using the 4mat system to design web-based instruction william g. huitt valdosta state university...
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Using the 4MAT System
to Design Web-based Instruction
William G. Huitt
Valdosta State University
Developed: April 2000
Web-based Instruction
The Internet and Web will play a significant role in instructional delivery during the next decade
• How will this be done?
• Will this be an improvement over present practice?
The 4MAT System
The 4MAT system offers a unique strategy
• reflects best instructional practices
• accommodates differences in learning style and brain lateralization dominance
The 4MAT System
According to Bernice McCarthy, developer of the 4MAT system, there are 4 major learning styles, each of which asks different questions and displays different strengths during the learning process.
These styles are based on the work of Gregorc & Butler (1984) and are similar to the temperaments as defined by the Myers-Briggs Type Indicator (MBTI) and the Keirsey Temperament Sorter.
Gregorc, A., & Butler, K. (1984, April). Learning is a matter of style.
VocEd, 27-29.
The 4MAT System
Concrete-Random
SP (Sensing/Perceiving)Sanquine
WHY?
The 4MAT System
Abstract-Sequential
NJ (Intuitive/Judging)Choleric
WHAT?
The 4MAT System
Concrete-Sequential
SJ (Sensing/Judging)Melancholy
HOW?
The 4MAT System
Abstract-Random
NP (Intuitive/Perceiving)Phlegmatic
IF?
The 4MAT System
The 4MAT System
Each learning style is associated with both left- and right-brain learners.
Left
Logical, rational, sequential, serial, verbal
Right
Intuitive, emotional, holistic, parallel, and tactile-kinesthetic
The 4MAT System
The 4MAT system is designed to provide every student with a preferred task during every lesson. There are the 8 instructional events proposed by this system.
The 4MAT System
STEP LEFT MODE RIGHT MODE
Concrete-Random Learner WHY?
1 Create an experience
2Reflect/Analyze about experience
The 4MAT System
STEP LEFT MODE RIGHT MODE
Abstract-Sequential Learner WHAT?
3 Integrate into concepts
4Develop concepts and skills
The 4MAT System
STEP LEFT MODE RIGHT MODE
Concrete-Sequential Learner HOW?
5
Add something of oneself6
Practice defined givens
The 4MAT System
STEP LEFT MODE RIGHT MODE
Abstract-Random Learner IF?
7
Add something of oneself8
Analyze application for relevance
The 4MAT System
Requires students to engage in higher-level thinking
• Step 2 -- Analysis
• Step 3 -- Comprehension
• Steps 5 & 6 -- Application
• Step 7 -- Evaluation
• Step 8 -- Potentially, synthesis
Designing Instruction
First three events serve as overview
• Engage in a simulation
• Complete questionnaire or survey
• Complete a web search
• View a short film clip
• Analyze the activity via chat or bulletin board
• Create an experience
• Form concepts
Designing Instruction
New material presented during fourth event
• Text assignments
• Journal articles or papers
• Web-based readings
• Power Point presentations with audio
• Utilize all guidelines for good presentations
• Variety of alternatives
• Make reading assignments from global to specific
Designing Instruction
Next two events involve practice
• Solve problems
• Use study guides
• Post to discussion group
• Interact via chat rooms or voice chat
• Yahoo Messenger
• Practice the knowledge and skills presented
Designing Instruction
Videoconferencing
• Multipoint Control Unit required for three or more connections
• Comfortable headset is a must
• Netmeeting -- allows point-to-point conferencing
• Video camera is ok; white board and ability to show applications is more useful
Designing Instruction
The last two steps involve evaluation and extension
• Require students to respond to other’s comments on bulletin board
• Have students respond to others during audio chat/videoconferencing
• Engage in simulation, view video, etc. and generate written report (different purpose than “Create an Experience”)
Designing Instruction
The last two steps involve evaluation and extension
• Develop set of links on particular topics
• Write short essays with hyperlinks
• Develop web pages
Caution: Web is rapidly changing and links quickly become outdated
Designing Instruction
The last two steps involve evaluation and extension
• Traditional essays can also be assigned and attached to an e-mail• Instructor can grade paper and then go over detailed comments via personal audio chat or video conference
Summary and Conclusions
There is no doubt that web-based instruction will increase over the next decade
Instructors have unique opportunity to reinvestigate instructional design issues
4MAT offers excellent model to guide development of web-based instructional materials
Summary and Conclusions
Most instructors would benefit from developing web-enhanced before web-based courses
• Post syllabi and course objectives on web
• Produce pages of web-links
• Use web-based study guides and quizzes developed by textbook publishers
• Use software packages such as WebCT
• Have students use e-mail and send attachments
• Hold office hours online
• Post lecture notes or lecture materials
The End