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