A Networked Learning Disposition? Round Table at NLC2020

I am looking forward very much to the online/lockdown version of the Networked Learning Conference next week. A lot more people will be able to attend now that it's gone fully online so it will be a very different experience in various ways.
I'm delighted to be hosting a 'round table' discussion on the first day from 13.30-15.45. I'm expecting a lot more people in the room but also, because there's no physical movement required to room-hop, I think people will be far more transient in their attendance - there will be drive-by's.
The topic of 'disposition' is one that has been gnawing at me for a while. The round table format should allow plenty of time for others to also chew back at it. The question I have is whether there is a disposition towards being the ideal networked learner. It relates to a previous question I framed on this blog in 2008, 'what characterises the networked learned'? Are there things about you (apart from sheer privilege!) that make you a good match for networked learning? This is not the same as learning styles although some of the trait words used there may crop up here. I've been working up a mindmap about disposition and I'm looking to my partners in next week's round table discussion to help with developing and refining ideas and implications of this for networked learning practice, design and research. The mindmap for that is embedded below - it's a wikimap so if you want to, go ahead and add some ideas. It makes sense to try and write it all up and I'm keen to acknowledge any contribution. Probably there are whole swathes of knowledge about 'disposition' I'm unaware of so even a tip-off would be appreciated. If you wish to suggest any, please go ahead and add them to the References GoogleDoc: https://bit.ly/nlc2020dispositionrefs

For a bit more context, Michael Gallagher took up the idea of 'disposition' for his paper at Zagreb's NLC2018. His paper is in the NLC archive and his blog post includes the slides. Among many excellent points, he addressed the critique of 'disposition' being deterministic: post-human perspectives of shared agency should also allow us to avoid that dead-end.
It was great to share the same session with Michael to present my paper on mobilage, originally blogged here in 2017.

Learning Styles are off the menu

I've been reading some students work which included references to Learning Styles. Whenever I come across Learning Styles my 'reductionism alarm' goes off for some reason.

http://qkme.me/357x4j

I took a while chasing back the citations and found my way to a firmer position. Unless I'm mistaken, the easiest way to getting at a journal article has to be through linking GoogleScholar with the University's electronic library (see the Scholar pages about it).
The references were easy enough to pull into Zotero for sharing with you below... Some are very good, others less so. I'll let you work out which is which.
There was something about what Ettiene Wenger said at the Networked Learning Conference last week which connected with the way I see Learning Styles used. He talked about making sure that when we are trying to develop theory or say anything about what we do, for that matter, we should try and use language that people can relate to. He puts the success of the Communities of Practice theory down to just that. People find it easy to relate to the core concepts.
With Learning Styles you get a nice questionnaire and it makes you feel you're being 'all scientific'. The fact is that to really pick the correct learning style AND then act on it you would have to get quite radical about it, separating the students into groups accordingly. Then you'd have to keep re-checking throughout your relationship with this group to make sure that they hadnt shifted, as they could do at any moment. In the end you would have been better of simply aiming for active learning, employing multiple approaches to supporting learning, using pictures, hands-on, words, etc. Is this such a revelation? I suppose it is if you merely expect to pitch up and drone for an hour or two and call that lecturing. Sorry if that describes you, by the way.
I did more backward chaining than the student, or the 'peer reviewed' author did, and came across 'the other' article by a (non-pointlessly abrasive) American version of Donald Clark. On one page he has a factual review of Learning Styles, which was used to support Learning Styles in the article. But, on a neighbouring page, 'Putting Learning Styles into Perspective', he has this brilliant paragraph which my student and the article author somehow missed and the student never bothered to check out:

First, it should be noted that no single measurement of style ensures that a learner's needs will be met. It is perhaps more important to build an adaptable learning environment that presents the material in a variety of methods than try to determine each learners' style. Likewise, recognizing your own style will help to ensure you do not unintentionally force one learning preference upon the learners. The more styles you address, the easier the instruction will be received by the learners. This is because you will be striving to reach their needs, rather than yours. Also, material presented in a variety of methods keeps the learners interested and reinforces itself. (Clark 2000)

So, yes, as a tool for reflection, useful. But as some kind of key to unlock the mysteries of how people learn? Not today thank you.

Beagley, L. (2011). Educating Patients: Understanding Barriers, Learning Styles, and Teaching Techniques. Journal of PeriAnesthesia Nursing, 26(5), 331–337. doi:10.1016/j.jopan.2011.06.002

Breckler, J., Joun, D., & Ngo, H. (2009). Learning Styles of Physiology Students Interested in the Health Professions. Advances in Physiology Education, 33(1), 30–36. doi:10.1152/advan.90118.2008

Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419–444. doi:10.1080/0144341042000228834

Clark, D. (2000). Learning Styles. Putting Learning Styles into Context. Retrieved April 12, 2012, from http://nwlink.com/~donclark/hrd/styles/perspective.html

James, S., D’Amore, A., & Thomas, T. (2011). Learning preferences of first year nursing and midwifery students: Utilising VARK. Nurse Education Today, 31(4), 417–423. doi:10.1016/j.nedt.2010.08.008

Kratzig, G. P., & Arbuthnott, K. D. (2006). Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology February 2006, 98(1), 238–246. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=ovfth&AN=00004760-200602000-00020

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. doi:10.1111/j.1539-6053.2009.01038.x