A Reflection on Learning Theories and Instruction

A Reflection on Learning Theories and Instruction

As I reflect upon this course, I identify myself with an Adult Learner. As different learning situations present themselves, I am able to move into various learning styles. “-Isms”, within the world of learning theories, “are important but use them as a filter, not as a blinker”. (Kerr, 2007) All the key elements of learning theory, learning style, and technology can be in place, but without addressing the factors of motivation, learning will not be effective. People learn and are motivated in a wide variety of ways.  Instructional Design allows us to address learning theories, learning styles, and motivation through technology.

I have found two particular things to be surprising or striking as I further my knowledge about how people learn.  First, Howard Gardner states within his description of Multiple Intelligences, “Each individual has a unique blend of the various intelligences that contributes to his/her personal predilections and abilities.”(Dickinson, 2010) Second, “Learning styles can fluctuate within subject or lesson.”  (Gilbert, 2008)  A learner may identify with a particular learning style but Gardner and Dickinson both show us that learners are able to adapt to the task and move between learning styles because they possess a wide range of intelligences. The learning process is unique to each individual.

This course has deepened my understanding of my personal learning process by introducing me to the characteristics of an Adult Learner.  About my personal learning process, I identify myself with at least 4 out of 5 characteristics of an Adult Learner.  I am someone who “has an independent self-concept and can direct my own learning”. I have “accumulated a reservoir of life experiences that is a rich resource for learning”.   I am also “problem-centered and interested in immediate application of knowledge”. Finally, I am “motivated to learn by internal rather than external factors (Merriam, 2001, p.5)”.  (Conlan, 2003)  These characteristics are evident in my performance in an online classroom setting and supported by a current grade of 97%.  These characteristics also manifest themselves in my role as a classroom teacher and demonstrate my ability to seek and implement new information and learning situations that will enhance my performance within the classroom.

Learning theories, learning styles, educational technology, and motivation are interdependent and necessary for successful learning. Learning theories describe the way a learner acquires and assimilates new information. (Pearson, 2010)  Learning styles explain the avenue in which the learner best receives the new information. The different learning styles are auditory, visual, or kinesthetic. (Peggy A. Ertmer, 1993)  Educational technology delivers effective instruction. In order for technology to be effective, the basis of delivery is a strong foundation of knowledge in learning theories, learning styles, and motivation. As state previously, learners can move through different learning styles because each learner is equipped with Multiple Intelligence. Yet, the delivery of the content, through technology, must match the appropriate learning theory and learning styles. The ARCS model addresses the area of motivation and allows the Instructional Designer to address the intrinsic and extrinsic factors that motivate learning in the online world. (Keller, Development and use of the ARCS model of instructional design, 1987)  Instructional Designers have a delicate task of presenting information so that a wide range of learners is able to acquire new knowledge.

This course will allow me to further my career in Instructional Design because it has given me a foundation in learning theories and learning styles.  Technology can enable us to present information based upon the learning theories (Behaviorism, Constructivism, Connectivism, Social Learning, Adult Learning, and Cognitivism).  The course has also made me more aware of each learning style.  Learning theories and learning styles are important but motivation is the key in delivering the material effectively.  As an instructional designer, I need to have all the pieces in place for the instructional material to be effective.

References

Alex Koohang, L. R. (2009). E-Learning and Constructivism: From Theory to Application.      Retrieved November 25, 2011, from Interdisciplinary Journal of E-Learning and Learning      Objects: http://ijklo.org/Volume5/IJELLOv5p091-109Koohang655.pdf

Behaviorism. (2010). Retrieved 12 12, 11, from Theories of Learning: An Overview: http://eev.liu.edu/know_base/behavior.htm

Conlan, J. G. (2003). Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2011, from Adult Learning: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning#Biography_-_Malcolm_Knowles

Dickinson, D. (2010). Intelligence in Seven Steps: Howard Gardner. Retrieved November 13, 2011, from John Hopkins University School of Education: http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_gardner.cfm

Gilbert, J. &. (2008). Learning Styles: How do they fluctuate? Retrieved from Institute of Learning Styles Journal: http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Kapp, K. (January, 2 2007). Out and About: Discussion on Educational Schools of Thought. Retrieved 15 November, 2011, from Kapp Notes: http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development , 2-10.

Keller, J. (2006). What is Motivational Design. Retrieved 12 20, 2011, from ARCS Model: http://www.arcsmodel.com/Mot%20dsgn%20Mot%20dsgn.htm

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved November 15, 2011, from Bill Kerr: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Pearson. (2010). Learning Theories and Instruction. In Pearson, Learning Theories and Instruction (p. 79). New York: Pearson.

