Reflection

A Reflection on Learning Theories and Instruction:

The Growth of a Student in Instructional Design

As a student who has recently begun the journey to a degree in Instructional Design, I realize that I must start with a mind that is open to new ideas and philosophies. I must seek to explore new knowledge and understand the practical applications of such if I am to be effective in my field. In my mind, the blank pages of subject matter are beginning to be replaced with knowledge of theories, philosophies, and approaches that I never knew existed. Let me share with you some of the things that I have learned thus far. 

The one aspect of learning that I found to be the most surprising is in reflection the one that should have been the most obvious; different people learn in different ways. There are numerous ways in which a person can learn and that same person may utilize more than one method of learning even within the same subject matter (Ertmer & Newby, 1993). Some of the different learning theories which were explored include: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learning.  

     When conducting personal inward reflection, when learning new material I find that I often utilize multiple learning methods. Having passed middle-age, I find that the use of mnemonics helps me to remember names as well as itemized lists (Woolverton, Scogin, Shackelfor, Black, & Duke, 2001). I have come to realize that my learning methods most closely resemble those of connectivism because I link new information to previous knowledge and adult learning because I am self-disciplined and draw from my life experiences.

Throughout this course I have learned that while various learning theories and styles can be employed by the learner, each learner must find their own motivational factor.  Although it is sometimes difficult for today’s learner to stay motivated given the pressure of time constraints and family obligations, in today’s world of educational technology, mobile computing can make a difference. Through the use of handhelds and smartphones, it is now easier than ever to receive and complete assignments from almost anywhere (Johnson, Levine & Smith, 2009).  This ubiquitous computing can help serve as the motivation one needs to complete the education that was unattainable just a few short years ago.

The material that I have learned in this course has better prepared me to become a more proficient  instructional designer by helping me understand that I must strive to differentiate my methods of instruction and incorporate new technology that would serve to include those students that employ various learning styles (Kim, 2001). This will serve to lessen the technological divide and engage those learners on a level that they can comprehend.

This course has taught me not only various learning techniques and theories but a very important life lesson as well. I have been educated in the fact that learning is a lifelong journey and the knowledge that I have gained here will remain with me for a lifetime.

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.

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Woolverton, M., Scogin, F., Shackelfor, J., Black, S., & Duke, L. (2001). Problem-targeted Memory Training for Older Adults. Aging, Neuropsychology & Cognition, 8(4), 241-255.

Fitting the Pieces Together

Fitting the Pieces Together

Now that my Walden class on Learning Theories and Instruction is coming to a close, I would like to reflect back to the beginning of this course and consider how my views on learning theories and styles have evolved.

As I am both fairly new to the online classroom and just in my third semester as an instructor, my experience concerning learning theories and learning styles is limited. At the start of this class, I seldom gave a thought as to how learning occurred or even the fact that there are several ways in which individuals can and do learn. Little did I know that there were six widely held theories that describe most types of learning. These theories are: Behaviorist, Cognitive, Constructivist, Social Learning, Connectivism, and Adult Learning.  

At the beginning of this class, I classified myself as being between a cognitive and constructivist learner because my memory plays a large part in the learning process yet I develop a deeper meaning through firsthand experience (Ertmer & Newby, 1993). Now that I have been exposed to different theories, I would have to say that I more closely relate to the connectivism and adult learning theories. Connectivism because I draw on prior knowledge to connect to and process new information (Davis, Edmunds & Kelly-Bateman, 2008), and the adult learning theory as I am an active participant in my own learning as well as being self-directed and self-disciplined. I also have life experience from which to draw knowledge from (Conlan, Grabowski, and Smith, 2003).       

With that being said, the most important lesson that I have learned thus far is that there are multiple ways that an individual can learn and that individuals often learn utilizing more than one method. It is important that I keep this in mind if I am to be an effective instructional designer. I must strengthen my repertoire of instructional techniques in order to help my students utilize various learning methods so that their learning potential is maximized.

Today’s learner is more apt to utilize technology than ever before. With mobile devices and handheld smartphones, the quantity of information available is limited only by one’s creative imagination. Information can be obtained, researched, drafted, and submitted all from the comfort of your favorite easy chair. The proliferation of on-line learning has increased exponentially over the last several years as has the quality of that education. Long gone are the correspondence courses that the distance learner of yesteryear was relegated to. Those have been replaced with professionally designed and supported online learning that is today’s standard (Foley, 2004).

In conclusion, I have learned that there is much more to learning and education than I would ever have imagined. There are many learning theories and technologies that a novice such as myself can spend many years attempting to master. Rather than becoming mired in technological ambivalence, it is important to remember that each learner will have their own learning style and that an effective instructional designer will find creative methods of instruction to maximize the learning potential of each student.

References:

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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?

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.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education, 200. p 189.

Connectivism

  

This week’s blog is about connectivism. Connectivism as a theory was introduced on the premise that knowledge exists in the world rather than just in the mind of the individual. This theory is described as knowledge which exists within systems and is accessed through the process of the learner connecting specialized nodes (Davis, Edmunds, and Kelly-Bateman, 2008).

As you can see from the graphical representation of my networking mind map, the connections follow the basic tenets of connectivism in the fact that I have created a network connecting to other people and emerging technologies. As an adult learner, I am self-directed and self-motivated resulting in exceptional grades and nurturing and maintaining connections with my college professors (Davis, Edmunds, and Kelly-Bateman, 2008). Because of this connection my professors were instrumental in helping me secure employment.

In the world of emerging technology, changes take place daily. Therefore, it is imperative to stay abreast of the changes through continuing education. This education does not necessarily have to be formal training. It can come in the form of seeking information from online search engines or from peers. My age classifies me as a “digital immigrant” meaning that in addition to the regular course work that was required for my bachelor’s degree, I also had to learn new technology and how to adapt to it. I personally have Google saved to my favorites for quick reference and I am able to keep in touch with my friends through facebook. This also follows the connectivist theory described by Davis, Edmunds, and Kelly-Bateman that states that complex learning with a rapidly changing core is best learned the connectivist type learner.

So now that we’ve discussed connectivism, let me share with you how connectivism has affected me and my method of learning. As you look at the graphic, I would like to explain how the items in my networking mind map are connected. First, I completed my bachelor’s degree and met with my professors several times afterward to build rapport. I kept in touch with my classmates and friends through facebook and would research information through Google and look for jobs through various employer websites. Once I found a job I was interested in, I went back to my instructors for referrals. Not only did they recommend me, they offered me a position at the college as well. Going through the interview process, I learned more about what my prospective employer was looking for and was able to secure employment. I then contacted some classmates who were qualified candidates and alerted them to the fact that a local employer was hiring. After being hired, I have found that my colleagues are a wonderful source of information.

So as you can see, there was a very intricately weaved network constructed through which I was able to obtain knowledge and employment and it is through this same network that I continue to learn and keep the various nodes connected.