Annotated Bibliography for teaching diverse learners in the 21st century

D’Arcy, Cleora J.; Eastburn, Darin M.; Bruce, Bertram C.. (2009) How Media Ecologies Can Address Diverse Student Needs. College Teaching (8756-7555) Win 2009. Vol.57,Iss.1;p.56-63. Retrieved May 27, 2009 from http://search.ebscohost.com.library.esc.edu/login.aspx? direct=true&db=a2h&AN=35832624&site=ehost-live

The educational viability of visual aids, web-based tools, face-to-face formats, and paper-based tools for students of different, race, gender and with diverse learning styles are examined in a first year college general education science class. Researchers found a rich “ecology” or mix of instructional media rather than a singular mode or device was preferred by students. Female students and “non-science” students found more media in the classroom useful than male or science students. The students with less scientific knowledge found some media to be useful, the stronger science students were neutral. The preference for multiple media by all students provides additional evidence for the idea that multiple representations of content are necessary for learning.

The research outcomes confirm my belief based on my own learning style and past experience teaching, that science is best taught when multiple-intelligences are considered and satisfied. The researchers observation that female students preferred more media in the classroom, was not surprising since it has been an old generalization that females often have difficulty with science and math – perhaps this is because the old style of teaching was chalk- talk and did not serve the visual and kinesthetic modes of learning, among Gardener’s other learning modalities, as multiple technological media does today.

Jeffrey, Lynn M.; Jeffrey, Lynn M..(2009) Learning orientations: Diversity in higher education. Learning & Individual Differences (1041-6080) 6/1/2009. Vol.19,Iss.2;p.195-208. Retrieved May 27, 2009 from http://wk4ky4tk9h.search.serialssolutions.com.library.esc.edu/? sid=EBSCO:Education+Research+Complete≥nre=article&title=Learning+ %26+Individual+Differences&atitle=Learning+orientations: +Diversity+in+higher+education.&author=Jeffrey,+Lynn+M.&authors=Jeffrey, +Lynn+M.&date=20090601&volumeto work in =19&issue=2&spage=195&issn=10416080

Examining a diverse aged population 65% female and 35% male, researchers discuss different learning styles as they relate to the integration of technology for diverse learners. They remark that differences in individual students should be dealt with differentially to maximize learning aka “the matching hypothesis. Three types of learners are identified : (1) Cognitive voyagers- students interested in abstract ideas and in constructing knowledge that has personal meaning ie. “learning is a personal journey;” (2) Industrious pragmatists where learning is driven by assessments; and (3) Multimedia collaborators- learners who either learn best through: listening and visual modes, working collaboratively, are extrinsically motivated ( they do not learn for self- betterment) or have time-poorness. Conclusions were: (1) Differences between generations- younger students preferred to work in visual formats and collaboratively,. As people age they grow stronger as cognitive voyagers. Younger students are strongly associated as multimedia collaborators. (2) Gender differences- Females were stronger in effort, intrinsic motivation, and a preference for learning by reading (text). Males were slightly higher on dependent learning and were more likely to take the cognitive voyaging or multimedia collaboration pathways than females.

As expected the percentage of millennial students are particularly high on the multimedia pathway These students have been characterized as visually-savvy, but less proficient and less interested in the written word, especially long passages. For students preferring text over visual modes, website navigation seems to be difficult. I believe the solution for teaching students with hypermedia is to provide a usable learning interface where hypertext only and visual modes are both presented as viewing options. Time-poorness,