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eLearning & Education Theory


A Generalised Model of Learning Styles

The controversy over learning style (the unique way of thinking and reasoning that characterises an individual learner) as to whether or not it is a stable cognitive factor is one which has raged on for a number of years, and has been reinvigorated recently with the advent of easy-to-use courseware development tools and the consequent development of virtual learning environments. This paper surveys a number of different learning styles models and it concludes there is a large degree of commonality between the different theories, which allows us to distil key or core learning style characteristics which point the way to a number of styles of teaching which should be addressed in every learning environment. A model of this core set of dimensions is presented which unifies the various learner styles presented by others.

Six Hats Learning Style Model


A large number of learning styles models exist to assess the strengths and weaknesses of the individual learner. Many models share a common origin, for example, some can trace their origins to the work of Carl Jung, others to Kurt Lewin's Learning Cycle, still others are based on models of hemispheric dominance. This paper looks at a new model of learning styles based on the work of Edward de Bono and his thinking technique called "The Six Thinking Hats."

Gordon's Law of eLearning

A book or notes represent learning in a two-dimensional format, all diagrams and text are in 2D. The web can show animated images (e.g. rotating), thus giving it 3D, it can also show things changing over time, going into 4D. Hyperlinks makes text 3D, clickstreaming makes it 4D. Thus, by going from 2D to 4D, we are squaring the dimensionality of learning.

Teaching by Extended Analogy

Computing concepts can often be complex and confusing, therefore one way for lecturers to address this potential problem is to use analogies to help explain key ideas. This research seeks to expand upon this standard explanation through the use of a relatively recently developed technique called Extended Analogy. Extended analogy seeks to combine regular analogy with exaggeration or dramatic emphasis.

Determining Key Skills for IT Graduates


DIT is the lead partner of the Emersion project, funded by the EU Asia-Link programme, working with Harbin Institute of Technology, China and University of Wolverhampton. The aim of the project is to establish, implement and evaluate an industry-oriented education model and system in China, particularly for the information technology sector. The findings will be used to enhance the skills of academic staff in all partner institutions to improve the delivery of IT education to better compete globally as well as locally.