1. Learning Styles and Preferred Web 2.0 Applications as Learning Tools Gila Kurtz, The Center for Academic Studies, Israel Barry Sponder, Central Connecticut State University, USA MDE Virtual Conference

3. Purpose of the study

4. Definitions

5. Web 2.0 applications in education

6. Learning style

7. Methodology

8. Findings

10. What we do togetherhttps://docs.google.com/Doc?docid=0AZdzd9oeZKjtZGZqNWZwODNfODNneDc4enhzMg&hl=iw

11. Purpose of the study : To analyze the interactions between students' learning styles and their web 2.0 preferences as learning tools

12. Web 2.0 applications in education Generally, refers to a perceived second generation of web development and design that facilitates communications and secures information sharing, interoperability, and collaboration on the web Can play an important role in building online learning communities and is useful for motivating and supporting online collaboration

13. Web 2.0 in the Online Classroom Video (YouTube)

14. Web 2.0 in the Online Classroom Blogs

15. Learning style: Based on Felder -Silverman learning style model (FSLSM). (Felder & Silverman, 1988) The FSLSM model is one of the most often used learning style models in technology enhanced learning (Kinshuk et al., 2009). I

16. Learning style: FSLSM It is based on the idea that each learner has a preference on each of the four following dimensions: visual/verbal, sensing/intuitive, sequential/global and active/reflective. Each of the four dimensions the Index of Learning Styles (ILS) is measured on a scale 1.0 to 2.0 which makes it possible to describe how strong the learners' preference are for a specific learning style.

17. Learning style: ILS Visual-verbal - visual (prefer visual representations of presented material, such as pictures, diagrams, and flow charts) or verbal (prefer written and spoken explanationB. Sensing-intuitive - sensing concrete, practical, oriented toward facts and procedures) or intuitive (conceptual, innovative, oriented toward theories and underlying meanings);C. Sequential- Global - sequential (linear thinking process, learn in incremental steps) or global (holistic thinking process, learn in large leapsD. Active-reflective active (learn by trying things out, enjoy working in groups) or reflective (learn by thinking things through, preferworking alone or with one or two familiar partners);

18. Methodology 57 graduate students participated: 29 students from the College of Academic Studies in Israel (a blended course), 18 UMUC Students (an exclusively online course) and 10 students from Central Connecticut State University (an on-campus course). ( mean age= 36; 90% female)) Online survey learning styles and their preferences for using web 2.0 applications—from a list of 19 applications Data collection - 2010 URL of questionnaires https://spreadsheets0.google.com/viewform?hl=iw&formkey=dDZod2w3M0NJWWRtcWxObVlzeWVmaUE6MA#gid=0 https://docs0.google.com/document/d/1tP0VUletTCobXRQO0KyxA9-qCNmvDF_dYXYMBzrEZLA/edit?hl=iw#

20. Strong tendency to active learners

21. Tendency to visual learners

22. Tendency to sensing learners

24. Smart record & note 4.7

25. Presenter 4.6

26. Google docs 4.3

27. Discussions 4.3 (NOT web 2.0)

28. Vokis 4.2

29. Live meeting 4.1

31. Thank you!

33. Medium: visuals prefer podcast

34. Medium: actives prefer webquest