Learning patterns and learner profiles in learning object design

The questions that Andy Heath has posed are challenging and need more time for reflection than is possible here. The questions posed will inform the research as it develops further. However, in the interests of debate we would like to give our initial replies. We agree in general with Andy Heath's assessment of the limitations of the approach we are adopting. We recognise that this approach uses a very limited response to AccessForAll principles: our Transformation Augmentation and Substitution Service (TASS) is localised, not global, and relies on a limited set of learning patterns matched against a small subset of the potentially infinite set of learner profiles. Our intention is certainly not to reproduce the considerable efforts of the IMS AccessForAll or Dublin Core Adaptability working groups, but to interpret their potential impact on the thinking of courseware designers, tutors and students

Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences

The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse in the definition of these patterns and in the subsequent design of new learning objects, those new resources can be themselves reusable and also adaptable to different learning contexts. Finally, if the patterns identified can be implemented as templates for standard authoring tools, the design of effective, reusable and adaptable resources can be made available to those with limited skills in multimedia authoring and result in learning resources that are more widely accessible

The Role of Experience in Gender Differences in Spatial Aptitude

Spatial reasoning predicts college students’ pursuit of science and math careers, in which women are typically underrepresented (Blair, 2011). Previous research has found gender differences in preschool children’s spatial skills (e.g., mental rotation; Levine et al., 1999), with boys typically outperforming girls. This sex difference in spatial reasoning remains prevalent in adulthood. Explanations for sex differences in one type of spatial ability-wayfinding (i.e., navigation) - include higher levels of spatial anxiety in women compared to men (Lawton, 1994). Because spatial skills take time to develop through the interaction of brain development (e.g., the hippocampus) and spatial experience (e.g., navigation, block/puzzle design), the basis for sex differences in spatial aptitude is still debated. The purpose of this study is to determine whether self-reported spatial anxiety, childhood wayfinding experience, and use of particular wayfinding strategies mitigate or enhance sex differences in performance on different kinds of spatial tasks. One hundred eight undergraduate psychology students from FIU reported their anxiety levels, childhood wayfinding experience, and wayfinding strategies, and performed a variety of spatial memory tests. Preliminary analyses revealed significant, predictable gender differences in spatial anxiety (t(105)=-2.116; p\u3c.05), spatial orientation (t(105)= 2.071; p\u3c.05), and mental rotation (t(105)=2.252; p\u3c.05), with women reporting higher levels of spatial anxiety and men scoring higher on both spatial tasks. Furthermore, although non-significant, predictable patterns of gender differences emerged in which men reported higher levels of past wayfinding experience and the use of orientation wayfinding strategies, while women reported higher levels of route wayfinding strategies. The current findings corroborate previous research on sex differences in spatial reasoning, while providing some potential explanations for these differences. Namely, sex differences in past wayfinding experiences, spatial anxiety, and wayfinding strategies may help us understand why men and women perform differently on spatial tasks

Enabling learning for all through adaptable personal learning environments

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