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Exploring Learning Styles Models, Measurement Applications K.Rowley@mmu.ac.uk Manchester Metropolitan University Aims To explore the current use of learning styles To describe, comment upon and discuss a recent review of learning styles by Coffield et al (2004) To explore the appropriateness and potential use of one of the stronger models/measures to emerge from the above report Learning and Skills Development Agency (LSDA) Commissioned Reports: Coffield, F., Moseley, D., Hall, E. Ecclestone, K. (2004) Should we be using learning styles? What research has to say to practice. .uk/files/pdf/1540.pdf Summarises a systematic review of learning styles models. Discusses the appeal of learning styles. Gives educational and political context to learning styles in post-16 provision. Learning styles and pedagogy in post-16 learning: A systematic and critical review .uk/files/pdf/1543.pdf Models and Measures Reviewed by the Reports The above review(s) identified 71 models of learning styles and 13 of these were categorised as major models Identified a ‘families of learning style’ continuum, ranging from the more ‘fixed’ conceptualisations to those that suggest the possibility for change The ‘open to change’ family moves away from learning styles and towards learning approaches, strategies, orientations and conceptions of learning The Appeal of learning StylesFrom Coffield et al (2004) A simple solution to complex problems A plausible explanation for the ‘failure’ of traditional teaching methods A framework to explore the complexity of learning and teaching An emphasis on appropriateness of teaching style rather than ‘poor learners’ Convenient to some since the emphasis is moved from management to individual styles of teachers and learners The Objections to learning stylesFrom Coffield et al (2004) Lack of Meaningful measurement: Subjective-self report Credibility of some items Lack of context for many items Commercialisation of some prominent t