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.