Reflection

     The course Learning Theories and Instruction has furthered my knowledge about how people learn in many ways.  I believe that looking at my own learning while studying how people learn is what surprised me the most.  In doing so it has also deepened my understanding of personal learning processes.  Before taking this class, I had come to believe that I was only a visual learner and if I was not taught that way or had found a way to use the information visually I would not be able to retain the information like I should.  In studying about learning theories and learning styles I have learned that my learning pulls from not just one theory or style.  According to Gilbert and Swanier (2008) it is imperative that we show that one learning style is not the only learning style that is dominant with respect to an individual or discipline.  However, one person can have several learning styles related to a specific course or subject.

     A theory of learning provides a summary of vast amounts of knowledge relevant to the laws of learning in a concise manner. Learning theories not only explain how learning takes place but also why learning occurs. These theories provide us with a relevant conceptual framework for interpreting the learning processes and direct our attention to those variables that are crucial in achieving the desired goals (Chowdhury, 2006).  When designing lessons for traditional classes and online classes, learning theories and learning styles need to be incorporated to help create the appropriate learning environment.  The use of educational technologies, as much as the application of particular theories of learning, is a matter of fitness for purpose (Simple, 2000).  In creating the appropriate learning environment, how to motivate the learner must be accounted for as well.  The learner must be motivated to do the work and have confidence in the work they do.  When students are motivated to learn, they want to work on highly task-relevant activities.  They do not want to be distracted with unnecessary motivational activities.  For this reason it would be nice to have computer or multimedia software that can sense a learner’s motivation level and respond adaptively (Keller, 1999). 
     In conclusion I feel that I have gained a great deal of knowledge about learning theories and instruction.  I look forward to using this knowledge in my current position as a teacher and future jobs.  I am now aware of the different learning theories and learning styles and how they affect an individual’s capability of learning on different levels. 

References

Chowdhury, M. S. (2006). Human Behavior In The Context of Training: An Overview Of The Role of Learning Theories as Applied to Training and Development. Retrieved from www.unlibrary-nairobi.org/PDE’s/Humanbehavior.doc

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

Ormrod, J. (2011). Motivation in Learning. [Video production]. Laureate Education, Inc.

Semple, A. (2000). Learning theories and their Influence on the Development and use of Educational Technologies. Australian Science Teachers Journal, 46(3). Retrieved from http://web.ebsocohost.com.ezp.waldenulibrary.org

Fitting the Pieces Together

The study of learning is not simply an academic exercise; it is of critical importance to both the individual and society (Ormrod, Schunk & Gredler, 2009).   In reviewing my past discussions and thinking about the way I learn, I had said I learn through being a multi-sensory learner.  Dunn and Perrin (1994) described learning styles as “the way in which each learner begins to concentrate on, process, and retain new and difficult information” (Gilbert & Swanier 2008).   I still believe I am a multi-sensory learner however, I now also believe learning styles can change depending on what is being taught.  According to Gilbert and Swanier (2008) one person can have several learning styles relative to a specific course or subject.  I also understand there can be mismatches in the way a student learns and the way a teacher teaches.  My view on the learning theories has not change however, I now understand more about them and I draw from each of them in my learning.  Through the constructivist theory I create meaning with my past experiences and connect that with the social learning theory by interacting with social activities around me.   In doing this I am also using connectivism and my networks to enhance my learning. 

 There are conflicting perspectives on adult learning as it relates to and separates itself from early childhood development practices and overall approaches to learning.  It is the belief that all styles of learning are applicable to both early child hood and adult learning, with differences presenting themselves in regard to the use of the style based on the learning environment (Conlan, Grabowski & Smith 2003).  I find it easier to learn as an adult because I draw from all of my experiences, wealth of knowledge and my many networks to process information. I am aware of my learning, more organized, and excited to reach my goals.   As an adult learner technology also plays a big part in my learning.  Technology allows me as a student and a teacher to research information, create interactive lessons, presentations and projects through the integration of images, graphics, text, animation, audio and motion video (Semple, 2000).         

I now have a deeper understanding of the different learning theories and learning styles.  I am able to recognize the way I learn and how I apply different strategies.  I am confident that as an Instructional Designer I will be able to apply these learning theories in designing lessons.

References

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/index.php?title=Adult_Learning

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

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

Semple, A. (2000). Learning theories and their Influence on the Development and use of

Educational Technologies. Australian Science Teachers Journal, 46(3). Retrieved from http://web.ebsocohost.com.ezp.waldenulibrary.org

My Learning Mind Map/Connectivism

My learning mind map shows how I use different networks in my life to expand my knowledge.  I feel that I will always be adding to my networks as I continue to learn.  The technology networks on my learning mind map have changed the way I learn.  I find myself going to Google to find information and deepen my knowledge on certain topics.  I also have found online classes easier for me than being in a traditional classroom where I have to listen to the instructor lecture and take notes.  Bruce Spencer (n.d.) stated a written comment in a conference can be read and re-read, while a comment made verbally in a traditional classroom had to be remembered or noted  if it is to be recalled.  Therefore, the digital tools that best facilitate learning for me have been the internet, which includes my masters program where I can find articles, create and follow discussions, and chat with my fellow colleagues.  It helps me to be able to print all of the information I need as well as read my colleague's discussion posts.

