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This dissertation describes the features a person of each learning style should prefer in technical documentation. The names used in the project for the learning styles are taken from Paul Newland's PhD thesis. They are: dynamic, focused, contemplative, rigorous.
Dynamic
Good looking/interesting/novel design; sufficient complexity; problem solutions; upfront style; lots of signposts; short & punchy blocks; summaries; strong benefit statements ("what you can achieve with this/what it will do for you"); task outlines; strong task completion bias; "professional hints".
Dynamics don’t like: tests of knowledge, lectures/advice, and cross references.
Focused
Pithy; task-structured; conservative tone; relation to issues (how to improve economy, effectiveness); references to real-life examples; informal presentation; lots of signposts; minimal information hierarchy.
Focuseds don’t like: too much detail
Contemplative
Neutral tone; impartial descriptions of facilities; good cross-references; examples to illustrate difficult procedures. Information must be authoritative, subtly guiding, must appear complete.
Contemplatives don’t like: organisation by task, overt instructions.
Rigorous
Promote idea of expertise; authoritative tone; logical organisation; relatively formal style; familiar format; conceptual maps; thorough explanation; basic assumptions, principles, theories, models; maximise certainty; be precise and neat; not extreme or frivolous. Use a good writing style.
Rigorous don’t like: novelty; how-to information without explanation
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