Peggy A. Ertmer, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly , 50-72.

Wynne, R. (2002, June). Characteristics of Adult Learners . Retrieved November 29, 2011, from Asset: http://www.assetproject.info/learner_methodologies/before/characteristics.htm

Learning Matrix Theory

Learning Theory Matrix

More PowerPoint presentations from Leanne Suttles

I wanted to share my Learning Matrix Theory I made for class. I used AuthorSTREAM for publishing to the web.  Since I created my presentation using the Power Point program on my computer, the alignment and font on some pages are off. Next time I create a Power Point that I publish on the web, I will create it within Google documents.  But, that's what college classes are for- you learn and do it correctly the next time. :-)
If you have trouble viewing the AuthorSTREAM player within the blog, you can view the Learning Theory Matrix at  http://www.authorstream.com/Presentation/dstnflame-1282657-learning-theory-matrix/

Fitting the Pieces Together

 Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

When asked about my learning style during the first week of class, I described my learning as predominantly cognitive with constructivism following close behind. As we have looked at a variety of learning styles, I would now describe myself as an Adult Learner who enjoys working through Connectivism.

What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

Malcolm Knowles, the father of Andragogy (“the art and science of helping adults learn”), described the adult learner as someone who:

• Has an independent self-concept and who can direct his or her own learning
• Has accumulated a reservoir of life experiences that is a rich resource for learning
• Has learning needs closely related to changing social roles
• Is problem-centered and interested in immediate application of knowledge
• Is motivated to learn by internal rather than external factors (Merriam, 2001, p.5) (Conlan, 2003)

As an Adult Learner, I believe these five attributes describe my learning style. When Howard Gardner introduced the concept of Multiple Intelligence, he stated, “People have a unique blend of intelligences.” (Smith, 2002, 2008)  I believe this is also true of learning styles. I describe myself as an Adult Learner, but when tasks are presented in various formats, learning takes place in through behaviorism, cognitivisim, social learning, constructivism, and connectivism. Bill Kerr said it best, “_isms are important but use them as a filter, not as a blinker.” (Kerr, 2007)

  

What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

Technology is a major influence and part of my learning. Connectivism would best describe my application of learning. “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. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2005, para. 24). (Davis, 2008)

I use technology to research and organize new information.

• Google Reader allows me to organize and view the use and application of technology within the fields of education and instructional design.
• Social networking sites such as Facebook and LinkedIn offer me the opportunity to interact with other learners, to share and exchange information, teaching techniques, and various platforms and methods for delivering instruction.
• Diigo is used to organize my bookmarks into categories for easy access as I research articles, journals, blogs, and various sites concerning education and instructional design.
• Blogger allows me share information I have acquired and hopefully help others as they navigate their way through instructional design.
• MindMapping offers a vehicle to problem solve through collective intelligence.
• Applications on my iPad allow me to see and have easy access to all my information.

 

 

Works Cited
Conlan, J. G. (2003). Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2011, from Adult Learning: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning#Biography_-_Malcolm_Knowles
Davis, C. E.-B. (2008). Connectivism. Retrieved 11 28, 2011, from Emerging perspectives on learning, teaching, and technology: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved November 15, 2011, from Bill Kerr: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Smith, M. K. (2002, 2008). Howard Gardner and multiple intelligences'. Retrieved 12 18, 2011, from the encyclopedia of informal education: http://www.infed.org/thinkers/gardner.htm

 

Connectivism






Leanne Suttles: Personal Learning Network

   



Connectivism:

• Learning and knowledge rests in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
• Decision-making is it 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)

I am on a Connectivism journey to create a Personal Learning Network (PLN) that allows me to learn and organize my learning in a manageable way. In the age of technology, learning can seem a little overwhelming, but by creating a PLN, I can organize and acquire learning within and outside of myself through networking and digital tools.  My Connectivism Mind Map provides a visual image of my PLN.

Learning through Connectivism can be acquired through networking.  Networking involves processing and filtering information within us and outside of us.  With the increase and availability of information, one cannot be expected to grasp all of it inside ones self. 

When I look at my network, it is about surrounding me with people who share the same goals and ambitions. By building relationships with like minded individuals, I have created a network where learning, problem solving, and support can take place as I navigate my way through the increase in knowledge and understanding.  (Jones, 2010)

Networking lets me share and exchange knowledge, connect with friends and colleagues, and work within social networks to connect with others in the Instructional Design learning community. By networking with others, I remain on the cutting edge of technology and the application of learning theories.