 I believe all of the networks on my learning mind map are important to my learning.   They help me be responsible for my own learning.  Knowles’ main focus with the development of andragogy was the notion of the material being very learner centered and the learning being very self-directed.   The principles include: - Adults need to be involved in the planning and evaluation their instruction – Experience (including mistakes) provides the basis for learning activities. – Adults are most interested in learning about subjects that have immediate relevance to their job of personal life. – Adult learning is problem-centered rather than content-oriented (Conlan, Grabowski & Smith 2010).   I particularly like the way  Downes (2011) puts it, in connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Rather, the activities we undertake when we conduct practices in order to learn are more like growing or developing ourselves and our society in certain (connected) ways. Therefore, my personal learning network supports the central tenants of connectivism by networking.    

 http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html

Connectivism

My Learning Mind Map

Understanding How the Brain Processes Information

     For this week’s entry I have choose two articles from education.com.  The two articles I choose are Information Procession Theory, and Metacognition.   

Information Processing Theory

Author: Gregory Schraw/Matthew McCrudden

http://www.education.com/reference/article/information-processing-theory/

In this article the information processing model is used as a metaphor for successful learning because it is well supported by research and provides a well-articulated means for describing the main cognitive structures (i.e., memory systems) and processes (i.e., strategies in the learning cycle (Schraw & McCrudden, 2009).  I found this article valuable because it helped me to understand how sensory, working and long term memory work together.  The article also provides a model showing how the working memory and long-term memory are connected by encoding and retrieval processes (Schraw & McCrudden, 2009). The last topic covered is Implications for Instruction.  The information processing model provides four important implications for improving learning and instruction (Schraw & McCrudden, 2009).

Metacognition

Author: Linda Baker

http://www.education.com/reference/article/metacognition/

The topics in this article are:

-          Historical Roots of inquiry in metacognition

-          Importance of Metacognition in Theories of Learning and Instruction

-          Developmental and individual Differences in Metacognition

-          Assessment of Metacognition

-          Instructional Implications

The term metacognition literally mean cognition about cognition, or more informally, thinking about thinking.  John Flavell (1976) defined metacognition as knowledge cognition and control of cognition.  The knowledge component encompasses what one know about cognition, including knowledge about oneself as a learner, about aspects of the task at hand, and about strategies needed to carry out the task effectively (Baker, 2009).  This article is valuable because it covers the importance of metacognition in learning theories.  I also like that the article covers instructional implications and how medacognition can be included in teacher preparation and in classroom curriculum (Baker, 2009).

References

Baker, L. (2009). Metacognition. Retrieved from  http://www.education.com/reference/article/metacognition/

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235).  Hillsdale, NJ: Erlbaum.

Schraw, G., & McCrudden, M. (2009). Retrieved fromhttp://www.education.com/reference/article/information-processing-theory/

Doorway to Professional Learning

Hello!  I am very excited about this blog and to expand my learning experiences in instructional design, and learning theories.  I plan to use this blog as part of my professional learning development and to link myself to the learning community.  According to Ferriter (2009) blogs are for educators to reflect on instruction, challenge assumptions, question policies, offer advice, design solutions, and learn together.  In this blog I will identify three resources that will further my understanding in learning theories and instructional design.

Cathy Moore:  Let’s save the world from boring e-learning.  In this blog Cathy Moore explores instructional design and shares many ideas in leadership and learning.  Her many blog topics include action mapping, activity design, project management, research scenarios, and performance support. 

Dianne Rees:  Instructional Design Fusions.  Dianne Rees is a writer and instructional designer.  This blog provides opportunity to learn about approaches to instructional design, leadership and learning theories.  This blog also provides many learning opportunities to further my journey in instructional design and learning theories.    

Christy Tucher:  Experiencing e-learning.  This blog focuses on building engaging learning experiences through instructional design and e-learning (Tucker n.d.).  The topics included in this blog are instructional design, corporate e-learning, higher education, K-12 education, life long learning, and technology.  I plan to use this blog to help me understand more in the field of e-learning and the skills I will need to further my education in instructional design.  I am also looking forward to learning about the technology I will be using in this journey.

I am excited to include these blogs and others as part of my professional learning development in learning theories and instructional design. 

References:

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership 66(5), 34-38.