Learning Theories and Instruction Reflection

Furthering my knowledge

This course was my first experience with the learning theories. Yes, I have heard of them but I never really thought to sit down to study them in detail. Being a relative new instructor with only three years’ experience I found many striking and surprising facts while taking Learning theories and instruction, my second course at Walden University. I have no formal education in developing learning materials. So my knowledge before this class was mostly from onsite employee training, my learning network, and classes that I previously took in pursuit of my bachelor’s degree.

One thing I found striking is that while each learning theory seems to have sound reasoning another learning theory would come along and seem just as sound as the first. This kept my mind in perpetual motion and slightly confused as I tried to determine which theory was best suited for both my learning process and that of my students. Also, surprising to me and may be due to my inexperience as an instructor was learning the differences between pedagogy and andragogy. I have always known there were differences but never truly understood what those differences were.

In pedagogy the educational focus is on transmitting in a very instructor controlled environment. Whereas, “Andragogy is characterized by a problem/project orientation; the use of experienced-based techniques; the facilitation of self-motivation to encourage learning; and, in general, the pivotal role of the learner in acquiring new knowledge or skills" Marshak (1983, p. 81). I have come to the realization that pedagogy is more systematic while andragogy is motivational. In learning this difference it has allowed me to better collaborate with my adult learners. I now find that I facilitate more rather than instructing in employee training sessions. I have found great success with this new strategy.

Deepening my understanding

Learning theories and instructions has expanded my understanding of my own learning process as well. I have not changed my perspective on how I learn since beginning the course and I still believe that I am a visual learner first, a kinesthetic learner second, and an auditory learner third. I also feel that my learning has a lot to do with connectivism and andragogy. This came to realization when I did my mind mapping assignment and saw how many nodes that my learning network has. I am also self-directed and very task-oriented when it comes to learning, which I attribute to being an adult learner.

Technology

Technology is a huge part of my educational resources and learning process and I utilize technology in all aspects of my employment, learning, and life.

·         My smart phone brings me emails, text messages, internet, ebooks, online newspapers, video chat, navigation, and my social hub.

·         My to do list is stored in Evernote, task manager and my online calendar which is synced to my Google applications.

·         My Kindle goes everywhere with me, and contains just as many educational resources as fictional books. I also now use my Kindle to receive bogs which is a new form of gathering information for me.

·         I also access more educational resources from the internet and online library sources than I do the traditional library.

During this course I have had the benefit of adding even more technology to my educational resources. I have developed skills in creating and maintaining blogs, and using an RSS reader to bring new blogs and information to me.  I have also been very excited to learn and use technology during participation in collaborative work projects at Walden. The Horizon Report (Levin, Johnson, & Smith, 2009) has provided me with information and a multitude of links to new areas such as cloud computing, mobiles, and semantic aware applications. All of these emerging technologies are designed to debut in the next one to five years. In learning new technology connectivism plays an important role in my learning process. 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)

Connecting the learning theories

My understanding of learning theories, educational technology, and motivation has vastly broadened and changed during this course. Karl Kapp (2007) states that learning is a multifaceted entity as opposed to a single thing. There is no right or wrong learning theory or style. Learning styles are more of a preference or to use in certain situations as the need calls for them, and each learning theory has relevance since no one theory explains all of the learning processes. As far as motivation I feel that motivation runs the learning process, without student motivation, the learning process will stall and possibly fail all together. Extrinsic motivation exists when the source of motivation lies outside of the individual and the task being performed. Intrinsic motivation exists when the source of motivation lies within the individual and task. (Ormrod, 2008)  Complete learning can only occur when the learner is engaged in the topic and wants to learn. (Lim, 2004).

Furthering my career in the field of instructional design

It is important to any learning environment that instruction takes into consideration all of the learning styles, and learning theories which will hopefully create a fulfilling, engaging and user friendly experience for the learners. I believe that this course has given me a concrete foundation to build upon in my quest to become an instructional designer.

