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Using Video Technology To Extend Learning Styles In A Geotechnical Engineering Laboratory

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

NSF Grantees Poster Session

Page Count


Page Numbers

15.1345.1 - 15.1345.13

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Paper Authors

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James Hanson California Polytechnic State University

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David Elton Auburn University

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Gary Welling California Polytechnic State University

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Daniel Pitts Auburn University

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Daniel Butler Auburn University

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Using Video Technology to Extend Learning Styles in a Geotechnical Engineering Laboratory Abstract

This paper presents an update for an ongoing project that involves extensive use of video technology for classroom activities in a geotechnical engineering laboratory. Specifically, synchronous video conferencing between California Polytechnic State University (Primarily Undergraduate Institution) and Auburn University (Research-1 University) have been conducted. In addition, video productions have been assigned and completed by students in lieu of conventional written laboratory reports. These activities are conducted to develop new teaching methodologies and to investigate the pedagogical benefits of incorporating unconventional learning styles into teaching of geotechnical engineering laboratory courses. New experiments for the undergraduate laboratory have been developed as part of this project. Role-playing by students was included. Geotechnical competitions have been held between the universities incorporating synchronous video conferencing. Universally accessible archival videos are being produced. Opportunities, challenges, and strategies for implementing these teaching methodologies are described. Specifically, new activities and revised activities related to the project are described.

Introduction Learning styles are categorized using six common systems: Meyers-Briggs Type Indicator (MBTI)1, The Kolb Learning Cycle2, the Felder and Silverman’s Index of Learning Styles3, the Herrmann Brain Dominance Instrument4, the Dunn and Dunn Learning Styles Model5, and Gardner’s Theory of Multiple Intelligences6 [Table 1].

Table 1. Summary of Learning Style Systems MBTI Based on 4 preference dichotomies including: energy source (introversion vs. extraversion), perceiving mental process (sensing vs. intuition), judging mental process (thinking vs. feeling), and outside world orientation (judging vs. perceiving) resulting in 16 personality types. Kolb Learning Based on quadrants of 2 dimensions of perception (sensing/feeling vs. Cycle thinking) and 2 dimensions of processing (doing vs. watching). Felder and Based on 5 dimensions of learning: perception (sensory vs. intuitive), Silverman’s Index input (visual vs. auditory), organization (inductive vs. deductive), of Learning Styles processing (active vs. reflective), and understanding (sequential vs. global). Herrmann Brain Based on 4 quadrants of thinking preferences generally characterized as: Dominance i) mathematical, technical, logical, ii) organizational, planned, Instrument conservative, iii) interpersonal, emotional, spiritual, and iv) imaginative, conceptual, artistic Dunn and Dunn Multidimensional stimuli groups encompassing environmental, Learning Styles emotional, sociological, physiological, and psychological areas and 21 Model subcategories or elements that are ranked according to influence on individuals’ learning. Gardner’s Theory of Based on 7 intelligences including: verbal/linguistic, Multiple logical/mathematical, visual/spatial, bodily-kinetic, musical, Intelligences interpersonal, and intrapersonal.


Hanson, J., & Elton, D., & Welling, G., & Pitts, D., & Butler, D. (2010, June), Using Video Technology To Extend Learning Styles In A Geotechnical Engineering Laboratory Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky.

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