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
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