A Reflection On Learning Theory

Having been involved in education almost my entire life (first as a student, then a teacher, and now in educational publishing) I have given learning some thought prior to this course. What is odd to me is that learning theory was not a requirement in my undergraduate educator training. I have always been familiar with many “best practices” in teaching as well as the latest instructional strategies; however I had never given much thought to learning theory. “For all the talk of learning amongst educational policymakers and practitioners, there is a surprising lack of attention to what it entails” (Smith, M. K., 1999). As I reflect back on what I have learned in this course, I now see the importance of developing an understanding of how students learn in order to design quality instruction.

This course has significantly impacted the way I think about learning. The most interesting development has been the fact that I think about learning in my everyday life. I often find myself thinking, how will I commit this information to Long Term Memory? Or, what strategies will best help me retrieve this information (Ormrod, J., Schunk, D., & Gredler, M., 2009)? I have learned that learning theories, learning styles, and motivation are all intricately intertwined to create this thing we call “learning,” and now educational technology is playing a major role unlike ever before (see my blog on connectivism). There is no shortage of learning theories that exist to explain the way we learn. I have found a connection with each of the theories we have explored in this course to help explain how I learn (see my blog on Fitting the Pieces Together), and I will draw from each learning theory to help me design instruction. I have learned that teaching students “learning strategies” may be much more effective than catering to individual “learning styles,” and will incorporate strategies such as elaboration, comprehension monitoring, and mnemonics into my instruction (Laureate Education, Inc., 2009). I now know that
motivation to learn classroom subject matter is not necessarily something that students bring to school with them-it can also be something that teachers instill in students (Ormrod, J., Schunk, D., & Gredler, M., 2009). I have the ability to boost student motivation levels using the ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivational design which provides a systematic approach to designing motivational tactics into instruction (Keller, J. M., 1999).

As an instructional designer, I will be working in some fashion to design trainings, courses, tutorials, etc. Designing any form of good instruction would involve the end-user ie. student, learning the objective. This course on learning theory has provided the basis for questioning and understanding how students learn. I now have the foundation of learning theory, learning styles, educational technology, and motivation to guide my instructional design choices. It is with this knowledge that I will be able to approach my work as an instructional designer with the question; how will my students learn this information best?

References

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Laureate Education, Inc. (2009) Ormrod, J Video Program “Learning Styles and Strategies”

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

Smith, M. K. (1999). Learning theory. The encyclopedia of informal education

Fitting the Pieces Together

Taking a course on learning theory really gets you thinking about learning (shocker I know). This week I am evaluating how my view on how I learn has changed, using the wealth of knowledge I have obtained over the past few weeks. When I began this course, I associated the way I learn with particular learning styles as opposed to particular learning theories. I am now developing a much deeper level of understanding as to how people learn. I am surprised to say that although I identify with a particular learning style, I do not identify with any particular learning theory. In actuality, I identify with portions of all the theories we have learned about.

Learning styles come up a lot in educational discussions. As a teacher, I often heard about the three basic types of learners as defined by McCarthy (1981); visual, auditory, and kinesthetic (Gilbert, J., & Swanier, C., 2008). I would have described myself as a visual learner. While I still consider myself partial to the visual learning style, I have learned that teaching students “learning strategies” may be much more effective than catering to individual “learning styles.” I now recognize that I learn better and retain more information by using strategies such as elaboration, comprehension monitoring, and mnemonics (Ormrod, J).

There is no shortage of learning theories that exist to explain the way we learn. I have found a connection with each of the theories we have explored in this course to help explain how I learn:

1. Behaviorism- I use behavioral objectives to break down more abstract learning goals. I use study techniques such as rehearsal, practice, and reinforcement.
2. Cognitivism- I use cognitive strategies for more complex learning such as problem solving, reasoning, and information processing.
3. Constructivism- I believe that we construct meaning based on our experiences and we all construct our own unique reality.
4. Social Learning Theory- I learn well in peer collaboration settings. I also learn well in apprentice situations.
5. Connectivism- I use many sources of technology to connect to many knowledge resources.
6. Adult Learning Theory- I am a self-directed adult learner.

Throughout this course I have learned I am much more dependant on technology for learning than I realized. Just take a look at my blog on Connectivism and you’ll see what I mean. I use technology to search for information (search engines, ebrary, etc.), create information (online applications, computer applications, etc.) record information (computer), and store information (portable hard drive). Without the use of technology, I would be unable to take this very course on learning theory. Overall I have gained a great appreciation for, and a deeper understanding of, the way not only I learn, but all learners learn.

References:

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l].

Ormrod, Jeanne Video Program “Learning Styles and Strategies”

Connectivism

How am I connected?

Even though I would be considered a “digital native” by Marc Prensky’s definition, I sure don’t feel like one. If you are over 30 and have ever witnessed the speed of a teenage textversation (not sure if I made that word up or if it’s already out there), then you probably have some sense of what I’m talking about. Here are some of the reasons I feel more like a “digital immigrant.”

1. I bought my first computer when I was 20. Prior to that, I typed all of my college papers on a word processor.
2. My first experience with the internet was in college.
3. I have never “tweeted.”
4. I just started texting within the past year and had to buy a new phone with a qwerty keypad to do so.
5. I am currently enrolled in a graduate course to “learn” about the latest technology.

