Index of Learning Styles (ILS)
Administering ILS on Campus:
- Services offered by IRPA to administer ILS on campus (pdf document).
- A brief presentation of IRPA’s approach in assisting faculty members in the administration of ILS on campus (PowerPoint).
References on ILS:
- Using Felder’s ILS in the Classroom (PowerPoint) — Kay C Dee, Glen A. Livesay, presented at the 128th Rose-Hulman Institute of Technology Opening Symposium, August, 2002.
- Learning Styles and Strategies (Information for Faculty and Students – HTML format)
- Matters of Style (Information for Faculty – HTML format)
- Learning and Teaching Styles in Engineering Education (Information for Faculty – PDF format)
- Other ILS reference materials from Dr. Felder
The Index of Learning Styles is an instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument is being developed by Barbara A. Soloman and Richard M. Felder of North Carolina State University.Anyone who wishes to use the ILS is welcome to do so. The user should be aware of two important points:
- The ILS is still under development and cannot be considered as having been validated. The results provide an indication of an individual’s learning preferences and probably an even better indication of the preference profile of a group of students (e.g. a class), but they should not be over-interpreted.
- A student’s learning style profile provides an indication of probable strengths and possible tendencies or habits that might lead to difficulty in academic settings. The profile does not reflect a student’s suitability or unsuitability for a particular subject, discipline, or profession. Labeling students in this way is at best misleading, and can be destructive if the student uses the label as justification for a major shift in curriculum or career goals.
If you are interested in using the ILS in research and would like to perform your own reliability and validity studies on it, please contact Dr. Felder (firstname.lastname@example.org).
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