Learning Theories and Instruction Reflection

                                                   

Before the start of this class, I did not realize the various perspectives and theories about how people learned and how they impacted the instructional designer’s approach. Behaviorism, cognitivism, constructivism, connectivism, social and adult theories all had a distinct concepts but were also interrelated.  Comparing and contrasting the theories gave me a new perspective of how I learn and how I apply them in my current career and in the field of instructional design. In addition, I found that learning requires more than just exposure to the content but then the knowledge of what to do with the content exposed. 

 I found that it is easy to adopt concepts that have been part of the brain research but not really found valuable to the classroom or even true.  The concept that the left and right hemispheres of the brain should be taught separately to maximize the effectiveness of learning was a concept I believed was true but surprisingly just a subject of brain research).  I learned that functions of some areas of the brain are hardly set in stone (Ormrod, Schunk, & Gredler, 2009). Different parts of the brain may be ready to learn at different times (National Research Council, 2000).  Learning organizes and reorganizes the brain (2009).

 I have thought about how I learn.  I am a visual learner who prefers to participate in computer-assisted instruction.  Ertmer & Newby prescribe this type of learning in the “Behaviorism” theory. Ertmer & Newby explain that “Behaviorism” was designed as the basis for audio-visual materials.  I learn most productively in an online and self-paced environment which is a reflection of how I work as well.  Ertmer & Newby suggested that behavioral theories imply that teachers ought to arrange environmental conditions so that students respond properly to presented stimuli.  On a deeper level, I learned better when I’ve been challenged to master tasks that I am not familiar with or know how to complete.

 I stated in the “Connectivism” blog that learning is the process of connecting specialized nodes or information sources (Davis, Edmunds, & Kelly-Bateman, 2008).  The ability to see connections between fields, ideas and concepts is a core skill (2008).  Decision-making itself is a learning process (2008). I learned that the connection between learning theories, learning styles, educational technology and motivation is the ability to make a decision to create a learning process from the different concepts.   

 The learning in this course will help me as I further my career in the field of instructional design because I am able to distinguish between the learning theories and styles.  I am able to actively make decision in order to prepare a design with purpose.  I am able to use and understand how to incorporate technology in the lessons.  I understand the importance and value of motivation when instructing people.

 In conclusion, attrition plays a factor in the instructional designers work.  It is important to understand Keller’s ARCS model when designing instruction (1999).  In order to keep a student’s attention there must be an abundance of information that is relevant to the subject that is presented. The instructor must maintain his/her attention to the student’s learning style and provide continuous motivation.  Incorporating the use of technology that is unfamiliar would help students build confidence that will result in satisfaction after the technology becomes familiar.  Applying the ARCS model could be the key to retention.

                                                           References

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

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

National Research Council. "5 Mind and Brain." How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press, 2000.

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

Fitting the Pieces Together

 When beginning this course, I prescribed my learning style as self-paced and audio-visual based from the behaviorist theory.   In the behaviorism theory, learning is accomplished when a proper response is demonstrated following the presentation of a specific environmental stimulus (Ertmer & Newby, 1993). After researching the many styles, strategies and theories in this course it became apparent that my prescription to successful learning wasn’t as concrete as I thought.  Understanding learning styles and theories is much more complex. Dr. Jeanne Ormrod explains the importance in knowing the nature of not only the learner in general but also the nature of specific learners and the fact that different people approach learning tasks in somewhat different ways (2009).  I stated in week one discussion that I was a learner that did well with audio-visual materials in an online environment.  That statement is true however what I found to be different is that my learning style changed based on different tasks.


Gilbert & Swanier stated that learning styles may fluctuate within the context of a course (2008). For example, in the past weeks from lesson to lesson I’ve had to change my learning style in order to complete each assignment or task successfully. Many of our assignments included using blogs and library research that required us to work one with another by collaborating and responding to postings.  At the end of this course, I feel like as an adult learner I must focus more on a strategy to learning rather than style because styles can change based on the context. 


Dr. Jeanne Ormrod explains the importance of teaching strategies rather than focusing on learning styles (2009).  Learning strategies are plans that do, make and proceed which conclude with a result.  I’ve learned the importance of three strategies that actually worked for me in the past weeks of study.  The strategies are elaboration, comprehensive monitoring and mnemonics all-in-one, like a printer, in order to be a success in an online environment (2009).  I’ve been able to take information and do something with it with software called “WebspirationPro” and analyze it to create a mind map.  I’ve been able to periodically stop during the learning process and assess what I was reading or learning from a variety of periodicals and articles found on database in our library.  I’ve been able to identify learning problems by writing, reading and responding to various blogs.  Overall, the accumulation of different learning strategies is the reason for successful learning of theories and instruction as an instructional designer.

References

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

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal Volumes/Fall 2008 Volume 1 PDFs/Learning Styles How do They Fluctuate.pdf.

Ormrod, J. (2009)."Learning Styles and Strategies" Retrieved on May 31, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_552973_1&url=.

"Connectivism"

When I reflect on the “connectivism” of my learning process I found that learning requires more than just exposure to the content but then the knowledge of what to do with the content exposed.  The network visually allows me to understand the pathway to “doing” which enables me to learn.  In our resources, George Siemens explains that decision making is a form of learning (style or platform) which best describes my cognitive network (2008). The best tool I use to facilitate important decisions professionally is the mobile phone and personally the laptop.  I gain my knowledge from the World Wide Web when I have a question about anything.  For example, my 4 month old is teething and I needed to know how much ibuprofen to give him.  I went to google.com and place a question in the search box and found that at his age the dosage is determined by his weight not his age.  My personal learning supports the central tenets of connectivism because it all ties together into one complex learning experience.  Through the electronic sources personally, I am able to connect, nuture and maintain communication with people all around the world.  I used Siemens six principles of connectivism to provide a clearer explanation (strategy or plan) (2008).

 

• Learning is a process of connecting specialized nodes or information sources (face book, twitter and Skype).

• Learning may reside in non-human appliances (laptop, mobile device, kindle, digital camera).

• Capacity to know more is more critical than what is currently known (researching World Wide Web and textbooks).

• Nurturing and maintaining connections is needed to facilitate continual learning.

• Ability to see connections between fields, ideas, and concepts is a core skill.

• Learning and knowledge rest in diversity of opinions.

 References

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