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
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.
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