MC-DIP - Multicultural Diagnostics Information Profiling

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MC-DIP - Multicultural Diagnostics Information Profiling

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This is a the website of the MC-DIP project, funded under the EU Socrates / Minerva initiative from 2005 to 2007. MC-DIP has been developing and investigating the use of learning-styles profiles to help personalise e-learning. [more]

Learning Styles Diagnostic (LSD)

A unique online learning styles diagnostic tool that enables educators to capture a learner's 'imagination and emotion to learn'

The learning Styles Diagnostic (LSD) supports the understanding of how learners learn. The learning Styles Diagnostic (LSD) is a unique Web based tool developed to help educators and learners gain an in-depth understanding of there learner identity and cognitive learning style. While many tools exist to identify learning styles, few deal with the complexity of multiculturalism, cognitive learning styles and the impact on creativity.

The learning Styles Diagnostic (LSD) will profile a learner's potential to learn by exploring: race, ethnicity, language, and identity; physiological & perceptual dimensions: cognitive learning styles; creative thinking, task motivation, and subject expertise.

Individual learner reports are produced covering a learner's unique learning styles profile. A key benefit of the learning styles profile report is that it builds esteem and motivates the learner.

You need to log in to create a profile. If you have not yet joined the site, you can do so by clicking here

Screenshot 1: Finding your learning styles profile

When you are logged in to the mc-dip site, you see a learning-styles widget at the left-hand-side of all pages. It offers links to begin or continue filling in your profile, and summarises your progress through the questions so far. You have to join the site before you can log in - but don't worry; joining is painless and we will not share your data.

Screenshot 2: Finding your learning styles report

If you have completed most of the questions in your profile, you will see a new link in the learning styles widget when you are logged in. This takes you to your learning styles report (see below for more about your report).

Screenshot 3: The learning-styles interface explained

The learning-styles profile asks you a series of questions, which you answer along a sliding scale. The questions are grouped into sections and parts-of-sections.

Our interface makes it very easy to fill in answers - use the keyboard shortcuts, or click in the slider zone, or drag the slider. This screenshot points out the active parts of the interface.

It is also very easy to tell where you are in the questions, parts and sections, and to move around among these. You can leave at any time, and come back later to continue filling in your profile.

Screenshot 4: Showing/hiding section overviews

Below the main interface, there is an area for displaying an overview about the current section, along with basic instructions. You can hide this or show it again bu clicking the icon at its top right.

Screenshot 5: Other languages for the learning-styles interface

The learning styles tool is available in several languages. If you have set your web browser's language preferences to display page content in greek or danish, you should see the interface in that language instead of english.

Screenshot 6: When complete, you see a link to your learning styles report

If you have completed most of the questions in your profile, you will see a new link in the learning styles interface. This takes you to your learning styles report (see below for more about your report).

Screenshot 7: Your learning styles report

Your learning styles report is a summary of the patterns in your answers, and a useful starting point for thinking about your learning style.

Screenshot 8: Navigating within your learning styles report

You can move around between the sections of your learning styles report using the dynamic in-page table-of-contents and the top-up-down widgets.

Created by admin
Last modified 2007-07-19 04:39 PM
Last cached: 2008-01-30 03:47 PM