1. E
VStudy Skills for Students
A
L
U
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T
Presented by:
I
O
Odette Gabaudan
N
Debbie Howlett
Hugh Mullan
Angela Walsh

2. • Visual • Auditory
Study Tips
For Students
• Read/ • Kinesthetic
• Write

3. The Process
The ADDIE model was used to structure our thinking process
• Who is our audience • What are the expected learning outcomes
• Determine the needs • What are the constraints
Analysis
• Choose Delivery Method
• Consider Gagné’s 9 external events (1)
Design • Create Story Board
• Develop Website to incorporate a combination of new and existing
learning objects
• Review existing content
Develop
• Develop Content
• User Acceptance testing
• Site Testing
Implement • Publish Site
• Design feedback questionnaire
• Review with Focus Group on site usability
Evaluate • Implement changes

4. Evaluation Throughout the Process
A
I E D
D
For the purposes of the Storyboard the ADDIE process will be shown as a linear process.
However evaluation occurred throughout the process which led forward and backward
movement between each phase.

5. A
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L
Y
S
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6. Our Audience
 Students new to third level education who have recently completed
second level education and may be unfamiliar with the demands of
A studying effectively in a new environment
 Mature students who have returned to education after a number of
N years
 Third level students who have agreed to mentor other students and help
A them study more effectively
Identification of their needs
L The resource
 allows students easily identify their dominant learning style
Y  allows students engage with a range of tools that can aid effective study
 notifies students of study tips relating to their learning style
S Constraints mainly due to timescale:(1)
 not possible to design for full accessibility
I  not possible to design or use large amounts of content
S  not possible to include page for multi modal learning style
 Learning curve to use new tools
 Time required to develop the website

7. The aims of this resource
A
N To help students recognise their dominant
A learning styles
L
Y To develop a range of study techniques that
suit students’ learning styles
S
I To design a resource that students can use to
S coach other students to help improve their
study techniques

8. A
Learning Outcomes
N At the end of this module you will(1)
A
• Be able to recognise the 4 learning styles in the
L VARK model
Y • Be able to identify your dominant style
S • Be able to identify study tips associated with
each learning style
I • Be able to access websites that provide useful
S tools to aid study techniques
• Be able to assist other students in identifying
their dominant learning style

9. A Rationale
N
Resource
A • Many students lack effective study skills.
• Students can be unaware of the range of study techniques
L • Students are often unaware of their learning style and how it may
change depending on the subject they are studying.
Y • Tying study skills to learning styles should foster more effective study
practises
S VARK learning styles model
• VARK is compatible with multimedia as an engaging and effective
I method to describe each style
• the mnemonic(1) - easier for our target audience to remember the styles
• User friendly description of each style (2)
S • Point out elements of each style can be suitable for all learners (3)

10. D
E
S
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G
N

11. Choose Delivery Method
Resource will be hosted on external website for ease of access
D Pages and Navigation: (1)
 Home Page (Link to each style, quiz & blog)
 V(isual) Link to quiz, blog, useful links
E  A(uditory) Link to quiz, blog, useful links
Design
 R(ead/Write) Link to quiz, blog, useful links
Design
 K(inesthetic) Link to quiz, blog, useful links
S  Blog/Forum
 Quiz (not included in navigation but accessible from each page)
I Identify Content (2)
 Identify existing learning objects that can be reused
 Identify additional content to be created
G General Design
 Agree template for website
 Agree colour schemes and layout consistency
N  Guidelines from Dyslexic site regarding font will be adhered to as much
as possible
Story Board
 Create storyboard

12. Some Guidelines for Content
It is intended to include activities to be performed
throughout the website (1)
D A model for Authentic Activities in Online Learning (2)
E Design Design
S
I
G
N

13. Layout and Consistency
D Website template selected to suit theme of resource.
Logo designed to reflect VARK model.
E Layout for all pages agreed with a focus on navigability
S and easily identifiable blocks of information (F shape)
Three study tips only: depth v/ information overload
I Video and podcasts: no more than three minutes (1)
G Font and text consistent with guidelines from Dyslexia
Association (2)
N
Tone of site to be informal / conversational (3)

14. Layout and Consistency
D
E Logo appears on the banner of all pages of the website for consistency
and reinforcement of the framework used for the presentation of study
S tips
I
G On the page of each individual style the logo appears with
N appropriate style highlighted and other styles greyed out

