Reflection

When beginning Learning Theories and Instruction, I did not fully understand the extent of learning to come. I do not currently work in the field of Instructional Design and my past experience in training delivery did not prepare for the depth of knowledge presented in this class. My understanding of how one learns was centered on sensory learning (auditory, visual and kinesthetic ).

What I find most surprising and striking is the vast array of theories and how they all compare and contrast with each other. The Behaviorist theory posits that learning occurs when a proper response follows a specific stimulus (Ertmer & Newby 1993 p. 55). A Behaviorist is concerned only with observable actions and is not concerned with the thinking that occurs in the subjects mind between the time of the stimulus and the resulting response. In contrast, the cognitive theory is all about the active mental processes of the learner during learning activities. Cognitivists want to understand the mental processes of the learner during problem solving, language development, concept formation, information processing, memory, and information retrieval (Ertmer & Newby, 1993 and Nagowah & Nagowah, 2009). Behaviorism and Cognitivism do share common ground in that both theories believe that the environment in which learning takes place does play a role in the learning process.

The Constructivist theory has many similarities to Cognitivism as both theories are concerned with the learners mind and thinking. Constructivists differ from Cognitivists in that they focus on how one’s mind creates knowledge by giving meaning to new experiences based on prior knowledge, experiences and beliefs and not on mental processes of the mind (Jenkins, 2006). Social learning theory and Cognitive theory share the position that one constructs his or her own knowledge. The difference between the two theories is that in the Cognitive theory the construction of knowledge is created and possessed individually. The social learning theory views knowledge distribution among co-participants of the activities that produced it as an essential element of learning (Ormrod, Schunk & Gredler, 2009).

As an adult learner who anticipates creating Instructional designs for other adults, I am particularly interested in Adult Learning theory. In the multidimensional Adult Learning theory, learning occurs when an adult creates meaning or constructs knowledge through the body, mind, spirit and emotions (Merriam, 2008). Another multidimensional learning theory is that of Connectivism. According to Siemens (as cited in Davis, Edmund & Kelly-Bateman, 2008), "Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital." Connectivism views learning as a process that connects information from many different sources, which aligns with Adult Learning theory’s connection to body, mind, spirit and emotions.

When examining the above-mentioned learning theories, I could not pinpoint just one that I felt particularly drawn to. However, the examination of the theories helped me to go beyond the auditory, visual and kinesthetic view of my own learning experience and provided a deeper understanding of how the theories were used in my own education and how they have helped me learn. Each of the theories have views that I believe can be useful in various situations but there was not one theory that I believe will be useful in all situations. What I will take with me into my future instructional design career regarding learning theories is that it will be best to use multiple theories in my designs in order to address a wide variety of learners.

As a future instructional designer it is important that I remember that people have different styles of learning and that those styles will vary according to what is being learned as well as where and when the learning takes place (Gilbert & Swanier, 2008). Multiple Intelligence theory posits that people have intelligence in eight different categories (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist) and that the varying degrees to which a person possesses each of these intelligences will affect the style in which that person prefers to learn (Armstrong, 2009).

There are many technologies available today that enable instructional designers to address the varied needs of learners. Online instruction allows for asynchronous communications in threaded conversations. The World Wide Web can also be used for synchronous communication using technologies such as Skype. The telecommunications industry uses e-learning, webinars, on-line courses and instructor-led distance learning to educate employees (Freifeld, 2008 and Bolch, 2008). While using technology to educate people, we as instructional designers must also address the motivational needs of our students in order to keep them engage in the learning.

My expectation as an instructional designer is that I will be teaching adults in classes that they choose to attend. Therefore, I expect that these students will be self-directed and motivated to learn the course content, at least initially. I recognize that even a highly motivated student can lose focus while trying to fit education in amongst the many other demands of life. With that in mind when designing instruction, I will address motivation using the ARCS motivational process (Keller, 1999). In order to garner student attention the design will address the opportunities created by successful completion of class tasks and explain why the course content is important to learn. Course design will utilize ‘real-life’ tasks that students can easily transfer to their lives to address relevance. By creating objectives and learning tasks, that progress from easy to difficult and demonstrating personal interest for each student I will help build confidence. Creating informal communications processes along with providing appropriate feedback and clearly defined grading rubrics will set proper expectations and increase student satisfaction.

What I have learned in Learning Theories and Instruction will be the basis for my future career in Instructional Design. I view this class as the foundation on which the rest of my learning in the field will be based. I found the class to be both challenging an enlightening and am looking forward to continuing my education in the field.

References:

Armstrong, T. (2000). Multiple intelligences in the classroom (3rd ed). Alexandria , VA: Association for Supervision and Curriculum Development.

Bolch, M. (Sep 2008). Taming tech training. Training, 45 (8), 60-61. Retrieved on June 19, 2010 from http://web.ebscohost.com/ehost/detail?vid=19&hid=13&sid=7376bfec-2631-4445-bc6b-a75bc7b96cd8%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=bch&AN=34789076

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.

Freifeld, L. (Feb 2008). It’s the network. Training, 45(2), 58-64.

Gilbert, J. & Swanier, C. (Fall 2008). Learning styles: how do they fluctuate? Institute for Learning Styles Journal 1, 29-40.

