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”