole brain theory of Ned Herrmann that serves as core theoretical framework, The whole brain theory is integrated with other relevant adult learning theories such as self-regulated learning, and theories of facilitating learning and assessment in higher education. A holistic approach is followed in terms of the Information Literacy module per se and the complementary academic staff development. All participants are involved in some professional development interventions. Different sets of baseline data have been reported at other international conferences. This paper complements such presentations by means of quantitative and qualitative feedback obtained from students and academic staff and observations as well as text analyses regarding the development of learning material.