Reflection

I must admit that in the beginning of the Learning Theories and Instruction course, I was not excited about learning about the various learning theories that I loathed to study in undergrad.  However, I have gained a great amount of knowledge about these theories, and I can now apply them to my current career as a middle school teacher, as well as the field of instructional design.  The knowledge of these theories provides explanation to how and why learning takes place in my classroom, as well a framework to build off to provide solutions for learning in case what I am doing is not working.   Without a clear understanding of the learning theories, I will not be able to reach students effectively with different learning styles and goals. 

I initially began this course viewing the learning theories as distinct bodies where the principles of one theory reigned supreme over another.  I found in my studies, however that these theories build off one another and they are best applied according to the desired learning goal.  Throughout this course, the attribute of learning that I found the most surprising was the effect of socialization on learning as explained by the social constructivist and social learning theory.   The cognitive learning theory explains how the brain works in storing, processing, and retrieving information to allow learning.  Humans have a time limit for short-term memory, and through chunking, rote rehearsal, and repetition of concepts we learn and retain information (Huitt, 2003).  Consistent with the cognitive theory, learning is gained from making inferences, expectations, using prior knowledge, and forming connections between ideas (Smith, 1999).  Surprisingly, I have learned (well it is my opinion) that these connections and inferences created in cognitive learning cannot be achieved without social influence. In reference to Beaumie Kim (2001), knowledge is socially and culturally constructed, and individuals create meaning through their interactions with each other and with the environment they live in.  Learning about this theory immediately brought an image of an early human learning initially learning the use of fire and passing on what he or she knew to others.  Those social interactions lead to more connections and discoveries that were passed down through generations. I agree with Mark Smith (1999) in his statement that “learning is in relationship between people and environment.”

This course has also allowed me to get an improved understanding of the differences in how I learn as an adult versus how my adolescent students learn.  The theories of cognitivism, behaviorism, and constructivism explain transference and learning of knowledge without regards to one’s age.  The adult learning theory explains how I currently learn and what factors affect me as a learner.  My prior knowledge, age, and experiences help determine my direction for learning.  Andragogy explains my self-directed nature as an adult.  I choose learning situations that will help further my career or meet goals.  I also have a better understanding of how being self-direct can be detrimental to learning; distractions and situations can impede is a progress and motivation.  (Conlan et al., 2003).

                Understanding learning styles is a key component in designing and implementing instruction.  Gilbert et al. (2008) theorize learners acquire and process information according to their learning styles; these styles may embody learning through hearing and seeing, reflecting and acting, reasoning logically and intuitively, and analyzing and visualization.  Educational technology allows learners to access large amounts of information and process it almost immediately, no matter the learning style (Semple, 2000).  Technologies allow learners to access resources and engage in various activities that can reach any learning style and fit any situation.  Motivation is nurtured through technology by fostering distance learning, social interactions, and resources. 

Knowledge of each learning theory provides instructional designers the tools to design instruction according to the needs of the learner.  Ertmer and Newby (1993) express that instructional designers have to be competent in recognizing problems in learning and instruction and proposing a solution; this task cannot be accomplished without an understanding of the human learning theories.   This course has helped me in my journey to becoming an instructional designer by forcing me to focus on the qualities of the adult learner in an online environment, the effects of learning style in various learning situations, and how we all influence each other’s learning socially. 

In the final analysis, understanding the purpose and use of learning theories provides a skeleton for me to build on as an instructional designer and as a teacher.  I have a valuable grasp on what strategies encourage learning in regards to learning style and situation.  I feel this course has provided a sturdy base for me to build upon as I pursue a career in the field of instructional design.