15. Home Page (1)
Each block leads to
Site different learning
D Navigation styles Logo
E
S Placeholder
for intro by
I extranormal Placeholders
for overview
of each style
G
Link to learning
N styles
Questionnaire
Option to
download
Links to study tips
questionnaire
for each style

16. Learning style Page (1)
Each block leads to
Site different learning
D Navigation styles Logo
E
S
I Placeholder
for overview
of style
G
N Full logo on left
side of each page
Option to return
Placeholder for to questionnaire
Web links for study study tips
tips

17. Blog/Forum
D Forum for student to provide tips and
suggestions for others thus encouraging
E collaborative learning
S
I
G
N

18. Content – Visual Learning style
D Site Banner and navigation
E (1)
V overview of Tip 1: Using Mind
(2)
S I
S
learning
style
Maps (3)
(4)
I U
A
Links to
Tip 2: Using graphic
Organisers
L
G external
sites
Tip 3: Note Taking for
N Visual Learners

19. Content - Auditory Learning Style
D Site Banner and navigation
E Voki to give
Tip 1: Intro and
tutorials to Audacity
for recording and
S A
U
D
overview of
learning
style
editing lectures or
notes
I I
T
Links to
Tip 2: Using digital
voice recorder in
O lectures
G R
Y
external
sites
Tip 3: Talking and
N singing to help recall
Quiz on Auditory Tips

20. Content – Read / Write Learning style
D Site Banner and navigation
E Tip 1: Effective Note
Taking – Bullets, Own Overview of learning
Read / Write Icon
S words etc. mention
cornell (1)
style (Text)
I Tip 2: Effective reading –
KWL plus
(2)
G Tip 3: Diagrams into
Example of tip 3
words
N
Links to 3 useful sites

21. Content – Kinesthetic Learning style
D Site Banner and navigation
E
(1)
Tip 1: Cornell Note Taking
S
Kinesthetic Icon
(3)
Text and Interactive
I overview of
learning style(2)
Tip 2: Flash Cards
G Tip 3: General Study Tips
N for Kinesthetic Learners
Links to 3 useful sites

22. D
E
V
E
L
O
p

23. Site development and contents
Setup Requirements
Gmail Account Content
D Yola Site Account Video
Tumblr Feed Blog Account Podcast
E Dropbox Word Documents
Excel spreadsheets
V Links for external
Applications
E Screenr and CamStudio websites
Graphics
Xtranormal and Voki
L Adobe Photoshop CS3 SWF Files
Articulate
O Excel
Flash
p Prezi
Survey Monkey
Slideshare
ProProfs.com

24. Home Page
D  Develop Logo for banner
 Provide for access to different learning styles
E  Provide for access to blog
V  Develop Xtranormal introduction
 Develop overview of each learning style using a
E combination of Visual, Auditory, Text and Kinaesthetic
L supports
 Create online version of questionnaire
O  Create downloadable questionnaire
p

25. Learning Style Page
D  Provide overview of learning style with indication of
learning outcomes for that page
E  Study tips for style consistent with information from
V VARK site
 Apply “encapsulation” to developed Learning
E Objects (1)
L  Add useful links to each page
 Provide access to the questionnaire
O
p

26. Learning style Questionnaire
 Complete quiz through interaction
D  16 questions with four options, respondent selects one
E answer from each question(1)
V  Provide feedback on dominant style
 Provide Quiz and scoring instructions in PDF
E
format
L  Respondents receive a result indication how many
questions were answered with one of the four learning
O styles
p

27. I
M
P
L
E
M
E
N
T

28. I Implementation Phase
M
Phase 1 Test
P Upload content to site
L Group test of site
E User Acceptance Testing
Browser Test
M
E Phase 2 Implementation
N Implement any changes identified after testing phase
and launch site
T

29. Proposed Test Script for Home Page
The script will test the links on the site to ensure that they working correctly. It will test all aspects of the page to ensure that the objects are loading and
playing and it will ensure that the user is viewing the screen as it should appear. Users will be asked to complete the script using a variety of different
browsers. Users will be asked to comment on ease of use. It is suggested that the test script for the rest of the site will follow the same format
I Instructions for user
M 1.
2.
3.
Please work through the list of issues in order that they are listed
When issue has been tested please mark it as pass or fail
For each fail please include details of what occurred
P 4.
Issue
Add any comments you wish for issues that are marked as passed
Pass Fail Comments / Details
Site banner should appear at top of screen
L Site navigation tabs should appear on left side of
screen above banner
Wordle image should appear on left hand side of the
E screen
Click on image to play learning styles overview video –
video plays
Click on Questionnaire – Questionnaire opens up for
M completion
Complete questionnaire – profile provided
Close questionnaire page and return to home page
E Down load copy of questionnaire
Click Visual Tab to access visual page
Click Home tab to return to home page
N
Click Auditory tab to access auditory page
Click Home tab to return to home page
Click on Read / Write tab to access read/write page
Click Home tab to return to home page
T