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/

Kapp, K. (2007). Out and about: discussion on educational schools of thought. [Blog Post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/.index.php/2007/01/out-and-about-discussion-on educational/

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.

Marshak, R. J. (1983). What's Between Pedagogy and Andragogy? Training and Development Journal. 37(10), 80-81.

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

Reflection on Learning Theories

Education is not preparation for life; education is life itself.  ~John Dewey

I firmly believe that learning in one way or another continues throughout our entire lives. Whether it is as an infant, teenager, or an adult, learning is a part of our daily lives. In doing the learning matrix my understanding of the learning theories has vastly improved. The learning theories have allowed me the opportunity to examine the manner in which learners learn and receive information; being a new instructor with only five years’ experience this has been very beneficial for me.  

This course has been my first exposure to the learning theories; I am now aware of how having an understanding of theories can truly help me instruct and design instructional materials with a better purpose.  I have learned that there is a large number of theories that have been put forth to describe the learning processes in which people use to learn new concepts and to put them into practice.  I have noticed that I have already begun to incorporate my new found knowledge of learning theories by adding real life situations to my discussion boards. For example I felt that some of my discussion boards were not effective in reaching my adult learners.  In reading course material I found that adults are most interested in learning about subjects that have immediate relevance to their job or personal life (Conlan, Grabowski, & Smith, 2003). This is only one of the learning theories that have helped to be a better instructor.

This course has allowed me to examine the way I lean and I feel that I learn the same way in which I started the course. I am a person that learns from my environment and I tend to feel that I fit into the cognitivist and constructivist theories. Also, being an adult learner I do find that I fit into the five assumptions underlying andragogy. 

• ·         Has an independent self-concept and who can direct his or her own learning.

• ·         Has accumulated a reservoir of life experience that ia 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)

While I believe that I fit into all of the assumptions above, I now know from the learning matrix that depending on what I am attempting to learn, one, two or all of the learning theories may come into play. Technology has been very influential in my learning, the internet, online learning and my social network has provided an excellent learning environment for me. Technology has changed the way in which I access information and collaborate with my fellow students. It has also change the way in which I instruct and collaborate with my students. In taking this course I have discovered that there is a connection between learning theories, learning styles, and motivation, but in the end they are all designed to help us instruct and learn effectively.   

As stated in my opening quote learning is for life and I will use this course and my new found knowledge of learning theories in my future career as an instructional designer.

Brainyquote, (2001). John Dewey Quotes. Retrieved from http://www.brainyquote.com/quotes/authors/j/john_dewey.html

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, v. 89, p. 3-14.

Connectivism and Mindmapping

My personal learning network tends to be a group of people whom share a common interest and who I regularly interact with through an exchange of ideas, information and resource’s centralized around my own common interest. When I need to gain new knowledge or new ideas I access my personal learning network.

Personal learning networks have always existed but due to advanced technology they have been put into a new light highlighting on how and where we connect to our personal learning. I find that today my personal learning network extends well beyond my family, friend, co-workers, and instructors. They can encompass experts in my career field from all around the world.

In finding new information and trying to learn a new concept, there’s no better place to find information than from websites written by experts in my field. I look for websites, podcast, YouTube uploads, Wikis, professional societies, collogues and recently due to this class Blogs. Many of these social and professional sites expand on the new concept or give me new ideas that challenge my beliefs and make me think outside the box regarding the new concept.

Today, technology is rewiring our brains. The tools that we now use define and shape our way of thinking and decision-making is itself a learning process. Constructivism suggests that learners create knowledge as they attempt to understand their experiences. (Driscoll, 2000) I find that Constructivism assumes that learners are not brainless empty vessels to be filled with knowledge; instead, learners are actively attempting to create meaning. In accessing my personal learning network I am attempting to create meaning for the concept that I am currently trying to understand. In this week’s learning resources I read that adults need to know the reason for learning something, need to be responsible for their decisions on education, and are most interested in learning subjects having immediate relevance to their work and/or personal lives. I feel that my personal learning network helps me address all of the above criteria, which will only add to my success.

 Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.