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.