30. E
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31. Evaluation of Resource
E Student group evaluation (questionnaire)
V Analysis of feedback and implementation of
A improvements
Design
L
U Accessibility
Future development for use on smart phones
A Fully developed for visually impaired (eg Alt
T tags, option to increase font size by clicking on a
I button)
O Further development for dyslexia compliance
N

32. E
V Process Evaluation
A What have we learned:
L Self and Peer Evaluation
U Group Review
A Tools
T Application of literature recommendations
I
O
N

33. References/Useful links
 http://www.bdadyslexia.org.uk/about-dyslexia/further-information/dyslexia-style-guide.html
 http://coe.jmu.edu/LearningToolbox/cornellnotes.html
 http://www.vark-learn.com/english/index.asp
 Allen, M. (2012) Michael Allen‘s e-Learning Annual 2012, . San Francisco: Pfeiffer
 Brandon, B. (Ed.).(2007). The eLearning Guild’s Handbook of e-Learning Strategy. [eBook version]. Retrieved from
http://www.elearningguild.com/content.cfm?selection=doc.817
 Clark, D. (2006) Games and e-Learning. England: Caspian Learning
 Clarke, R., Mayer, R. (2008). E-LEARNING and the Science of Instruction. San Francisco, CA: Pfeiffer
 Cottrel S. (1999), The Study Skills Handbook, Palgrave, p.5
 Di Tommaso, K. (2005). Strategies to facilitate reading comprehension in college transition students. National
College Transition Network: Research to Practice, 5. Retrieved from
http://www.collegetransition.org/promising/rp5.html
 Gagne, R. & Briggs, J. (1974). Principles of Instructional Design . USA: Holt, Rinehart & Winston Inc.
 Gagné R.M., Wager W.W., Golas K.C., Keller J.M. (2005), Principles of Instructional Design, Fifth Edition, Thomson
 Gillani, B. (2003) Visual design and e-learning. Learning theories and the design of e-learning environments
Lanham, MD: University Press of America
 Herrington J., Reeves T.C., Oliver R. (2004) A model of authentic activities for online learning in Interactions in
Online Education – Implications for Theory and Practice, Juwah. C (2006), Routledge
 Hodell, C. (2011). ISD From the Ground Up: A No-Nonsense Approach to Instructional Design (3rd ed.). Alexandria,
VA: ASTD Press
 Horton, W, (2006) eLearning by Design, Pfeffier: San Francisco

34. References/Useful links contd
 Mayer, R. (2009). Signalling principle. Multimedia learning (pp. 108-117). Cambridge; NewYork:
Cambridge University Press.
 Merrill, David M. (2009) First principles of instruction. In C. Reigeluth & A. Carr-Chellman (Eds.),
Instructional-Design theories and models: building a common knowledge base (vol III) (pp. 41-57) New
York: Routledge
 Pachler, N. & Daly, C.,(2011) Key Issues in e-Learning; Research and Practice, Continuum International
Publishing Group: New York
 Race, R. (2009). Making Learning Happen. London, England: Sage
 Raftery, D. (2010). Developing educational screencasts: A practitioner’s perspective. In R. Donnelly, J.
Harvey & K.C. O’Rourke (Eds.), Critical Design and effective tools for e-learning in higher education theory
into practice (pp. 213-226). Hershey PA: Information Science Reference.
 Seale, J., Boyle, T., Ingraham, B., Roberts, G. & McAvinia, C. (2007). Designing digital resources for
learning. In G. Conole & M. Oliver (Eds), Contemporary perspectives in e-learning research: themes,
methods and impact on practice (pp. 121-133).London: Routledge
 Watson J., (2009), "A case study: developing learning objects with an explicit learning design" Electronic
Journal of e-learning, Volume 8 Issue 1 (pp 41 - 50)