George Siemens, creator of Connectivism, states that “learning may reside in non-human appliances”. (Siemens, 2005)  Digital tools allow me to manage learning resources in an orderly manner.  I personally rely on Google Reader to organize Blogs and RSS Feeds.   Bookmarks allow me to keep track of online resources for future reference. Social Networks such as Facebook & LinkedIn allow me to connect with other like minded learners and Instructional Designers through connections and online communities.  Scholarly Articles, Search Engines such as Google, ERIC (Education Resources Information Center), and the Walden University eLibrary allow me to keep up on the latest research and application of learning theories within the Instructional Design community.   

Looking back at the central view of Connectivism, my Personal Learning Network supports the diverse opinions in learning and knowledge. It connects specialized nodes of information sources, acknowledges that “learning may reside in non-human appliances”, and increases my capacity to know more.  My PLN nurtures and maintains the fact that connections are needed to continue learning. It allows me to see the connections between areas, ideas, and concepts.  A PLN allows me to keep current on learning activities and connect the new information with previously acquired knowledge.  I can see that decision-making is a learning process in itself by choosing what and how the meaning of new information influences the changing reality around me. (Cormier, 2011)

Works Cited

Cormier, D. (2011, November 10). About: Description of Connectivism. Retrieved December 2, 2011, from Connectivism: A Learning Theory for Today's Learner: http://www.connectivism.ca/about.html

Jones, J. (2010, June 28). JimiJones.com. Retrieved December 2, 2011, from 5 Benefits of Networking: http://jimijones.com/blogging/5-benefits-of-networking/

Siemens, G. (2005, April 5). Connectivism: A Learning Theory for the Digital Age. Retrieved December 2, 2011, from elearningspace: http://www.elearnspace.org/Articles/connectivism.htm

http://www.webspirationpro.com/view/1045184af051

The Brain and Learning Made Easy

The brain and learning can sometimes seem like an overwhelming topic of discussion.  We will take an in-depth   look at the basic function of the brain, how information is processed, and the learning process. 

  Most of us already know the brain is comprised of two major areas: the left and right hemisphere. The left hemisphere specializes in sequential/linear operations such as logic, math, and language. The right hemisphere focuses more on the whole picture. It controls emotions, judgment, relationships, creativity, and play.  (Witchy, 2011) “The brain is a parallel processor. It can perform several activities at once.” (Wilson)  Information processing and problem solving are examples of processes that take place simultaneously. The Information Processing Model, “developed in the early 1950’s…consists of three main components, sensory memory, working memory, and long-term memory.” (Schraw) As we review each article, we will see how the brain functions and processes information into meaningful learning experiences.

What’s Learning Like?



Neurones and synapses



“What’s Learning Like?” is an article located on Witch Hazel’s Magic Resource Website.  “Witch Hazel” takes a fun and easy to understand approach to Teacher Development. She presents technical information on the way the brain works with easy to understand graphics and lists. The explanation of the right and left hemisphere of the brain is also illustrated with an easy to read and understand graphic.  She goes one step further by providing optical illusions to demonstrate how the left and right hemispheres see and order the information.  Rhetorical questions are added within each section to extend our learning and actively engage us in the material.  This valuable website that reminds us that learning is not always linear but rather ordered chaos.

Overview of Brain-Based Education

Dr. Leslie Owen Wilson take the technical brain development information above and beyond and gives an in depth explanation of Brain-Based education. “Brain-based education (aka educational neuroscience) emphasizes how the brain learns naturally...helps explain recurring learning behaviors, and…allows teachers to connect learning to students’ real lives and emotional experiences, as well as their personal histories and experiences.” (Wilson)  Dr. Wilson gives us an insight into how mastery learning, learning styles, multiple intelligences, just to name a few, are incorporated into Brain-Based Learning.  She goes on to describe “Twelve design principles based on brain-based research” (Wilson).  I found this website to be interesting and it provided real life examples of how to implement Brain-Based Learning within in the classroom.   As an Instructional Designer, I found the section entitled “Utilizing both music and art:” to be of the most interest. I am always looking for way to engage the learner and allow them to process and translate the information into long term, meaningful memory.

