VARK Questionnaire

The VARK Questionnaire Results

Your scores were:

* Visual: 10
* Aural: 13
* Read/Write: 13
* Kinesthetic: 14

You have a multimodal (VARK) learning preference.

Multimodal Study Strategies

If you have multiple preferences you are in the majority as approximately 60% of any population fits that category.

"Multiple preferences are interesting varied. For example you may have two strong preferences V and A or R and K, or you may have three strong preferences such as VAR or ARK. Some people have no particular strong preferences and their scores are almost even for all four modes. For example one person had scores of V=6, A=6, R=6, and K=6. She said that she adapted to the mode being used or requested. If the teacher or supervisor preferred a written mode she switched into that mode for her responses and for her learning.

So multiple preferences give you choices of two or three or four modes to use for your interaction with others. Positive reactions mean that those with multimodal preferences choose to match or align their mode to the significant others around them. But, some people have admitted that if they want to be annoying they may stay in a mode different from the person with whom they are working. For example they may ask for written evidence in an argument, knowing that the other person much prefers to refer only to oral information.

If you have two almost equal preferences please read the study strategies that apply to your two choices. If you have three preferences read the three lists that apply and similarly for those with four. You will need to read two or three or four lists of strategies. One interesting piece of information that people with multimodal preferences have told us is that it is necessary for them to use more than one strategy for learning and communicating. They feel insecure with only one. Alternatively those with a single preference often "get it" by using the set of strategies that align with their single preference.

We are noticing some differences among those who are multimodal especially those who have chosen fewer than 25 options and those who have chosen more than 30. If you have chosen fewer than 25 of the options in the questionnaire you may prefer to see your highest score as your main preference - almost like a single preference. To read more about Multimodality you can download an article written by Neil Fleming.Multimodality."

SWOT analysis

Learning Skills Audit

Mentoring & Personal Tutoring

Unfortunately there is not a lot for me to write about this matter. I planned on speaking with my Personal Tutor not only about life at University, but also for advice on Mentoring (i.e who I should pick etc). I originally asked my tutor for an appointment somewhere in October and was told that he would e-mail me with an appointment over the next couple of weeks, however I never received any such e-mail.

As for Mentoring, there was no-one I really considered a suitable mentor for me. I understood that there are third year students who volunteer for the task, however to be perfectly honest I am quite shy, and would not want to burden a student who most likely already has their hands full with third year work. My family all have their own problems, and they aren't in any career fields that relate the work I do at university.

Having said that, I would still like to list my Girlfriend as my Mentor. She has been an incredible help and supported me throughout my first semester. I found myself showing her my work (sometimes she would ask to read through it without me asking) on several occasions, and asking for her opinion, in which she was always completly honest and helped me change a few aspects of my work.

Literature Review

Buckley (2006) argues that video games are not of the cause of addiction or violence, and that if they were, there would be a lot more pscyhotics in the world. He goes on to state that “Billions of people play video games, but only a handful have ever murdered someone.”, mentioning that the individual brings the issue to the activity, not the other way around.

In the wake of the Montreal College shootings in Canada, Williams (2006) writes about how the media and other sources are quick to assign the blame to video games, quoting Thompson (2006) “The massacre in Montreal is simply the latest tragedy of mass killing linked to violent virtual reality murder simulators.”. This is not the only instance of Thompson attacking the video game industry – Benedetti (2008) notes that after another instance of a student shooting, Thompson was quick to talk about how brain scans show that playing violent video games will cause you to mimic the behaviour of those games.

It is interesting, then, to see that “Violent crime rates have been generally stable since 2004 at their lowest levels after declining from 1984-2002.” according to the U.S Department of Justice (2009). Byrd (2007) concludes that “The debate still rages concerning the causal relationship between violent video games and violence in children; no definitive answer has been found.”

References

Buckley, T. 2006 “Where it's at” [Internet] http://www.ctrlaltdel-online.com/news.php?i=1131 [08-11-09]

Williams, C. 2006 “Canadian shootings linked to website, videogames – The Blame Game” [Internet] http://www.theregister.co.uk/2006/09/15/canadian_shooting/ [08-11-09]

Benedetti, W. 2008 “Playing the blame game - Why search our souls when video games make such an easy scapegoat?” [Internet] http://www.msnbc.msn.com/id/23204875/ [08-11-09]

Department of Justice 2009 “Violent crime rates” [Internet] http://www.ojp.usdoj.gov/bjs/glance/viort.htm [08-11-09]

Byrd, P R. 2007 “IT.S ALL FUN AND GAMES UNTIL SOMEONE GETS HURT: THE EFFECTIVENESS OF PROPOSED VIDEO-GAME LEGISLATION ON REDUCING VIOLENCE IN CHILDREN” [Internet] http://www.houstonlawreview.org/archive/downloads/44-2_pdf/5_Byrd.pdf [08-11-09]

E-Tivity 1

At Primary School I learned generally what is to be expected – basic English and Maths skills, and a brief look at certain periods of history. Secondary School carried on with English, Maths and History, and also introduced subjects such as Languages, Science, Geography, Physical Education, Information Technology and Music, all of which broadened my knowledge.

I also undertook the Duke of Edinborough Award, which taught me basic survival and camping skills. In year 10 I did two weeks of work experience at an Accounting Office, which gave me an idea of what working in an office entailed. I left Secondary School midway through year 10, and attended Harlow ICC in year 11, which gave me a fresh look at all the subjects I had been studying for the past few years.

After I finished my GCSE's, I took the BTEC First Diploma in IT at Harlow College, which lasted one year. Once I finished, I had a good enough grade to go onto the National Diploma in the same subject, which lasted two years. During this time I had two part-time jobs, which gave me invaluable experience in retail and customer service.