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442 Learning Styles
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The loop learning models are just one explanation of how learning happens, and there are many other models we could look at One particularly interesting one is from David Kolb2 and this is interesting for two reasons Firstly, Kolb s model can be mapped on to the software development process to describe how learning happens as we deliver software Secondly, Kolb recognizes that different people learn in different ways Initially, it can come as a surprise that people learn in different ways but after a little thought it is quite obvious Some people prefer to learn from books, and others from watching, re ecting or experiencing The different ways in which we learn are categorized as one of four learning styles Each learning style excels in one part of Kolb s learning cycle (Figure 43), but all learning styles are needed to complete a learning cycle Learning is a continuous process that involves different stages and different skills: as we learn one thing, we move on to another Concrete experience forms the basis for observation and re ection, which in turn allow us to create abstract concepts and generalize about what we have observed for future use These concepts and generalizations need to be tested in new situations to see if they re useful, which in turn represents more concrete experiences for us to work with Each time we go around the cycle, our understanding improves To be effective, we need different abilities in each part of the cycle In order to have concrete experience, we must open ourselves to new experience and be prepared to engage with our environment In order to maximize the bene ts of
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See Kolb (1976)
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Learning
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Concrete experience
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Testing concepts in new situations
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Observation and reflection
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Formation of concepts and abstract generalizations
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Kolb s experiential learning model
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observation and re ection, we need to consider the issues from different perspectives and create theories that are logical and sound Finally, we must be prepared to test our theories in decision-making and problem solving Figure 44 shows how we can map this model directly on to the software development process For a given requirement say, processing insurance claims we undertake a development cycle:
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We look at how claim processing is done concrete experience We write a description and speci cation re ective observation We develop software functionality to model the process abstract conceptualization We test it and deliver the software active experimentation Figure 44
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In some software development models, that s it one cycle Such models adopt a get it right rst time approach Such methods assume that all the necessary learning can be captured in one cycle In reality, these models usually feature a maintenance or stabilization phase at the end, which allows more learning and modi cation to be conducted Developing software in iterations allows us to exploit the learning cycle: with each iteration around the cycle, we deliver a little, we see the results and we repeat the cycle This allows developers and users to constantly re-evaluate
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4
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Concrete experience How are users working Testing concepts in new situations
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Test software, deliver to the users
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How do they describe what they are doing Observation and reflection Model operations in software
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Formation of concepts and abstract generalizations
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Kolb s learning cycle mapped to software development
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what they re seeing, adjust hypotheses and test their revised understanding through concrete experience, re ection, generalization and testing In order to learn, each of us must pass through all four stages of the model However, each of us also has a preferred learning style; that is, each of us prefers some aspects of learning over others This means that each person will prefer some parts of the cycle, where they will perform better than at other parts (see Figure 45) To determine your preferred learning style, you need to take a learning style inventory test Unfortunately, these tests are marketed commercially, so it usually costs to take one These tests group people into one of four categories: converger, diverger, assimilator and accommodator (as summarized in Table 41) It is hardly surprising that when we correlate this with people s employment choices, we nd that some learning styles lend themselves to one job more than another Convergers are often engineers, while divergers occupy human resources posts; assimilators gather in planning and research, while accommodators are found in sales and marketing This also starts to explain why these groups have dif culty communicating When faced with a problem, our learning style will in uence how we tackle the problem and how we communicate it Two engineers with a converger learning style will nd it easier to work together and discuss the problem and possible solutions When asked to explain it to a diverger say, a human resources manager communication is more dif cult
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