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2011 October 5>, from http://projects.coe.uga.edu/epltt/

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%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html

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

Smith, M. K. (1999) 'The cognitive orientation to learning', the encyclopedia of informal education, www.infed.org/biblio/learning-cognitive

Fitting the Pieces Together

My view of how one learns has morphed tremendously over the past seven weeks.  During my first week in the Learning Theories and Instruction Course at Walden University,  I had a narrow view on how others and I learn.  I initially categorized myself as a constructivist learner because I learn best by relating new information with experiences; however, after learning about the various learning theories, I become aware that learning is situational, and it would not be accurate to label myself because the way I learn based on context.   I understand what limitations I had learning as a child and the limitations that affect me as an adult.  On the word of Conlan et al. (2003), factors that influence my learning now are:

1.       Life experiences,

2.       Work experience,

3.       Cognitive abilities,

4.       Previous learning experiences, and

5.       Aging factors

The behaviorist theory best explains outward responses to stimuli, and the cognitive learning theory explains how I store and process information. Of course, the behaviorist theory and cognitive learning theory is as equally important in explaining how I learn, but I do not believe learning is possible without some influences of others. I feel that the learning strategies that support cognitive learning processes are necessary.  Concept mapping, comprehension checks, and semantic mapping are helping in organizing and storing information (Ormrod, et al., 2008).  Many of the theories, such as the Social Learning Theory, Constructivism, and Connectivism, seem to share similar ideas. All the learning theories discussed in this course can aid in describing how I learn, but the two that I feel has the greatest impact because they encompass the others are Social Constructivism and Connectivism.  I have learned that due to my zone of proximal development, social influences are crucial  in allowing learning opportunities.  Social interactions are critical, and knowledge is co-constructed between two or more people (Ormrod et. al, 2008).  In order for me to gain knowledge, I have to interact with others in some way whether it is printed works, conversation, or some other form of media. 

 Learning is maintained and nurtured through maintaining connections (Davis, et. al. 2008).  I have learned that my learning network is vast, yet it is facilitated through today’s available technology.  I am able to the connect with the work of experts on any given topic through the internet via my laptop, gaming, device, and mobile phone.  Videos, presentations, and other forms of media are a click away. Technology makes it easy for me to learn concepts that I don’t understand and teach my students; I rarely have to reinvent the wheel when designing lessons because teachers and experts in the field have created lessons and posted them online. 

My understanding of the way we learn has impacted my performance as a teacher, and I now pay close attention to what strategies I incorporate that will help my students learn.  I believe that these theories are necessary in being an effective instructional designer to be sure that students can apply new knowledge across contexts.

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2011 October 09>, from http://projects.coe.uga.edu/epltt/

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <October 3, 2011>, from http://projects.coe.uga.edu/epltt/

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

Unlimited Connection: The Impact of Connectivism on My Learning Network

Technology has always been a part of my learning network in one form or another; I can recall several mornings learning numbers with The Count from Sesame Street or catering to my love of all things science through The Crocodile Hunter on Animal Planet. In his discussion of Connectivism, George Siemens (2008) states “information abundance requires that we offload our cognitive capacity onto a network of people and technology.”  Although learning occurs within the individual, Vygotsky emphasized the importance social interactions and co-construction of learning through social interactions (Timeline of the History of Learning, 2008).  Even though I was born in the eighties and could be considered a “digital native” because I grew up using the internet and using various forms of technology, I have witnessed my learning network grow more intricate over the last twenty-seven years.  Before using the internet for the first time in 1998, my learning network was mainly built around my teachers, family, friends, books, and television.  Now it includes these resources and many more.

            The instantaneous accessibility to knowledge has affected my network the greatest.  I can remember going the library and going through the card catalog to find the resources I needed to complete a research assignment.  A few years later, I began looking for printed resources in the electronic database in the library and combining those resources with information found online.  Now with the inclusion of scholarly databases, pdf files, and eBooks, I rarely leave the comfort of my own home to find knowledge on any given topic.

The internet has been my greatest instrument for learning because it provides the opportunity for distance learning.  I am able to connect to my classes through my gaming device at home, my cell phone, and laptop. Without it, I would not have been able to conveniently further my education and balance my work and home life.   In the digital age, it is very rare to have unanswered questions on a topic because the retrieval of knowledge is at my fingertips.  If one author can make—let’s say the behaviorist theory—understandable, I have the option to read discussions about the theory from classmates, email my instructor for clarity, or research the topic online and see the opinions and research of other scholars in the process.  The options are endless due to Connectivism.  

