Reflections, Reflections, Reflections

Reflection on Learning Theories and Instruction

This course has been an eye opening experience on how I learn and how others learn as well.  It has given me clarity on the ARCS and many other reasons why people learn the way they do.  Just like Gagne’ (1972, 1985) who said that no one set of characteristics can describe all human learning he also believed in different learning processes.

What did I find surprising or striking as I furthered my knowledge about how people learn?  The one thing I found surprising was in Chapter 2 (Learning and the Brain) of our text book, Learning Theories and Instruction, regarding the dichotomy of “left brain” “right brain” teaching.  The explanation given for this mistaken belief was to justify allowing students to avoid discipline and rational thinking (Ornestein, 1997; Stanovich, 1998).  Trying to teach to the “left brain” or “right brain” is ultimately in vain because as stated in our text, the two hemispheres act as a team in everything we do.  Research of the brain can help instructional designers refine theories of learning and cognition but it can’t tell us much about what or how to teach.  This entire chapter dismissed my thoughts of their actually being “left brain” and “right brain” learners.  The other thing I found striking was the myth that children’s learning was critical their first few years of life.  This myth was rejected in the same chapter in our textbook and it stated that we are lifelong learners and it is not critical the first few years of life.  We learn forever.

How has this course deepened my understanding of my personal learning process?  It has allowed me to realize that I am not limited to being a visual learner.  It is possible for most people to actually possess more than one of the traits of learning.  I am an auditory learner as well and the two combined help me to understand and comprehend tasks and be successful at those same tasks.  Kinesthetic learning is also something that is a part of my learning as well however; it is not as much a part of my learning as the visual and auditory traits I possess.  Learning has to begin with correct communication and understanding.  Using concrete language to make sure learners understand what is expected of them is crucial.  If they don’t know or comprehend what an instructor is trying to teach then no valid communication can take place and nothing will be accomplished.

What have I learned regarding the connection between learning theories, learning styles, educational technology and motivation is vast.  I now understand how learning theories, learning styles, educational technology and motivation are all intertwined to make instruction effective and they also make a successful classroom learning experience.  Just as constructivists believe learners create their own learning they also believe that people are active learners and they should build their own knowledge (Geary, 1995).  Learning theories and learning styles are associated with each other because most theories have some type of learning style within them.  In addition, educational technology is found in both of the aforementioned because they can both be taught and learned through technology.  It takes motivation to make all of this work and be beneficial to learners.  Once a person’s learning style has been determined it should be recognized in some type of learning theory.  Technology is a part of all learning environments today and there is no way to get away from it.  Learners can be motivated not only through the technology that is available today but also emerging technologies can be motivators for some learners who are looking for something new and innovative.

My learning in this course will help me further my career in the field of instructional design for many reasons.  For example behaviorisms are things that we can see and it has given instructional designers handy tools to use for instruction.  Behaviorists believe that letting learners know in advance the outcome and goal and understanding the consequences that promote learning are useful to the success of anyone.  Knowing these things I can prepare a learning strategy that will incorporate these things.  Decisions will need to made in instructional design that may include major changes in an organization and I will need to know how to present the changes in a manner that everyone will understand and accept.  Cognitivism, like behaviorism, emphasizes the role of environmental conditions in facilitating learning. From learning about how the brain functions and how it is associated with learning to the emerging technologies that were discussed I can become a better instructional designer from all the knowledge and insight that has been afforded me.  The ARCS and all the _isms that have been explained I will be able to help learners and myself to comprehend any task and be successful.

References

Ertmer, P. A., & Newby, T. J. (1993).  Behaviorism, cognitivism, constructivism:  Comparing critical features from an instructional design perspective.  Performance Improvement Quarterly, 6(4), 50-72.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Ormrod, J. (Laureatte). (2009).  Behaviorism and instructional design [DVD] United States.

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

"Fitting the Pieces Together"

What a journey this class has been.  Initially I was intimidated just by looking at the syllabus and the expectations of the instructor.  Albert Bandura (1986) said it best when he described learning by observing behavioral models and learner self efficiency which means individuals believe they can be successful at difficult or confusing assignments. I really felt pressure in this class initially and now I can say that Albert Bandura (1986) was referring to me.  My knowledge of learning theories has been stimulated through the many assignments and discussions that have taken place these past few weeks.  I feel that I have completed some tasks that I thought were difficult and I overcame those obstacles as I thought I would through hard work and perseverance.  I already knew that everyone learned differently but all of the reasons why were not apparent to me until studying Learning Theories and Instruction.

Now that I have a deeper understanding of the different learning theories and learning styles, my view on how I learn has changed a little.  I no longer feel inferior because someone else grasps a concept or lesson before I do.  I understand that there are some things that I will grasp quicker as a visual learner than someone who is only a kinesthetic learner.  I have also learned that I am an auditory learner as well.  Most learners possess more than one characteristic of the type of learner they are as expressed by Gilbert and Swanier (2008).  This will be useful as an instructional designer and as I continue to learn more about different learning theories and styles.

I have learned many things after researching and reading about various learning theories and learning styles that can further explain my own personal learning preference.  I relate mostly to the constructivist theory because I am self-motivate to accomplish my goals.  Much of what I learn is done through theory and research.  Prior knowledge along with current situations is how I remember pertinent information.  Collaboration is also important to me to consider the beliefs and ideas of others.  I am not limited to this theory because I also can relate to adult learning.

The role that technology plays in my learning is enormous.  From the moment I sign on to Walden until the time I submit an assignment I am using technology.  I have used technology for research purposes to find additional information regarding our lessons.  I have used the blog and RSS feed that we were required to create for this class.  Technology not only was used for completing assignments but also for communicating with my classmates and instructor.  I will use technology for every aspect of instructional design.  It will be used for research purposes, to create blogs and RSS feeds, to communicate with my peers and to add to information that I have received from various resources from our textbooks.  Technology will play a vital role in all of my endeavors to become the best instructional designer.  I truly believe technology will be the wave of the future for everything and that is the direction we are headed in.  Achieving knowledge through my classes will more than “fit the pieces together” to prepare me for the complete technology era and instructional designing.

References

Ertmer, P. A., & Newby, T. J. (1993).  Behaviorism, cognitivism, constructivism:  Comparing critical features from an instructional design perspective.  Performance Improvement Quarterly, 6(4), 50-72.

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