Learning Theories and Instruction Reflection

REFLECTION

The last eight weeks have gone by so fast.  I have consumed a wealth of new knowledge about how people learn.  Not only did I learn how people learn, but I learned why they learned in the style that they did.  I was surprised that the study of learning started before  Christ and that it continues today, with different learning theories being discovered.  From Socrates, B.C.,  utilizing discussion to encourage his students to find answers to Gardner's multiple intelligence theories, the human brain is a fascinating body part that is that can be manipulated to be intellectually flexible to learning.

It was also surprising to learn how technology has played such an important part of education in some of the schools around the United States.  Web based information such as the Horizon Report and websites such as http://www.edutopia.org have helped instructors with their delivery of valuable educational information to learners of all ages. 

The Learning Theories and Instruction course has deepened my understanding of my own personal learning process by helping me to understand how I learn and how and where my intelligence areas need to be developed.  I now understand that it is okay if I am not  an expert in every one of the eight, and soon to be nine intelligence areas that have been recognized by learning theorists.  I now know that if I need to develop knowledge in an area of intelligence that I am not clever in, I can enrich my intelligence by learning from subject matter experts, life and culture experiences or sometimes learners in the classroom.  I am anxious to take Gardner's suggestion and try to develop the areas of intelligence that are underdeveloped.

As an Instructional Designer the use of connectivism is highly important in designing online instruction. The connection between learning theories, learning styles and educational technology is important for successful learning outcomes. The use of the internet, whether it is via computers or mobile devices helps to develop both instructor's and student's intelligence. These technical devices have helped to replace some classrooms. There are devices that enable us to connect to a classroom or retrieve and send information from almost anywhere in the world.  Learners can choose to explore a vast number of educational websites with various information on subjects that are geared toward helping the learner become an expert, as long as the learner is motivated to do so. 

The Instructional designer can help the student to stay motivated in learning new content by designing an interesting and fulfilling course.  One of the ways this can happen is by utilizing Keller's ARCS Motivational System.  According to Keller, these four areas should be addressed to keep the distance learner interested in completing the course:

1. Attention - gaining and keeping the learner's attention.
2. Relevance - making sure the course applies to the learner-What's in it for me?
3. Confidence - making the objectives achievable in a reasonable time period. 
4. Satisfaction - earning a reward, a sense of achievement, some external reward must be given.

 The Learning Theories and Instruction course has added to my increasing motivation to become an Instructional Designer. It has certainly fulfilled the qualifications of Keller's ARCS model. The course serve as a foundation for me to further my career as an Instructional Designer by helping me to understand the basics of adult learning theories and learning styles.  I realize that if I am going to be a good Instructional Designer, and I intend to,  I will need to understand the different styles that people learn from and I need to know how to vary my own style of instruction.  

There are so many different avenues to take when learning, as Gardner pointed out.  I hope you enjoy discovering them, as I will.  Happy Instructional Designing!

References:

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

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

Core Concept: Technology Integration.”Why Integrate Technology into the Curriculum?” retrieved from http://www.edutopia.org/tech-integration

Fitting the Pieces Together

In my present class, Learning Theories and Instruction, I am studying the different learning theories that help people to transfer information from a teaching source to our brains, and retain the new information as knowledge.

During my first class, I was asked "how do you learn best?"  My answer then in September was that I learned best from examples and practice.  At that time I stated that I was a mixture of a cognitivist and a constructivist.  Presently, I still believe that I am a mixture of a cognitivist and a constructivist.

Now in October, the eight week class is nearing an end we have almost completed the course.  Our instructor asked us to reflect upon our learning style then and compare it to our learning style now, since we have studied the various philosophers of learning and their learning theories.

These are the questions that the class was asked to consider:

1.  Since we have a deeper understanding of the different learning theories and learning styles, how has our view on how we learn changed?
2.  What have we learned about the various learning theories and learning styles over the past weeks that can further explain our own personal learning preferences?
3.  What role does technology play in our learning?

My answer to question number one:  I have not changed my answer to how I learn, but now  I understand more of the theory that applies to the way that I learn. People who learn through cognitivism learn through problem solving. I do enjoy a challenge most of the time.  However if the learning materials are too easy, I will get bored with it quickly.  On the other hand, if the new material is out of my proximal zone, then I will get bored with the research it takes to figure out what I should be learning.  People who learn through constructivism, learn through social interaction.  These people learn from models, or examples, such as I. When I don't have some form of social interaction or an example to go by, I struggle to figure out what is expected of me.  This unsureity usually produces feelings of confusion.

My answer to question number two: I found Gardner's multiple intelligence theory to be very interesting, and one that I can easily apply to myself.  It is normal for everyone to have some under developed intelligence in some of his eight, possibly nine intelligence areas. Armstrong (2000) The reasons that I may have under developed intelligences, as a constructivist or cognitivist learner could be that I did not have an opportunity to learn in these categories.  Since I learn through problem solving and social interaction, I may not have had the chance to network in a culture or be in a situation that would allow me to apply and develop certain intelligences.  However, the article by Armstrong (2000) has prompted me to develop the intelligences that I am not yet intelligent in.  I now believe that it is necessary for an ID or any teacher to survey himself, and strive to learn whatever he can so that he can be a well rounded instructor.

My answer to question number three:  Technology plays a huge role in learning.  Technology plays a huge role in our lives. I find that I use some form of technology on a daily basis.  According to the Horizon Report 2009, during the next five years, there will be amazing technology integration introduced that will simplify learning for learners of all ages.  The use of technology to search for information that aids in the learning process will play a major part in retrieving information.  Although teachers, facilitators and instructional designers will still be needed, they will find that they will use the internet much more for instruction delivery.  I look forward to this new wave of upcoming technology. 

Reference:
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development