Although I would classify myself as a “digital immigrant,” I have realized I am “connected.” As you can see in my knowledge network mindmap, I actually have quite a few connections. So what digital tools are facilitating my learning and how has my network changed the way I learn? The simple fact that I am responding to this question on my computer and posting it online to my blog is a perfect example of how my network has changed the way I learn. Here are some others:


1. When I am seeking information or the answer to a question, I almost always always google it. Prior to the creation of internet search engines, I would physically go to the library, use print resources, use phone books, call places for information etc. This was extremely time consuming. However, according to George Siemens, “connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital" (Siemens, 2005, para. 24). The need to vet information found on the internet can be time consuming as well.

2. I work out of my house yet I meet regularly with colleagues. I used to do this f2f, but more often we meet through the use of conference calls and webinars. I often receive my training now through online tutorials as opposed to f2f.


3. I am attending graduate school online; I don’t think any explanation is necessary as to how the internet has changed the way I learn in this area.

Decision-making itself is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision (Siemens, 2005, para. 24). What I have learned through mapping out my connections is that my digital resources provide me an ever changing and expanding way to learn. Connectivism to me isn’t so much addressing the mental processes of how we learn, but the physical means in which we acquire knowledge.

References
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

Flash Media Program: “Timeline of the History of Learning”

Video Program: “Connectivism” George Siemens

-Amy S.

Problem Solving and Learning Theory Support

Welcome back! You must have found my first post worthy of a return trip to this blog, or you are my fabulous instructor; here to grade me;-) If you had an opportunity to read about me, you know I am working towards an Instructional Design Certificate. Part of this journey requires the creation of this blog. This week my learning focused on the brain and learning, information processing theory, and problem-solving methods during the learning process. It was a lot to process (pun intended)! In order to further my understanding in these areas I have extensively searched high and low (actually more in the middle, sitting at my computer) for articles and websites you may find interesting or helpful on the subjects I referenced above.

Abstract Math has always been a struggle for me, so I found myself drawn to problem solving this week. I found a Math website called Mrs. Glosser’s Math Goodies . This website is a valuable resource for teachers, parents, and students. There are interactive math lessons, games, puzzles, articles, and more. I located two articles related to problem solving in particular. The first article, Mathematics Through Problem Solving by Margaret Taplin, discusses the shift in mathematics from teaching problem solving as a skill, to teaching math through problem solving. Another article by Margaret Taplin, Teaching Values Through a Problem Solving Approach to Mathematics, takes the process of teaching through problem solving even further. She suggests that teaching through problem solving creates flexible learners who are able to adapt to unexpected situations. This approach has implications well beyond math. This will be an interesting topic to ponder. How can I design instruction that promotes student learning through problem solving? If you want more information, research, or articles on problem solving in math, visit the website National Council of Teachers of Mathematics.

If you have struggled at all with learning theories (as I have over the past two weeks), then I have the article for you. After extensive searching through the Walden University Library databases (which should require certification in and of itself) I located the article Yanchar, S., South, J., Williams, D., Allen, S., & Wilson, B. (2010). Struggling with theory? A qualitative investigation of conceptual tool use in instructional design. Educational Technology Research & Development, 58(1), 39-60. doi:10.1007/s11423-009-9129-6. This article contains interviews with real life instructional designers. They answer questions related to their level of understanding of, and application of learning theories in their instructional design projects. This is an interesting read regardless of your current level of understanding of learning theory.

I hope you find the resources I have provided you useful in your quest for instructional design knowledge!

Have a great day!

-Amy S.

Blogs for Instructional Designers

Amazingly enough, my first blog post ever is about how to direct you away from this blog and towards other blogs. Brilliant, I know! Actually, this has been a valuable lesson for me that I am passing on to you. There are countless bloggers out there (actually I’m sure we could count them, but I’m not going to) and fortunately some of them happen to blog about instructional design. Luckily for newbies to the industry like me, these bloggers are willing to share extremely valuable information on the world of instructional design. Today I am going to share three blogs that I have come across and give you a little insight into their offerings.

1. Making change: Ideas for lively elearning This blog is written by Cathy Moore who is an instructional designer with over 25 years of experience. Her posts are extremely informative, fun to read, and watch (yes, there are videos). This is a blog I will be spending a lot of time reading and interacting with because it contains tons of information and real life examples I find useful in getting ready to be an instructional designer. Click on her recommended posts to catch up if you are new to the blog. This is a blog for those with all levels of ID experience.

2.Experiencing E-Learning This blog is written by Christy Tucker. I chose this blog partially because of the career path similarities Christy and I share. She is a former teacher (like me) who moved into corporate training (like me, although I’m in educational training) and is now creating online training (what I’d like to be doing). Christy gives some great info and links on getting started in ID. She also provides bookmarks of great ID sites so it can save you some time surfing for resources!


3.The Rapid E-Learning Blog This blog is written by Tom Kuhlmann who has over 15 years of experience in the training industry. Tom offers informative and fun to read posts for instructional designers of all levels from “Designing the Right Course” to “Managing E-Learning Projects.” For newbies to the industry, check out his post “A Roadmap for Building an E-Learning Course.” It provides a lot of food for thought on getting started in instructional design. This is definitely a blog to follow for designers of all experience levels.

Hopefully I’ve proven my blog's worthiness by providing you with some phenomenal ID resources and maybe you’ll come back and visit sometime.

Have a great day!
-Amy