Flash Media Program: Timeline of the History of Learning. http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html

Siemens, G. (2008). Connectivism. Laureate Education

Connectivism: My Learning Networks

How Do You Learn: Articles for Understanding the Cognitive Learning Proces

Understanding how the brain works when processing information can be a challenging task, especially when the material is organized in text form only.   In the article, “The Information Approach to Cognition,” W. Huitt provides a links similar to a webquest that provides the reader with detailed information on cognitive learning theories.  If a reader does needs elaboration on a concept a link to a more detailed on that specific topic is provided.   Being partly a visual learner, I found it beneficial to see graphics and concrete examples of the concepts discussed in class.  Huitt (2003) breaks down the levels of processing theory into chunks that can be easily followed and digested by learners who need amplification for concepts and visual cues to assist with learning new knowledge.  At the end of the author, Huitt provides a comprehensive graphic organizer that shows how to develop and present teaching material to assist in the learning process. 

Huitt follows the advice provided in the article. The material is well organized, shows students how to categorize information, and provides students opportunities to elaborate on new information; many of the explanations and graphics provided clarification for me that I did not get from other resources.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [September 18, 2011] from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Concepts are much easier to gain knowledge from when the learner is able to see it applied in real life situations.  The next article I came across titled, “Helping Students Learn to Think Like Experts When Solving Clinical Problems” by H. Mandin, A. Jones, and P. Harasym  takes the theories discussed in class and illustrates how they are used in a setting by medical students.  The author discusses the importance of clinical students building a “scheme” (entitled in our classroom resources as “schema”) to organize information in a manner that will lead to effective search-and-retrieval  strategies of concepts when a problem has to be solved.   The goal is to have students recognize that there is no standard method to problem solving.  A graphic organizer of what type of “scheme” a medical student may build based on concepts is provided, and it is interesting to see what problems can be solved if the student is able to organize the information and retrieve it when problem solving is needed.  The article also gives some indication how curriculum should be created and delivered for medical students through a seven step process, which could be beneficial in the field of instructional design. 

http://journals.lww.com/academicmedicine/abstract/1997/03000/helping_students_learn_to_think_like_experts_when.9.aspx

Travel Aids: Useful Resources for Instructional Design

Since I have decided to enter the field of Instructional Design, I have been spent some time looking at the requirements of the job, the importance, and of course the pay ;.), but it did not occur to me to seek out and read about the experiences of those in the field.  The first website that intrigued me gave me a look into the diversity of ID.  Bloggers involved provide insight and advice on what to expect and what mistakes to avoid as a Instructional Designer. I found myself immersed in a post titled,

"Instructional Design for Beginners – What Motivates People To Learn?"

. I was curious to see how the learning theories discussed this week translated into the field.  The post provided a clear explanation of theories used in ID and strategies for motivating learners with engaging activities.  I will definitely be spending more time on this post to look at more resources offered by the blogger.

http://www.upsidelearning.com/blog/index.php/tag/instructional-design/

I was introduced to thinkfinity.org in a professional development training over the summer.  I am always looking for creative ways to improve my students' learning experiences through technology, and this website provides the necessary tools.  The internet can be daunting to navigate when looking for useful resources, however, Thinkfinity compiles lessons for every content area and grade level in one place.  The website has lessons already completed and aligned to state standards and the resources needed to implement it successfully.  I think educators will be impressed with the interactive activities this website has to offer.

http://www.thinkfinity.org/

Numerous businesses and educational entities have found good reason to block out websites that play media.  Unfortunately, that includes YouTube, which provided hours upon hours of videos for every guilty pleasure--hence the roadblock.  Yet, Youtube has numerous videos that can be used for educational purposes, and many learners learn best from having visuals.  Luckily there's TeacherTube, a website where those in the educational field upload videos they have created or come across to provide reinforcement for any concept being taught.  Like YouTube, viewers can post comments on the usefulness of the video how they incorporated it into their lessons.  TeacherTube allows you to search for a specific topic, or you can view channels that compiles videos that relate to a content area. 

http://www.teachertube.com/channelList.php