Information Processing Theory

“Information Processing Theory” by Gregory Schraw can be found on the Education.com website. Kudos to Education.com! They always provide relevant and applicable articles to the world of education.  Gregory Schraw does an excellent job of describing each process of the Information Processing Model (IPM). Developed in the early 1950’s the IPM “consists of three main components, sensory memory, working memory, and long-term memory (Schraw)”.  Through a comprehensive, yet simple graphic, we can see how information moves between the sensory, working, and long term memory using rehearsal, encoding, and retrieval.  According to the article, sensory memory screens incoming stimuli; working memory assigns meaning and links it to other information.  Long-term memory “is not constrained by capacity or duration of attention limitations. The role of long-term memory is to provide a seemingly unlimited repository for all the facts and knowledge in memory.” (Schraw)  In reading this article, from an Instructional Designer’s standpoint, I am reminded that my goal is to provide necessary and useful information and learning experiences that can be processed and stored into long term memory. 



The Information Processing Model



Works Cited

Schraw, G. (n.d.). Information Processing Theory. Retrieved November 13, 2011, from Education.com: http://www.education.com/reference/article/information-processing-theory/

Wilson, L. (n.d.). Brain Based Education with Dr. Leslie Owen Wilson. Retrieved November 13, 2011, from Overview of Brain-Based Education: http://www4.uwsp.edu/Education/lwilson/brain/bboverview.htm

Witchy. (2011). What's learning like? Retrieved November 13, 2011, from Witch Hazel's Magic Resource Website: http://www.witchhazel.it/brain_learning.htm

Informative Instructional Design Blogs

The ARCS model: An interview with John Keller

Dianne Rees brings to us an excellent blog entitled, "The ARCS model: An interview with John Keller".  The ARCS (Attention, Relevance, Confidence, Satisfaction) Model integrates motivational design with instructional design.


According to the interview, conducted by Dr. Bernie Dodge, John Keller describes Motivational Design. "Motivational design is the process of arranging resources and procedures to bring about changes in motivation...Motivational design can be applied to improving students’ motivation to learn..." John Keller brings to us an "up close and personal" encounter with Motivational Design and how motivation is the driving force behind the success of Instructional Design.

As a current student of Instructional Design, I highly recommend Dianne Rees blog, "The ARCS Model: An Interview with John Keller".  John Keller's model is widely used and accepted within the Instructional Design world. I believe this site will provide a wealth of information as I grow and develop in the art of Instructional Design.

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The ADDIE Instructional Design Model

Christopher Pappas has created an excellent PowerPoint presentation on his blog, "The ADDIE Instructional Design Model". ADDIE, an acronym which stand for, Analysis, Design, Development, Implementation, and Evaluation.  The ADDIE model is a blueprint, widely used in the field of Instructional Design, to ensure that the instructional products are presented in the most effective and efficient manner.

Christopher does an excellent job of taking us through the ADDIE process, giving us a detailed yet understandable look at each element. He presents the information in manageable chunks and addresses each point with clear, concise attention to detail. 

I believe the ADDIE Model, presented in Christopher Pappas's blog, will be a site I refer to often in my Instructional Design career. Creative instruction is the ultimate goal, but without attention a plan of design, the goal of instruction can be ineffective.

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3 Tech Tools for Beginning Online Teachers

Sandra Rogers, author of "3 Tech Tools for Beginning Online Teachers" answers the question, "How can I add technology to my classroom?". 

Sandra give a brief explanation of how to take a screen shot of your computer, using Screenr.com to record a lecture or give a virtual tour, and how to embed a PowerPoint into your website or learning management system using Scribd.com.

Sandra has the ability to reach a wide range of learners through her clear, easy to understand instructions and well marked links to each Tech Tool being discussed.  She shares her own experiences with each tool and gives a real life example for each.

Sandra Rogers' article, "3 Basic Tech Tools for Beginning Online Teachers", has already been added to my favorites.  I believe this blog has a wealth of information I can put to you immediately and in the future. I can see how this information can be applied as a college student and in my own classroom.

Works Cited

3 Basic Tech Tools for Beginning Online Teachers. (2011, October 29). Retrieved November 2, 2011, from TeacherRogers' Blog: http://teacherrogers.wordpress.com/2011/10/29/3-basic-tech-tools-for-beginning-online-teachers/

The ADDIE Instructional Design Model . (2007, September 30). Retrieved November 2, 2011, from CPappasOnline : http://cpappasonline.blogspot.com/search/label/ADDIE

The ARCS model: An interview with John Keller. (2011, October 12). Retrieved November 2, 2011, from Instructional Design Fusions: http://instructionaldesignfusions.wordpress.com/2011/10/12/the-arcs-model-an-interview-with-john-keller/