Jenkins, J (2006). Constructivism. Encyclopedia of Educational Leadership and Administration. SAGE Publications. Retrieved May 26, 2010 from http://www.sage-ereference.com/edleadership/Article_n122.html

Keller, J. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning 78, 39-46.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

Nagowah, L. & Nagowah, S. (2009). A reflection on the dominant learning theories: Behaviourism, cognitivism, and constructivism. The International Journal of Learning, 16(2), 279-285.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson

Week 7 Fitting the Pieces Together

Upon embarking on my journey through Learning Theories and Instruction I had no previous experience in formal education classes. My academic resume consisted primarily of business and management classes. The closes my previous education came to touching on educational theories was in classes on organizational psychology. Therefore, when posting my initial response in week one I had limited knowledge on which to base my assessment of my preferred learning style.






Now that I have completed seven weeks of classes and read countless articles and textbook chapters on the topics of learning styles, learning theories and technology use, I find it more difficult to classify my preferred learning style. I can see where certain aspects of each learning style we studied apply to me. From the behaviorist school of thought, receiving a specific stimulus will change my behavior. For example when the deadline for our discussion post was extended from Wednesday to Friday, I did not post my discussion until Friday. I had the chapters we needed well before the week in question, but I tend to be a procrastinator by nature, so when we received and extension, I took advantage of it. From a cognitive standpoint, I am a problem solver. I enjoy defining a problem, analyzing it and figuring out a solution. When I endeavor to learn new things, they must have meaning to me or I will not retain the learning. This characteristic of my learning style fits in nicely with the constructivist theory.


I am aligned with social learning theory in that I really enjoy working in learning teams and as much as I like the convenience of online education, I miss the personal interaction of a classroom setting. I am an adult learner and most everything I read about adult learning applied to me.






What provided me the most insight into my preferred learning style are the five assumptions of Andragogy:


1. Adult learners are autonomous, independent, self-reliant and self-directed toward goals


2. Adults have a rich resource for learning via their reservoir of experience


3. The readiness of adult learners is closely related to the developmental tasks of his or her social roles


4. Adults focus shifts from future application of knowledge to immediacy of application


5. Adults are motivated to learn by internal factors rather than external ones


(Cercone, 2008 pp. 143-145)






I utilize technology to search for articles that will support my ‘gut feeling’ on discussion points. I also utilize technology to organize the articles I download. Without technology I would not be able to attend school at this point in my life. The asynchronous aspect of online classes appeals to me most. I can ‘attend’ class when it fits into my schedule, which allows me to balance my career, family and education.



References:


Cercone, K. (2008). Characteristic of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Week 2 Blog Assignment

This week' reading on the brain and learning were both challenging and enlightening. In order to continue studying this weeks topic I have chosed to bookmark the following two websites:

1) http://brainconnection.positscience.com/
I believe this site will be a valuable resource because it contains information on how the brain is connected to education as well as providing a library with category-specific listings of articles, news, interviews, reviews, and interactive resources.

2) http://ozpk.tripod.com/brain.html
I believe this site will be a valuable resource because it contains 29 different topics related to the brain an learning. Some the topics covered are:

• News from the Neurosciences articles
• Susan Kovalik & Associates - Brain-compatible Integrated Thematic Instuction (ITI) information and resources
• ERIC Abstracts on BRAIN-BASED LEARNING
• The BrainCompatible Teaching and Learning Equation
• SURPRISING TRUTHS: IMPLICATIONS OF BRAIN RESEARCH
• All Our Students Thinking -- Any subject—be it physics, art, or auto repair—can promote critical thinking as long as teachers teach in intellectually challenging ways.
• Whole Brain Teaching
• Brain Research and Effective Teaching

Week 1 Blog Assignment

LINK 1:



http://www.elearninglearning.com/blog/instructional-design/
Overview:
• Upcoming eLearning Events
• The latest article from the eLearning Learning Community
• The 'Best' from the eLearning Learning Community


This site will will serve as an ongoing resource for my work in the instructional design field because the information provided appears to be up-to-date, varied and easy to access.
The site includes links to learning concepts including Design, Rapid Learning, Learning Theory and Corporate eLearning. My goal is to become a professional corporate trainer and I feel this site provides resources that will fulfill my needs as I work towards my goal.


LINK 2:
http://www.merlot.org/merlot/index.htm
Overview:
• Provides the ability to create learning materials with MERLOT content builder
• Contains resources on various discipline communities
• Allows browsing of peer reviewed online learning materials in various disciplines
• Resource to find expert colleagues in your field of study


This site will serve as an ongoing resource for my work in the instructional design field because the content included on the site is geared toward educators and people designing instruction.
The site provides learning materials on topics I am interested in teaching as a corporate trainer (i.e. Marketing, management, Professional Coaching) as well as links to resources outside of MERLOT such as professional organizations and Business Education Journals.


LINK 3:
http://www.distance-educator.com/index.phtml
Overview:
• Provides Weekly Newsletter on distance education and elearning
• Contains links to current articles applicable to many levels of education
• Easy to access Blogs of the website founders


This site will serve as an ongoing resource for my work in the instructional design field because it provides a wealth of resources related to distance education and elearning. The site allows access to a vast array of articles which are categorized for ease of use. I can envision continuing to use the site as a resource for current information in the field of instructional design as my studies continue.